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1
When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning?
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When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning?

Katherine A. Rawson ; John Dunlosky ;Agarwal, Pooja K

Educational psychology review, 2012-09-01, Vol.24 (3), p.419-435 [Peer Reviewed Journal]

Boston: Springer

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2
The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts
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The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts

Katherine A. Rawson ; Ruthann C. Thomas ; Larry L. Jacoby ;Tricot, André ; Chandler, Paul ; Chandler, Paul ; Tricot, André

Educational psychology review, 2015-09-01, Vol.27 (3), p.483-504 [Peer Reviewed Journal]

New York: Springer

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3
Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
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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

Psychological science in the public interest, 2013-01-01, Vol.14 (1), p.4-58

Los Angeles, CA: SAGE Publications

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4
Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?
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Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?

Pyc, Mary A ; Rawson, Katherine A

Journal of memory and language, 2009, Vol.60 (4), p.437-447 [Peer Reviewed Journal]

Elsevier BV

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5
The Status of the Testing Effect for Complex Materials: Still a Winner
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The Status of the Testing Effect for Complex Materials: Still a Winner

Katherine A. Rawson ;Sweller, John ; van Gog, Tamara

Educational psychology review, 2015-06-01, Vol.27 (2), p.327-331 [Peer Reviewed Journal]

New York: Springer

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6
The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention
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The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention

Katherine A. Rawson ; John Dunlosky ; Sharon M. Sciartelli

Educational psychology review, 2013-12-01, Vol.25 (4), p.523-548 [Peer Reviewed Journal]

Boston: Springer

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7
Which Technique is most Effective for Learning Declarative Concepts—Provided Examples, Generated Examples, or Both?
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Which Technique is most Effective for Learning Declarative Concepts—Provided Examples, Generated Examples, or Both?

Zamary, Amanda ; Rawson, Katherine A

Educational Psychology Review, 2018-03, Vol.30 (1), p.275-301 [Peer Reviewed Journal]

New York: Springer US

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8
How Effective is Example Generation for Learning Declarative Concepts?
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How Effective is Example Generation for Learning Declarative Concepts?

Katherine A. Rawson ; John Dunlosky

Educational psychology review, 2016-09-01, Vol.28 (3), p.649-672 [Peer Reviewed Journal]

New York: Springer

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9
Diagnosing Criterion-Level Effects on Memory: What Aspects of Memory Are Enhanced by Repeated Retrieval?
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Diagnosing Criterion-Level Effects on Memory: What Aspects of Memory Are Enhanced by Repeated Retrieval?

Kalif E. Vaughn ; Katherine A. Rawson

Psychological science, 2011-09-01, Vol.22 (9), p.1127-1131 [Peer Reviewed Journal]

Los Angeles, CA: SAGE Publications

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10
Collaborative testing for key-term definitions under representative conditions: Efficiency costs and no learning benefits
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Collaborative testing for key-term definitions under representative conditions: Efficiency costs and no learning benefits

Wissman, Kathryn T ; Rawson, Katherine A

Memory & Cognition, 2018-01, Vol.46 (1), p.148-157 [Peer Reviewed Journal]

New York: Springer US

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11
Does the benefit of testing depend on lag, and if so, why? Evaluating the elaborative retrieval hypothesis
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Does the benefit of testing depend on lag, and if so, why? Evaluating the elaborative retrieval hypothesis

Rawson, Katherine A ; Vaughn, Kalif E ; Carpenter, Shana K

Memory & Cognition, 2015-05, Vol.43 (4), p.619-633 [Peer Reviewed Journal]

New York: Springer US

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12
The interim test effect: Testing prior material can facilitate the learning of new material
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The interim test effect: Testing prior material can facilitate the learning of new material

Wissman, Kathryn T ; Rawson, Katherine A ; Pyc, Mary A

Psychonomic Bulletin & Review, 2011-12, Vol.18 (6), p.1140-1147 [Peer Reviewed Journal]

New York: Springer-Verlag

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13
Towards a Theory of Learning for Naming Rehabilitation: Retrieval Practice and Spacing Effects
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Towards a Theory of Learning for Naming Rehabilitation: Retrieval Practice and Spacing Effects

Middleton, Erica L ; Schwartz, Myrna F ; Rawson, Katherine A ; Traut, Hilary ; Verkuilen, Jay

Journal of speech, language, and hearing research, 2016-10-01, Vol.59 (5), p.1111-1122 [Peer Reviewed Journal]

United States: American Speech-Language-Hearing Association

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14
The METER: A Brief, Self-Administered Measure of Health Literacy
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The METER: A Brief, Self-Administered Measure of Health Literacy

Rawson, Katherine A ; Gunstad, John ; Hughes, Joel ; Spitznagel, Mary Beth ; Potter, Vanessa ; Waechter, Donna ; Rosneck, James

Journal of general internal medicine : JGIM, 2009, Vol.25 (1), p.67-71 [Peer Reviewed Journal]

New York: Springer Science and Business Media LLC

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15
Why Testing Improves Memory: Mediator Effectiveness Hypothesis
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Why Testing Improves Memory: Mediator Effectiveness Hypothesis

Pyc, M. A ; Rawson, K. A

Science (American Association for the Advancement of Science), 2010, Vol.330 (6002), p.335-335 [Peer Reviewed Journal]

United States: American Association for the Advancement of Science (AAAS)

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16
Self-regulated learning of a natural category: Do people interleave or block exemplars during study?
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Self-regulated learning of a natural category: Do people interleave or block exemplars during study?

Tauber, Sarah K ; Dunlosky, John ; Rawson, Katherine A ; Wahlheim, Christopher N ; Jacoby, Larry L

Psychonomic Bulletin & Review, 2013-04, Vol.20 (2), p.356-363 [Peer Reviewed Journal]

New York: Springer-Verlag

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17
Age Differences and Similarities in the Shift From Computation to Retrieval During Reading Comprehension
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Age Differences and Similarities in the Shift From Computation to Retrieval During Reading Comprehension

Rawson, Katherine A ; Touron, Dayna R

Psychology and Aging, 2009-06, Vol.24 (2), p.423-437 [Peer Reviewed Journal]

United States: American Psychological Association

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18
All Good Things Must Come to an End: a Potential Boundary Condition on the Potency of Successive Relearning
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All Good Things Must Come to an End: a Potential Boundary Condition on the Potency of Successive Relearning

Rawson, Katherine A ; Dunlosky, John ; Janes, Jessica L

Educational psychology review, 2020-09, Vol.32 (3), p.851-871 [Peer Reviewed Journal]

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19
Elaborations in Expository Text Impose a Substantial Time Cost but Do Not Enhance Learning
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Elaborations in Expository Text Impose a Substantial Time Cost but Do Not Enhance Learning

Daley, Nola ; Rawson, Katherine A

Educational psychology review, 2019-03-01, Vol.31 (1), p.197-222 [Peer Reviewed Journal]

New York: Springer

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20
How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014)
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How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014)

Morehead, Kayla ; Dunlosky, John ; Rawson, Katherine A

Educational psychology review, 2019, Vol.31 (3), p.753-780 [Peer Reviewed Journal]

New York: Springer Science and Business Media LLC

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Results 1 - 20 of 107  for Central Connecticut State University

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