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Journal of Experimental Psychology. Learning, Memory, and Cognition|February 6, 2002
Are performance predictions for text based on ease of processing?Katherine A Rawson, John DunloskyJournal of Experimental Psychology. General|June 29, 2011
Optimizing schedules of retrieval practice for durable and efficient learning: how much is enough?Katherine A Rawson, John DunloskyJournal of Experimental Psychology. General|October 24, 2012
Relearning attenuates the benefits and costs of spacingKatherine A Rawson, John DunloskyJournal of Experimental Psychology. Applied|September 28, 2011
Accurate monitoring leads to effective control and greater learning of patient education materialsKatherine A Rawson, Rochelle O'Neil, John DunloskyEducational Psychology Review|March 14, 2022
Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?Sabrina Badali, Katherine A Rawson, John DunloskyEducational Psychology Review|April 4, 2023
How do Students Regulate Their Use of Multiple Choice Practice Tests?Sabrina Badali, Katherine A Rawson, John DunloskyMemory (Hove, England)|August 27, 2016
The what, how much, and when of study strategies: comparing intended versus actual study behaviourRachael N Blasiman, John Dunlosky, Katherine A RawsonThe Quarterly Journal of Experimental Psychology. A, Human Experimental Psychology|June 6, 2002
Influences of metamemory on performance predictions for textKatherine A Rawson, John Dunlosky, Susan L McDonaldMemory & Cognition|March 31, 2016
Effects of successive relearning on recall: Does relearning override the effects of initial learning criterion?Kalif E Vaughn, John Dunlosky, Katherine A RawsonExperimental Psychology|July 4, 2015
The Influence of Retrieval Practice Versus Delayed Judgments of Learning on Memory: Resolving a Memory-Metamemory ParadoxSarah K Uma Tauber, John Dunlosky, Katherine A RawsonPageof 15