Katherine A Rawson
Datos Biográficos
| ID | 1901356 |
|---|---|
| NOMBRE | Katherine A Rawson |
| NOMBRES | Katherine A |
| APELLIDO | Rawson |
| FIRMA | RAWSON K A |
| AFILIACIONES | Kent State University |
| ORCID | 0000-0001-8800-8274 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 8 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2003 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 2 |
Toward mastering foreign-language translations
) and trying to translate it (i.e., to think). Productive learning involves being cued with an English word (e.g., to think) and trying to produce the translation. When students use retrieval practice to learn foreign-language translations in one direction (e.g., receptively) until they correctly recall the translation, do they demonstrate transfer in the other direction (i.e., productively)? Across three experiments, we answered this question by…
Effects of distributed practice and criterion level on word retrieval in aphasia
The Cambridge Handbook of Cognition and Education
This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and wr…
Cambridge Handbook of Cognition and Education
The mediator effectiveness hypothesis revisited
Establishing and explaining the testing effect in free recall for young children
Research has consistently shown memory is enhanced when learning combines test trials with study trials compared with study trials alone (i.e., testing effect). However, the majority of work on testing effects has involved undergraduate students. In the current experiment, the authors examined testing effects in 2 groups of elementary school children. First and 3rd graders learned 1 list of words in a test-plus-restudy condition and a 2nd list of…
Improving Students’ Learning With Effective Learning Techniques
Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques. Fortunately, cognitive and educational psychologists have been developing and evaluating easy-to-use …
Overconfidence produces underachievement
Testing the retrieval effort hypothesis
Dynamic networks and other thought systems
Second-Order Judgments About Judgments of Learning
The authors explored the relations between predictions of the likelihood of recalling studied items (called judgments of learning, or JOLs) and second-order judgments (SOJs), in which one rates confidence in the accuracy of each JOL. Each participant studied paired-associate items and made JOLs. A given JOL was either immediate or delayed and was followed immediately by an SOJ. After all items were studied and judged, paired-associate recall occu…
Exploring Encoding and Retrieval Effects of Background Information on Text Memory
Two experiments were conducted (a) to evaluate how providing background infor-mation at test may benefit retrieval and (b) to further examine how providing back-ground information prior to study influences encoding. Half of the participants read background information prior to study, and the other half did not. In each group, half were presented with background information at test. Background information at test improved recall for those who did …
Category norms
Establishing and explaining the testing effect in free recall for young children
Research has consistently shown memory is enhanced when learning combines test trials with study trials compared with study trials alone (i.e., testing effect). However, the majority of work on testing effects has involved undergraduate students. In the current experiment, the authors examined testing effects in 2 groups of elementary school children. First and 3rd graders learned 1 list of words in a test-plus-restudy condition and a 2nd list of…
Second-Order Judgments About Judgments of Learning
The authors explored the relations between predictions of the likelihood of recalling studied items (called judgments of learning, or JOLs) and second-order judgments (SOJs), in which one rates confidence in the accuracy of each JOL. Each participant studied paired-associate items and made JOLs. A given JOL was either immediate or delayed and was followed immediately by an SOJ. After all items were studied and judged, paired-associate recall occu…
The mediator effectiveness hypothesis revisited
Exploring Encoding and Retrieval Effects of Background Information on Text Memory
Two experiments were conducted (a) to evaluate how providing background infor-mation at test may benefit retrieval and (b) to further examine how providing back-ground information prior to study influences encoding. Half of the participants read background information prior to study, and the other half did not. In each group, half were presented with background information at test. Background information at test improved recall for those who did …
Category norms
Exploring Encoding and Retrieval Effects of Background Information on Text Memory
Two experiments were conducted (a) to evaluate how providing background infor-mation at test may benefit retrieval and (b) to further examine how providing back-ground information prior to study influences encoding. Half of the participants read background information prior to study, and the other half did not. In each group, half were presented with background information at test. Background information at test improved recall for those who did …
Dynamic networks and other thought systems
Second-Order Judgments About Judgments of Learning
The authors explored the relations between predictions of the likelihood of recalling studied items (called judgments of learning, or JOLs) and second-order judgments (SOJs), in which one rates confidence in the accuracy of each JOL. Each participant studied paired-associate items and made JOLs. A given JOL was either immediate or delayed and was followed immediately by an SOJ. After all items were studied and judged, paired-associate recall occu…
Testing the retrieval effort hypothesis
Overconfidence produces underachievement
Improving Students’ Learning With Effective Learning Techniques
Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques. Fortunately, cognitive and educational psychologists have been developing and evaluating easy-to-use …
Establishing and explaining the testing effect in free recall for young children
Research has consistently shown memory is enhanced when learning combines test trials with study trials compared with study trials alone (i.e., testing effect). However, the majority of work on testing effects has involved undergraduate students. In the current experiment, the authors examined testing effects in 2 groups of elementary school children. First and 3rd graders learned 1 list of words in a test-plus-restudy condition and a 2nd list of…
The mediator effectiveness hypothesis revisited
The Cambridge Handbook of Cognition and Education
This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and wr…
Cambridge Handbook of Cognition and Education
Effects of distributed practice and criterion level on word retrieval in aphasia
Toward mastering foreign-language translations
) and trying to translate it (i.e., to think). Productive learning involves being cued with an English word (e.g., to think) and trying to produce the translation. When students use retrieval practice to learn foreign-language translations in one direction (e.g., receptively) until they correctly recall the translation, do they demonstrate transfer in the other direction (i.e., productively)? Across three experiments, we answered this question by…
Psychology (12 obras) · Cognitive psychology (8 obras) · Memory Processes and Influences (8 obras) · Computer Science (7 obras) · Cognition (5 obras) · Intelligent Tutoring Systems and Adaptive Learning (4 obras) · Recall (4 obras) · Educational Strategies and Epistemologies (3 obras) · Free recall (3 obras) · Social Psychology (3 obras)