Â鶹´«Ã½

Research Area:

• Psychological Science - Cognitive

Research Interests:

My research program 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.

Lab Site:

Comprehension & Memory Lab

Courses Frequently Taught:

• General Psychology
• Research Methods

Recent Publications:

• Daley, N., & Rawson, K. A. (in press). Elaborations in expository text impose a substantial time cost but do not enhance learning. Educational Psychology Review.
• Zamary, A., Rawson, K. A., & Was, C. A. (in press). Do complex span and content-embedded working memory tasks predict unique variance in inductive reasoning?  Behavior Research Methods.
• Wissman, K. T., Zamary, A., & Rawson, K.A. (in press). When does practice testing promote transfer on deductive reasoning tasks? Journal of Applied Research in Memory and Cognition.
• Zamary, A., & Rawson, K.A. (2018). Are provided examples or faded examples more effective for declarative concept learning? Educational Psychology Review, 30, 1167-1197.
• Janes, J. L., Dunlosky, J., & Rawson, K. A. (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.
• Foster, N. L., Rawson, K. A., & Dunlosky, J. (2018). Self-regulated learning of principle-based concepts: Do students prefer worked examples, faded examples, or problem solving? Learning and Instruction, 55, 124-138.
• Rawson, K. A., Vaughn, K. E., Walsh, M., & Dunlosky, J. (2018). Investigating and explaining the effects of successive relearning on long-term retention. Journal of Experimental Psychology: Applied, 24, 57-71.
• Zamary, A., & Rawson, K.A. (2018). Which technique is most effective for learning declarative concepts-provided examples, generated examples, or both? Educational Psychology Review, 30, 275-301.
• Wissman, K. T., & Rawson, K. A. (2018). Test potentiated learning: Three independent replications, a disconfirmed hypothesis, and an unexpected boundary condition. Memory, 26, 385-405.
• Wissman, K. T., & Rawson, K. A. (2018). Collaborative testing for key-term definitions under representative conditions: Efficiency costs and no learning benefits. Memory and Cognition, 46, 148-157.