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Profiles Detail

Katherine Rawson

Associate Professor

Education: Ph.D., University of Colorado (2004)

Research Area: Experimental - Cognitive

Research Interests

My research program consists of two interrelated areas of research: One area explores how to optimize learning in educationally relevant domains, with current emphasis on strategies that promote the durability and efficiency of student learning, and the self-regulatory processes that support such learning. The other area explores the cognitive processes involved in skill acquisition, with a particular interest in mechanisms underlying the automatization of reading processes.

 Lab Site: Comprehension & Memory Lab

Courses Frequently Taught

  • General Psychology
  • Research Methods


Scholarly, Creative & Professional Activities

Wissman, K. T., & Rawson, K. A. (in press). Grain size of recall practice for lengthy text material: Fragile and mysterious effects on memory. Journal of Experimental Psychology: Learning, Memory, and Cognition.

Rawson, K. A., Thomas, R. C., & Jacoby, L. L. (in press). The power of examples: Illustrative examples enhance conceptual learning of declarative concepts. Educational Psychology Review.

Vaughn, K. E., & Rawson, K. A. (in press). Criterion learning and associative memory gains: Evidence for associative asymmetry. Journal of Memory and Language.

Vaughn, K. E., Rawson, K. A., & Pyc, M. A.. (2013). Repeated retrieval practice and item difficulty: Does criterion learning eliminate item difficulty effects? Psychonomic Bulletin & Review, 20, 1239-1245.

Rawson, K. A., Dunlosky, J., & Sciartelli, S. M. (2013). The power of successive relearning: Improving performance on course exams and long-term retention. Educational Psychology Review, 25, 523-548.

Rawson, K. A., & Dunlosky, J. (2013). Relearning attenuates the benefits and costs of spacing. Journal of Experimental Psychology: General, 142, 1113-1129.

Wilkins, N. J., & Rawson, K. A. (2013). Why does lag affect the durability of memory-based automaticity: Loss of memory strength or interference? Acta Psychologica, 144, 390-396.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive an educational psychology. Psychological Science in the Public Interest, 14, 4-58.

Rawson, K. A. (2012). Why do rereading lag effects depend on test delay? Journal of Memory and Language, 66, 870-884.

Rawson, K. A., & Dunlosky, J. (2012). When is practice testing most effective for improving the durability and efficiency of student learning? Educational Psychology Review, 24, 419-435.

Katherine Rawson
Department of Psychology
332 Kent Hall
Phone: 330-672-3789
Fax: 330-672-3786