Katherine Rawson, Ph.D.

Psychology Kent State University, Kent, OH, United States 
Text processing, metacognition, educational applications
"Katherine Rawson"
Cross-listing: Neurotree


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Walter Kintsch grad student 2004 CU Boulder
 (Exploring the nature of automaticity in text processing.)


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Nola M. Daley grad student 2016- Kent State (Neurotree)
Lesley G. Hathorn grad student 2007 Kent State (Neurotree)
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Badali S, Rawson KA, Dunlosky J. (2023) How do Students Regulate Their Use of Multiple Choice Practice Tests? Educational Psychology Review. 35: 43
Middleton EL, Duquette KL, Rawson KA, et al. (2022) An examination of retrieval practice and production training in the treatment of lexical-semantic comprehension deficits in aphasia. Neuropsychology
Wissman KT, Zamary A, Rawson KA, et al. (2022) Enhancing declarative concept application: The utility of examples as primary targets of learning. Journal of Experimental Psychology. Applied
Badali S, Rawson KA, Dunlosky J. (2022) Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty? Educational Psychology Review. 1-27
Schuchard J, Rawson KA, Middleton EL. (2020) Effects of distributed practice and criterion level on word retrieval in aphasia. Cognition. 198: 104216
Morehead K, Dunlosky J, Rawson KA. (2019) How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014) Educational Psychology Review. 31: 753-780
Rawson KA, Vaughn KE, Walsh M, et al. (2018) Investigating and explaining the effects of successive relearning on long-term retention. Journal of Experimental Psychology. Applied
Janes JL, Dunlosky J, Rawson KA. (2018) How Do Students Use Self-Testing Across Multiple Study Sessions When Preparing for a High-Stakes Exam? Journal of Applied Research in Memory and Cognition. 7: 230-240
Tauber SK, Witherby AE, Dunlosky J, et al. (2018) Does Covert Retrieval Benefit Learning of Key-Term Definitions? Journal of Applied Research in Memory and Cognition. 7: 106-115
Daley N, Rawson KA. (2018) Elaborations in Expository Text Impose a Substantial Time Cost but Do Not Enhance Learning Educational Psychology Review. 31: 197-222
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