K
Katherine A. Rawson
Researcher at Kent State University
Publications - 125
Citations - 8094
Katherine A. Rawson is an academic researcher from Kent State University. The author has contributed to research in topics: Recall & Cognition. The author has an hindex of 38, co-authored 120 publications receiving 6844 citations. Previous affiliations of Katherine A. Rawson include University of Colorado Boulder & University of North Carolina at Greensboro.
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Journal ArticleDOI
Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
John Dunlosky,Katherine A. Rawson,Elizabeth J. Marsh,Mitchell J. Nathan,Daniel T. Willingham +4 more
TL;DR: This monograph discusses 10 learning techniques that benefit learners of different ages and abilities and have been shown to boost students’ performance across many criterion tasks and even in educational contexts.
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Category Norms: An Updated and Expanded Version of the Battig and Montague (1969) Norms.
TL;DR: An expanded version of the Battig and Montague (1969) category norms are reported, based on responses from three different sites varying in geographical locations within the United States, to meet the need for updated norms.
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Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention
TL;DR: In this paper, the authors examined the link between monitoring accuracy and longer-term retention and found that greater accuracy was associated with higher levels of retention, and this link could not be explained by differential feedback, effort during study, or trials to criterion.
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Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?
Mary A. Pyc,Katherine A. Rawson +1 more
TL;DR: The retrieval effort hypothesis as discussed by the authors states that difficult but successful retrieevals are better for memory than easier successful retrievals, and it has been shown that the difficulty of retrieval during practice increases, final test performance increases.
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Why Testing Improves Memory: Mediator Effectiveness Hypothesis
Mary A. Pyc,Katherine A. Rawson +1 more
TL;DR: Supporting the mediator effectiveness hypothesis, test-restudy practice resulted in mediators that were more likely to be retrieved and morelikely to elicit targets on a final test.