Katherine A. Rawson Kent State University, Department of Psychology Employment2010 – present Associate Professor, Department of Psychology, Kent State University 2004 – 2010 Assistant Professor, Department of Psychology, Kent State University Education 1995 – 1999 The University of North Carolina at Greensboro Research InterestsMy research program consists of two interrelated areas of research: One area explores the cognitive processes involved in learning from text material, with current emphasis on development of theoretical accounts of (a) how the various component processes interact with one another and (b) the cognitive mechanisms underlying the automatization of text processes. A second 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. Honors and Awards2010 Kavli Frontiers Fellow, National Academy of Sciences 2010 Presidential Early Career Award for Scientists and Engineers, Office of Science and Technology Policy, White House Research Funding9/2008 – 8/2013 James S. McDonnell Foundation, Collaborative Activity Award 9/2008 – 8/2011 U.S. Department of Education, Institute of Education Sciences, Cognition and Student Learning Grant. Title: Developing the Retrieval-Monitoring-Feedback (RMF) Method for Improving the Durability and Efficiency of Student Learning. Total funding: $1,266,796. Role: Principal Investigator 8/2007 – 5/2008 Kent State University, Academic Year Research and Creative Activity Appointment. Title: Helping Patients Evaluate and Improve their Learning of Health Care Information 6/2005 – 5/2009 U.S. Department of Education, Institute of Education Sciences, Cognition and Student Learning Grant.
Title: Supporting Efficient and Durable Student Learning.
Total funding: $868,864. Fall, 2005 Applied Psychology Center, Kent State University, Faculty Fellowship 2003 – 2004 National Research Service Award Predoctoral Fellowship, National Institute of Mental Health 1999 – 2002 Graduate Research Fellowship, National Science Foundation Journal PublicationsWas, C. A., Dunlosky, J., Bailey, H., & Rawson, K. A. (in press). The unique contributions of the facilitation of procedural memory and working memory to individual differences in intelligence. Acta Psychologica. Pyc, M. A., & Rawson, K. A. (in press). Why is test-restudy practice beneficial for memory? An evaluation of the mediator shift hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition. Dunlosky, J., & Rawson, K. A. (in press). Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention. Learning and Instruction. Was, C. A., Rawson, K. A., Bailey, H., & Dunlosky, J. (in press). Content-embedded tasks beat complex span for predicting comprehension. Behavior Research Methods. Wissman, K. T., Rawson, K. A., & Pyc, M. A. (2011). The interim test effect: Testing prior material can facilitate the learning of new material. Psychonomic Bulletin & Review, 18, 1140-1147. Hunt, R. R., & Rawson, K. A. (2011). Knowledge affords distinctive processing in memory. Journal of Memory and Language, 65, 30-405. Rawson, K. A., O’Neil, R. L., & Dunlosky, J. (2011). Accurate monitoring leads to effective control and greater learning of patient education materials. Journal of Experimental Psychology: Applied, 17, 288-302. Vaughn, K. E., & Rawson, K. A. (2011). Diagnosing criterion level effects on memory: What aspects of memory are enhanced by repeated retrieval? Psychological Science, 22, 1127-1131. Wilkins, N. J., & Rawson, K. A. (2011). Controlling retrieval during practice: Implications for memory-based theories of automaticity. Journal of Memory and Language. Middleton, E. L., Rawson,K. A., & Wisniewski, E. J. (2011). How do we process novel conceptual combinations in context? Quarterly Journal of Experimental Psychology. 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. 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. Pyc, M. A., & Rawson, K. A. (2010). Why testing improves memory: Mediator effectiveness hypothesis. Science, 330, 335. 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. 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. 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. 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. 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. 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. Pyc, M. A., & Rawson, K. A. (2007). Examining the efficiency of schedules of distributed retrieval practice.Memory & Cognition, 35, 1917-1927. Rawson, K. A. (2007). Testing the Shared Resource Assumption in theories of text processing. Cognitive Psychology, 54, 155-183. 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. 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. Rawson, K. A., & Kintsch, W. (2005). Rereading effects depend upon time of test. Journal of Educational Psychology, 97, 70-80. Van Overschelde, J. P., Rawson, K. A., Dunlosky, J., & Hunt, R. R. (2005). Distinctive processing underlies skilled memory. Psychological Science, 16, 358-361. 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. Rawson, K. A. (2004). Exploring automaticity in text processing: Syntactic ambiguity as a test case. Cognitive Psychology, 49, 333-369. Rawson, K. A., & Kintsch, W. (2004). Exploring encoding and retrieval effects of background information on text memory. Discourse Processes, 38, 323-344. 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. Rawson, K. A., & Kintsch, W. (2002). How does background information improve memory for text content? Memory & Cognition, 30, 768-778. 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. 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. 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. Rawson, K. A., Dunlosky, J., & Thiede, K. W. (2000). The rereading effect: Metacomprehension accuracy improves across reading trials. Memory & Cognition, 28, 1004-1010. Invited ChaptersRawson, K. A., & Dunlosky, J. (2012). Retrieval-monitoring-feedback (RMF) technique for producing efficient and durable student learning. To appear in R. Azevedo & V. Aleven (Eds.), Handbook of Metacognition and Learning Technologies. 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. Durso, F., Rawson, K. A., & Girotti, S. (2007). Comprehension and situation awareness. In F. Durso (Ed.), Handbook of Applied Cognition (pp. 163-193). 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. 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. Dunlosky, J., Rawson, K. A., & McDonald, S. L. (2002). Influence of practice tests on the accuracy of predicting 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. Invited PresentationsRawson, K. A. (May, 2011). Retrieval practice for durable and efficient student learning: How much is enough? 83rd annual meeting of the Midwestern Psychological Association, Chicago, IL. Rawson, K. A. (May, 2011). Why practice tests improve learning and memory. 29th Learning and the Brain Conference, Chicago, IL. Rawson, K. A. (June, 2010). Supporting durable and efficient student learning. Institute of Education Sciences Research Conference, Washington D.C. Rawson, K. A. (June, 2010). Optimizing schedules of retrieval practice for efficient and durable student learning. Science Education Initiative research meeting, Boulder, CO. Rawson, K. A. (January, 2010). Promoting efficient and durable student learning. Institute of Education Sciences, Washington D.C. Rawson, K. A. (April, 2009). Defining and explaining automaticity in reading comprehension. Washington University, St. Louis, MO. Rawson, K. A. (April, 2008). Does retrieval practice support efficient and durable learning of key term definitions? ACPEEP (Applying Cognitive Psychology to Enhance Educational Practice), James S. McDonnell Collaborative Activity Award group meeting, St. Louis, MO. Rawson, K. A., & Middleton, E. L. (March, 2007). Memory-based automatization of text comprehension. University of Illinois, Urbana-Champaign. Rawson, K. A. (June, 2006). Using retrieval practice to support efficient and durable student learning. University of Texas, San Antonio. Rawson, K. A. (September, 2004). Exploring the system of component processes in text comprehension. Texas Tech University. Conference PresentationsVaughn, K.E., Rawson, K. A., & Dunlosky, J. (2011). Schedules of retrieval practice for durable and efficient learning: Is more always better? Poster presented at the 52nd annual meeting of the Psychonomic Society, Seattle, WA. Wilkins, N.J., & Rawson, K. A. (2011). Do lag effects on loss of memory-based automaticity reflect decay or interference? Poster presented at the 52nd annual meeting of the Psychonomic Society, Seattle, WA. Vaughn, K. E., & Rawson, K. A. (2011). Retrieval practice and memory: Why are higher criterion levels better? Paper presented at the 83rd annual meeting of the Midwestern Psychological Association, Chicago, IL. Wilkins, N. J., & Rawson, K. A. (2011). Controlling retrieval during practice: Implications for memory-based theories of automaticity. Paper presented at the 83rd annual meeting of the Midwestern Psychological Association, Chicago, IL. Lipowski, S. L., Pyc, M. A., Dunlosky, J., & Rawson, K. A. (2011). An examination of developmental trends and mechanisms underlying the testing effect. Paper presented at the 83rd annual meeting of the Midwestern Psychological Association, Chicago, IL. Pyc, M. A., Rawson, K. A., & Dunlosky, J. (2011). Are self-regulated learning decisions sensitive to spacing and lag effects? Paper presented at the 83rd annual meeting of the Midwestern Psychological Association, Chicago, IL. Rawson, K. A. (2011). Inaccurate metacognitive monitoring can undermine effective learning strategies. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Pyc, M.A., & Rawson, K. A. (2010). Why does testing promote memory? The mediator effectiveness hypothesis. Paper presented at the 51st annual meeting of the Psychonomic Society, St. Louis, MO. Pyc, M.A., & Rawson, K. A. (2010). Why does testing improve memory? Evaluating the mediator shift hypothesis. Poster presented at the 51st annual meeting of the Psychonomic Society, St. Louis, MO. Vaughn, K.E., & Rawson, K. A. (2010). The effects of repeated retrieval as a function of item difficulty. Poster presented at the 51st annual meeting of the Psychonomic Society, St. Louis, MO. Wilkins, N.J., & Rawson, K. A. (2010). Context effects on memory-based automaticity. Poster presented at the 51st annual meeting of the Psychonomic Society, St. Louis, MO. Dunlosky, J., & Rawson, K. A. (2010). Effect of lag between study and retrieval attempts on middle-schoolers’ memory for key-term definitions. Poster presented at the Institute of Education Sciences Research Conference, Washington D.C. Pyc, M. A., & Rawson, K. A. (2010). Why does testing improve memory? Evaluating the mediator shift hypothesis. Paper presented at the 82nd annual meeting of the Midwestern Psychological Association, Chicago, IL. Wilkins, N. J., & Rawson, K. A. (2010). Context effects on memory-based automaticity. Paper presented at the 82nd annual meeting of the Midwestern Psychological Association, Chicago, IL. O’Neil, R. L., & Rawson, K. A. (2010). Interventions to improve learning of patient education materials. Poster presented at the 82nd annual meeting of the Midwestern Psychological Association, Chicago, IL. Wissman, K. T., Pyc, M. A., & Rawson, K. A. (2010). Do intervening tests facilitate learning of complex material? Poster presented at the 82nd annual meeting of the Midwestern Psychological Association, Chicago, IL. Rawson, K. A., & Hunt, R.R. (2009). Memory and domain-specific expertise: Knowledge affords distinctive processing. Paper presented at the 50th annual meeting of the Psychonomic Society, Boston, MA. Pyc, M.A., & Rawson, K. A. (2009). Are students sensitive to lag and criterion-level effects when monitoring learning during retrieval practice? Poster presented at the 50th annual meeting of the Psychonomic Society, Boston, MA. Rawson, K., & Dunlosky, J. (2009). What is the optimal schedule of retrieval practice for efficient and durable learning of key term definitions? Poster presented at the Institute of Education Sciences Research Conference, Washington D.C. Rawson, K. A., & Dunlosky, J. (2009). Schedules of retrieval practice for efficient and durable student learning. Paper presented at the 21st annual meeting of the Association for Psychological Science, San Francisco, CA. Pyc, M. A., & Rawson, K. A. (2009). Are judgments-of-learning sensitive to ISI and criterion level effects? Paper presented at the 81st annual meeting of the Midwestern Psychological Association, Chicago, IL. Wilkins, N. J., & Rawson, K. A. (2009). What happens to item-general practice effects across a delay? Paper presented at the 81st annual meeting of the Midwestern Psychological Association, Chicago, IL. Wissman, K. T., Pyc, M. A., & Rawson, K. A. (2009). Less is more: Shorter texts improve memory and reduce proactive interference. Poster presented at the 81st annual meeting of the Midwestern Psychological Association, Chicago, IL. Pyc, M. A., & Rawson, K. A. (2008). Testing the desirable difficulty account of retrieval practice effects. Poster presented at the 49th annual meeting of the Psychonomic Society, Chicago, IL. Wilkins, N. J., & Rawson, K. A. (2008). What happens to item-general practice effects across a delay? Poster presented at the 49th annual meeting of the Psychonomic Society, Chicago, IL. Rawson, K. A. (2008). What does it mean to say reading comprehension is “automatic”? Paper presented at the 18th Annual Meeting of the Society for Text and Discourse, University of Memphis, TN. Rawson, K., & Dunlosky, J. (2008). Effect of retrieval practice on retention of course material depends on number of correct recalls during practice. Poster presented at the Institute of Education Sciences Research Conference, Washington D.C. Pyc, M. A., & Rawson, K. A. (2008). Diminishing returns of increasing retrieval practice. Paper presented at the 80th annual meeting of the Midwestern Psychological Association, Chicago, IL. Rawson, K. A., & Touron, D. R. (2008). Age-related differences in memory-based practice effects during text comprehension. Paper presented at the biannual meeting of the Cognitive Aging Conference, Atlanta, GA. Middleton, E. L., & Rawson, K. A. (2007). Processing novel conceptual combinations in discourse contexts. Poster presented at the 48th annual meeting of the Psychonomic Society, Long Beach, CA. Pyc, M. A., & Rawson, K. A. (2007). Distributed retrieval practice: How much is enough? Poster presented at the 48th annual meeting of the Psychonomic Society, Long Beach, CA. Rawson, K., & Dunlosky, J. (2007) Combining retrieval practice and active processing to improve student learning of course material. Poster presented at the Institute of Education Sciences Research Conference, Washington D.C. Dunlosky, J., & Rawson, K. (2007). Using feedback to improve grade-school students’ metacomprehension. Poster presented at the Institute of Education Sciences Research Conference, Washington D.C. Pyc, M. A., & Rawson, K. A. (2007). Efficiency of fixed vs. variable schedules of distributed retrieval practice. Paper presented at the 79th annual meeting of the Midwestern Psychological Association, Chicago, IL. Burke, T. M., Pyc, M. A., & Rawson, K. A. (2007). Does repeated retrieval plus restudy improve memory for key ideas in text? Poster presented at the 79th annual meeting of the Midwestern Psychological Association, Chicago, IL. Hathorn, L. G., & Rawson, K. A. (2007). Mental models of text. Paper presented at the 79th annual meeting of the Midwestern Psychological Association, Chicago, IL. Rawson, K. A. (2007). Learning key concepts in General Psychology: If at first you don’t succeed, try, try again? Paper presented at the 16th annual Winter Conference on Discourse, Text, & Cognition, Jackson, WY. Rawson, K. A., & Middleton, E. L. (2006). Testing theories of automaticity in text processing: Computational efficiency and memory-based processing in conceptual combination. Paper presented at the 47th annual meeting of the Psychonomic Society, Houston, TX. Pyc, M. A., & Rawson, K. A. (2006). Schedules of retrieval practice for improving learning: Less is more? Poster presented at the 47th annual meeting of the Psychonomic Society, Houston, TX. Rawson, K., Dunlosky, J., & Pyc, M. (2006). Do repeated practice tests promote student learning of text material? Poster presented at the Institute of Education Sciences Research Conference, Washington D.C. Rawson, K. A., & Van Overschelde, J. P. (2006). How does knowledge promote memory? Item-specific and organizational processing. Paper presented at the 87th annual meeting of the Midwestern Psychological Association, Chicago, IL. Hathorn, L. G., & Rawson, K. A. (2006). Mental models of text. Paper presented at the 87th annual meeting of the Midwestern Psychological Association, Chicago, IL. Rawson, K. A. (2005). Do text processes share resources? Poster presented at the 15th Annual Meeting of the Society for Text and Discourse, Amsterdam, The Netherlands. Dunlosky, J, Baker, J., Rawson, K., & Hertzog, C. (2004). Metacomprehension and aging: Do older adults use processing ease in evaluating memory for text? Poster presented at the 10th Cognitive Aging Conference, Atlanta, GA. Rawson, K. A., & Kintsch, W. (2003). Do component text processes share resources? Poster presented at the 44th annual meeting of the Psychonomic Society, Vancouver, Canada. Rawson, K. A. (2003). Conceptualizing automaticity in text processing. Paper presented at the 14th annual Winter Conference on Discourse, Text, & Cognition, Jackson, WY. Dunlosky, J., & Rawson, K. A. (2003). Term-specific judgments for monitoring learning of concepts within texts. Paper presented at the fifth meeting of the Society for Applied Research in Memory and Cognition, Aberdeen, Scotland. Dunlosky, J., Serra, M., Matvey, G., & Rawson, K. A. (2003). Metamonitoring. Paper presented at the North Carolina Cognition Group Conference, Durham, NC. Baker, J. M., Dunlosky, J., Rawson, K. A., & Hertzog, C. (2003). Evaluating the Ease-of-Processing Hypothesis for Metacomprehension Judgments. Poster presented at the North Carolina Cognition Group Conference, Durham, NC. Rawson, K. A., & Kintsch, W. (2002). Another look at rereading effects on text learning. Paper presented at the 13th annual Winter Conference on Discourse, Text, & Cognition, Jackson, WY. Kintsch, W., Rawson, K. A., & Mulligan, E. (2002). Assessing comprehension. Paper presented at the 13th annual Winter Conference on Discourse, Text, & Cognition, Jackson, WY. Dunlosky, J., Rawson, K. A., & Middleton, E. (2002). Metacomprehension accuracy: How accurate are predictions about recalling specific terms within a text? Paper presented at the 13th annual Winter Conference on Discourse, Text, & Cognition, Jackson, WY. Rawson, K. A., & Dunlosky, J. (2001). The role of processing ease in predicting performance for text. Paper presented at the 12th annual Winter Conference on Discourse, Text, & Cognition, Jackson, WY. Rawson, K. A., & Kintsch, W. (2000). Memory for multiple texts depends on issue or source information. Poster presented at the 41st annual meeting of the Psychonomic Society, New Orleans, LA. Dunlosky, J., Rawson, K. A., & Thiede, K. W. (1999). The rereading effect: Improving metacomprehension accuracy by reading text twice. Paper presented at the annual meeting of the Society for Applied Research in Memory and Cognition, Boulder, CO. Dunlosky, J. & Rawson, K. A. (1999). Explaining the rereading effect: Why does rereading improve metacomprehension accuracy? Paper presented at the North Carolina Cognition Group Conference, Raleigh, NC. Rawson, K. A. & Dunlosky, J. (1999). An integrative theory of metacomprehension: Rereading improves judgment accuracy. Poster presented at the annual meeting of the Southeastern Psychological Association, Savannah, GA. Thiede, K. W., Dunlosky, J., & Rawson, K. A. (1999). Rereading improves comprehension monitoring. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. Rawson, K. A. & Dunlosky, J. (1999). The influence of coherence on performance predictions: Evaluating metacognitive theories. Poster presented at the North Carolina Cognition Group Conference, Raleigh, NC. Rawson, K. A., McDonald, S. L., & Dunlosky, J. (1998). Bases and accuracy of metacomprehension judgments: The roles of assessing comprehension versus memory. Poster presented at the North Carolina Cognition Group Conference, Duke University, NC. Professional AffiliationsMember, Association for Psychological Science Professional Service2008 – current Associate Editor, Memory Institute of Education Sciences, grant review panel (October, 2009; February, 2010) Teaching ExperienceHonors General Psychology Dissertations Supervised Mary A. Pyc (2010). Why is retrieval practice beneficial for memory? An evaluation of the mediator shift hypothesis. |