Comprehension & Memory

Text Comprehension

Middleton, E. L., Rawson,K. A., & Wisniewski, E. J. (in press). How do we process novel conceptual combinations in context? Quarterly Journal of Experimental Psychology.

Rawson, K. A. (2010). Defining and investigating automaticity in reading comprehension. In B. H. Ross (Ed.), Psychology of Learning and Motivation (Vol 52), pp. 185-230. Burlington: Academic Press. pdf

Rawson, K. A., & Touron, D. R. (2009). Age differences and similarities in the shift from computation to retrieval during reading comprehension. Psychology and Aging, 24, 423-437. pdf

Rawson, K. A., & Middleton, E. L. (2009). Memory-based processing as a mechanism of automaticity in text comprehension. Journal of Experimental Pscyhology: Learning, Memory, and Cognition, 35, 353-369. pdf

Rawson, K. A. (2007). Testing the Shared Resource Assumption in theories of text processing. Cognitive Psychology, 54, 155-183. pdf

Rawson, K. A., & Kintsch, W. (2005). Rereading effects depend upon time of test. Journal of Educational Psychology, 97, 70-80. pdf

Kintsch, W., & Rawson, K. A. (2005). Comprehension. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 209-226). Malden, MA: Blackwell.

Rawson, K. A. (2004). Exploring automaticity in text processing: Syntactic ambiguity as a test case. Cognitive Psychology, 49, 333-369. pdf

Rawson, K. A., & Kintsch, W. (2004). Exploring encoding and retrieval effects of background information on text memory. Discourse Processes, 38, 323-344. pdf

Rawson, K. A., & Kintsch, W. (2002). How does background information improve memory for text content? Memory & Cognition, 30, 768-778. pdf

Metacomprehension

Dunlosky, J., Hartwig, M. K., Rawson, K. A., & Lipko, A. R. (2011). Improving college students’ evaluation of text learning using idea-unit standards. Quarterly Journal of Experimental Psychology, 64, 467-484.

Lipko, A. R., Dunlosky, J., Hartwig, M. K., Rawson, K. A., Swan, K., & Cook, D. (2009). Using standards to improve middle-school students’ accuracy at evaluating the quality of their recall. Journal of Experimental Psychology: Applied, 15, 307-318. pdf

Rawson, K. A., & Dunlosky, J. (2007). Improving self-evaluation of learning for key concepts in expository texts. European Journal of Cognitive Psychology. pdf

Dunlosky, J., Baker, J. M. C., Rawson, K. A., & Hertzog, C. (2006). Does aging influence people's metacomprehension? Effects of processing ease on judgments of text learning. Psychology of Aging, 21, 390-400. pdf

Dunlosky, J., Serra, M. J., Matvey, G., & Rawson, K. A. (2005). Second-order judgments about judgments of learning. Journal of General Psychology, 132, 335-346.

Dunlosky, J., & Rawson, K. A. (2005). Why Does Rereading Improve Metacomprehension Accuracy? Evaluating the Levels-of-Disruption Hypothesis for the Rereading Effect. Discourse Processes, 40, 37-56.

Dunlosky, J., Rawson, K. A., & Middleton, E. L. (2005). What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses. Journal of Memory and Language, 52, 551-565. pdf

Rawson, K. A., & Dunlosky, J. (2002). Are performance predictions for text based on ease of processing? Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 69-80. pdf

Rawson, K. A., Dunlosky, J., & McDonald, S. L. (2002). Influences of metamemory on performance predictions for text. Quarterly Journal of Experimental Psychology, 55A, 505-524. pdf

Dunlosky, J., Rawson, K. A., & McDonald, S. L. (2002). Influence of practice tests on the accuracy of predictingg memory performance for paired associates, sentences, and text material. In T. J. Perfect & B. L. Schwartz (Eds.), Applied metacognition (pp. 68-92). Cambridge, UK: Cambridge University Press.

Dunlosky, J., Rawson, K. A., & Hacker, D. J. (2002). Metacomprehension of science texts: Investigating the levels-of-disruption hypothesis. In J. Otero, J. A. León, & A. C. Graesser (Eds.), The psychology of science text comprehension (pp. 255-279). Mahwah, NJ: Lawrence Erlbaum.

Rawson, K. A., Dunlosky, J., & Thiede, K. W. (2000). The rereading effect: Metacomprehension accuracy improves across reading trials. Memory & Cognition, 28, 1004-1010. pdf

Learning and Memory

Rawson, K. A., & Dunlosky, J. (in press). Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough? Journal of Experimental Psychology: General.

Pyc, M. A., & Rawson, K. A. (2010). Why testing improves memory: Mediator effectiveness hypothesis. Science, 330, 335. pdf

Pyc, M. A., & Rawson, K. A. (2011). Costs and benefits of dropout schedules of test-restudy practice: Implications for student learning. Applied Cognitive Psychology, 25, 87-95. pdf

Pyc, M. A., & Rawson, K. A. (2009). Testing the Retrieval Effort Hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60, 437-447. pdf

Rawson, K. A., & Van Overschelde, J. P. (2008). How does knowledge promote memory? The distinctiveness theory of skilled memory. Journal of Memory and Language, 58, 646-668. pdf

Pyc, M. A., & Rawson, K. A. (2007). Examining the efficiency of schedules of distributed retrieval practice. Memory & Cognition, 35, 1917-1927. pdf

Van Overschelde, J. P., Rawson, K. A., Dunlosky, J., & Hunt, R. R. (2005). Distinctive processing underlies skilled memory. Psychological Science, 16, 358-361. pdf

Skill Acquisition and Automaticity

Wilkins, N. J., & Rawson, K. A. (in press). Controlling retrieval during practice: Implications for memory-based theories of automaticity. Journal of Memory and Language.

Rawson, K. A. (2010). Defining and investigating automaticity in reading comprehension. In B. H. Ross (Ed.), Psychology of Learning and Motivation (Vol 52), pp. 185-230. Burlington: Academic Press.

Wilkins, N. J., & Rawson, K. A. (2010). Loss of cognitive skill across delays: Constraints for theories of cognitive skill acquisition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1134-1149. pdf

Rawson, K. A., & Touron, D. R. (2009). Age differences and similarities in the shift from computation to retrieval during reading comprehension. Psychology and Aging, 24,423-437.

Rawson, K. A., & Middleton, E. L. (2009). Memory-based processing as a mechanism of automaticity in text comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 353-369.

Rawson, K. A. (2004). Exploring automaticity in text processing: Syntactic ambiguity as a test case. Cognitive Psychology, 49, 333-369.

Other Publications

Grimaldi, P. J., Pyc, M. A., & Rawson, K. A. (2010). Normative multitrial recall performance, metacognitive judgments, and retrieval latencies for Lithuanian-English paired associates. Behavior Research Methods, 42, 634-642.

Rawson, K. A., Gunstad, J., Hughes, J., Spitznagel, M. B., Potter, V., Waechter, D., & Rosneck, J. (2010). The METER: A brief, self-administered measure of health literacy. Journal of General Internal Medicine, 25, 67-71. pdf

Durso, F., Rawson, K. A., & Girotti, S. (2007). Comprehension and situation awareness. In F. Durso (Ed.), Handbook of Applied Cognition (pp. 163-193).

Van Overschelde, J. P., Rawson, K. A., & Dunlosky, J. (2004). Category norms: An updated and expanded version of the Battig and Montague (1969) norms. Journal of Memory and Language, 50, 289-335. pdf

Hastie, R., & Rawson, K.A. (2004). Dynamic networks and other thought systems: Remote ramifications of a focused persuasive communication. In J. T. Jost, M. R. Banaji, & D. A. Prentice (Eds.), The ying and yang of social psychology: Papers in honor of William J. McGuire (pp. 53-68). Washington: APA Press. pdf

Rawson, K. A., & Miyake, A. (2002). Does relocating information in text depend upon verbal or visuospatial abilities? An individual differences analysis. Psychonomic Bulletin & Review, 9, 801-806. pdf



	Text Comprehension Middleton, E. L., Rawson,K. A., & Wisniewski, E. J. (in press). How do we process novel conceptual combinations in context? Quarterly Journal of Experimental Psychology. Rawson, K. A. (2010). Defining and investigating automaticity in reading comprehension. In B. H. Ross (Ed.), Psychology of Learning and Motivation (Vol 52), pp. 185-230. Burlington: Academic Press. pdf Rawson, K. A., & Touron, D. R. (2009). Age differences and similarities in the shift from computation to retrieval during reading comprehension. Psychology and Aging, 24, 423-437. pdf Rawson, K. A., & Middleton, E. L. (2009). Memory-based processing as a mechanism of automaticity in text comprehension. Journal of Experimental Pscyhology: Learning, Memory, and Cognition, 35, 353-369. pdf Rawson, K. A. (2007). Testing the Shared Resource Assumption in theories of text processing. Cognitive Psychology, 54, 155-183. pdf Rawson, K. A., & Kintsch, W. (2005). Rereading effects depend upon time of test. Journal of Educational Psychology, 97, 70-80. pdf Kintsch, W., & Rawson, K. A. (2005). Comprehension. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 209-226). Malden, MA: Blackwell. Rawson, K. A. (2004). Exploring automaticity in text processing: Syntactic ambiguity as a test case. Cognitive Psychology, 49, 333-369. pdf Rawson, K. A., & Kintsch, W. (2004). Exploring encoding and retrieval effects of background information on text memory. Discourse Processes, 38, 323-344. pdf Rawson, K. A., & Kintsch, W. (2002). How does background information improve memory for text content? Memory & Cognition, 30, 768-778. pdf Metacomprehension Dunlosky, J., Hartwig, M. K., Rawson, K. A., & Lipko, A. R. (2011). Improving college students’ evaluation of text learning using idea-unit standards. Quarterly Journal of Experimental Psychology, 64, 467-484. Lipko, A. R., Dunlosky, J., Hartwig, M. K., Rawson, K. A., Swan, K., & Cook, D. (2009). Using standards to improve middle-school students’ accuracy at evaluating the quality of their recall. Journal of Experimental Psychology: Applied, 15, 307-318. pdf Rawson, K. A., & Dunlosky, J. (2007). Improving self-evaluation of learning for key concepts in expository texts. European Journal of Cognitive Psychology. pdf Dunlosky, J., Baker, J. M. C., Rawson, K. A., & Hertzog, C. (2006). Does aging influence people's metacomprehension? Effects of processing ease on judgments of text learning. Psychology of Aging, 21, 390-400. pdf Dunlosky, J., Serra, M. J., Matvey, G., & Rawson, K. A. (2005). Second-order judgments about judgments of learning. Journal of General Psychology, 132, 335-346. Dunlosky, J., & Rawson, K. A. (2005). Why Does Rereading Improve Metacomprehension Accuracy? Evaluating the Levels-of-Disruption Hypothesis for the Rereading Effect. Discourse Processes, 40, 37-56. Dunlosky, J., Rawson, K. A., & Middleton, E. L. (2005). What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses. Journal of Memory and Language, 52, 551-565. pdf Rawson, K. A., & Dunlosky, J. (2002). Are performance predictions for text based on ease of processing? Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 69-80. pdf Rawson, K. A., Dunlosky, J., & McDonald, S. L. (2002). Influences of metamemory on performance predictions for text. Quarterly Journal of Experimental Psychology, 55A, 505-524. pdf Dunlosky, J., Rawson, K. A., & McDonald, S. L. (2002). Influence of practice tests on the accuracy of predictingg memory performance for paired associates, sentences, and text material. In T. J. Perfect & B. L. Schwartz (Eds.), Applied metacognition (pp. 68-92). Cambridge, UK: Cambridge University Press. Dunlosky, J., Rawson, K. A., & Hacker, D. J. (2002). Metacomprehension of science texts: Investigating the levels-of-disruption hypothesis. In J. Otero, J. A. León, & A. C. Graesser (Eds.), The psychology of science text comprehension (pp. 255-279). Mahwah, NJ: Lawrence Erlbaum. Rawson, K. A., Dunlosky, J., & Thiede, K. W. (2000). The rereading effect: Metacomprehension accuracy improves across reading trials. Memory & Cognition, 28, 1004-1010. pdf Learning and Memory Rawson, K. A., & Dunlosky, J. (in press). Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough? Journal of Experimental Psychology: General. Pyc, M. A., & Rawson, K. A. (2010). Why testing improves memory: Mediator effectiveness hypothesis. Science, 330, 335. pdf Pyc, M. A., & Rawson, K. A. (2011). Costs and benefits of dropout schedules of test-restudy practice: Implications for student learning. Applied Cognitive Psychology, 25, 87-95. pdf Pyc, M. A., & Rawson, K. A. (2009). Testing the Retrieval Effort Hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60, 437-447. pdf Rawson, K. A., & Van Overschelde, J. P. (2008). How does knowledge promote memory? The distinctiveness theory of skilled memory. Journal of Memory and Language, 58, 646-668. pdf Pyc, M. A., & Rawson, K. A. (2007). Examining the efficiency of schedules of distributed retrieval practice. Memory & Cognition, 35, 1917-1927. pdf Van Overschelde, J. P., Rawson, K. A., Dunlosky, J., & Hunt, R. R. (2005). Distinctive processing underlies skilled memory. Psychological Science, 16, 358-361. pdf Skill Acquisition and Automaticity Wilkins, N. J., & Rawson, K. A. (in press). Controlling retrieval during practice: Implications for memory-based theories of automaticity. Journal of Memory and Language. Rawson, K. A. (2010). Defining and investigating automaticity in reading comprehension. In B. H. Ross (Ed.), Psychology of Learning and Motivation (Vol 52), pp. 185-230. Burlington: Academic Press. Wilkins, N. J., & Rawson, K. A. (2010). Loss of cognitive skill across delays: Constraints for theories of cognitive skill acquisition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1134-1149. pdf Rawson, K. A., & Touron, D. R. (2009). Age differences and similarities in the shift from computation to retrieval during reading comprehension. Psychology and Aging, 24,423-437. Rawson, K. A., & Middleton, E. L. (2009). Memory-based processing as a mechanism of automaticity in text comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 353-369. Rawson, K. A. (2004). Exploring automaticity in text processing: Syntactic ambiguity as a test case. Cognitive Psychology, 49, 333-369. Other Publications Grimaldi, P. J., Pyc, M. A., & Rawson, K. A. (2010). Normative multitrial recall performance, metacognitive judgments, and retrieval latencies for Lithuanian-English paired associates. Behavior Research Methods, 42, 634-642. Rawson, K. A., Gunstad, J., Hughes, J., Spitznagel, M. B., Potter, V., Waechter, D., & Rosneck, J. (2010). The METER: A brief, self-administered measure of health literacy. Journal of General Internal Medicine, 25, 67-71. pdf Durso, F., Rawson, K. A., & Girotti, S. (2007). Comprehension and situation awareness. In F. Durso (Ed.), Handbook of Applied Cognition (pp. 163-193). Van Overschelde, J. P., Rawson, K. A., & Dunlosky, J. (2004). Category norms: An updated and expanded version of the Battig and Montague (1969) norms. Journal of Memory and Language, 50, 289-335. pdf Hastie, R., & Rawson, K.A. (2004). Dynamic networks and other thought systems: Remote ramifications of a focused persuasive communication. In J. T. Jost, M. R. Banaji, & D. A. Prentice (Eds.), The ying and yang of social psychology: Papers in honor of William J. McGuire (pp. 53-68). Washington: APA Press. pdf Rawson, K. A., & Miyake, A. (2002). Does relocating information in text depend upon verbal or visuospatial abilities? An individual differences analysis. Psychonomic Bulletin & Review, 9, 801-806. pdf