Kathryn T. Wissman
Department of Psychology
Kent State University
Kent, OH 44244
614-738-5793
kwissman@kent.edu
Education
2011 –
Kent State University (Mentor: Dr. Katherine Rawson)
M.A., Experimental Psychology: 2013
Ph.D., Experimental Psychology: Anticipated, 2016
2005 – 2009
B.A. in Psychology
Kent State University, Kent, OH
Minor: Sociology
GPA: 3.91, Summa Cum Laude
Academic Awards
2009
Horace Award, Phi Betta Kappa
2005 – 2009
Dean’s List, Kent State University
2007
President’s List, Kent State University
Research Interests
collaborative memory, testing effects, student learning, text comprehension
Work Experience
2011 –
Graduate Assistant: Kent State University
Teaching Assistant: Kent State University
2009 – 2011
Part-time Admin/Lab Manager: Kent State University, Rawson
Comprehension and Memory Laboratory
2007 – 2009
Research Assistant: Kent State University, Rawson Comprehension
and Memory Laboratory
Publications
Wissman, K. T., & Rawson, K. A. (in press). Grain size of retrieval practice for lengthy text material:
Mysterious and fragile effects on memory. Journal of Experimental Psychology: Learning,
Memory, and Cognition.
Wissman, K. T., Rawson, K. A., & Pyc, M. A. (2012). How and when do students use flashcards?
Memory, 20, 568-579.
Wissman, K. T., Rawson, K. A., & Pyc, M. A. (2011). The interim test effect: Testing prior material can
facilitate the learning of new material. Psychonomic Bulletin & Review, 18, 1040-1047.
Manuscripts Under Revision/Review
Wissman, K. T., Vaughn, K. E., & Rawson, K. A. (submitted). Does testing impair relational processing?
Attempts to replicate the negative testing effect. Journal of Experimental Psychology: General.
Wissman, K. T., & Rawson, K. A. (submitted). How do students implement collaborative testing in realworld contexts? Memory
Manuscripts in Preparations
Wissman, K.T., & Rawson, K.A. (in prep). Distinctiveness theory: A theoretical basis of collaborative
facilitation
Wissman, K.T., & Rawson, K.A. (in prep). Test-potentiated learning: Indirect effects of testing.
Wissman, K.T., Jones, A. & Rawson, K.A. (in prep). Interpolated testing in the classroom.
Conference Presentations
Wissman, Kathryn T. & Rawson, Katherine A. (November 2014). Individual practice beats
collaborative retrieval practice for learning and retention of key term definitions. Poster presented at
the Annual Meeting of The Psychonomic Society, Long Beach, California.
Wissman, Kathryn T. & Rawson, Katherine A. (May 2014). Collaborative versus individual
retrieval practice: Effects on the learning and retention of key term definitions. Presented at the Annual
Meeting of the Midwestern Psychological Association, Chicago, IL.
Wissman, Kathryn T. & Rawson, Katherine A. (November 2013). Collaborative Retrieval
Enhances Organizational and Item-specific processing. Poster presented at the Annual Meeting of The
Psychonomic Society, Toronto, Canada.
Wissman, Kathryn T. & Rawson, Katherine A. (May 2013). Fragile Effects of Interim Tests on
Learning Text Material. Presented at the Annual Meeting of the Midwestern Psychological Association,
Chicago, IL.
Wissman, Kathryn T. & Rawson, Katherine A. (November 2012). Fragile and Mysterious Effects
of Interim Tests on Learning Text Material. Poster presented at the Annual Meeting of The
Psychonomic Society, Minneapolis, MI.
Rawson, Katherine A., Wissman, Kathryn T., & Pyc, Mary A. (August 2010). Do Interim Recall
Tests Promote Text Learning and Retention? Presented at the Twentieth Annual Meeting of the Society
for Text and Discourse, Chicago, IL.
Wissman, Kathryn T., Pyc, Mary A. & Rawson, Katherine A. (April 2010). Do Intervening Tests
Facilitate Learning of Complex Material? Poster presented at the Annual Meeting of the Midwestern
Psychological Association, Chicago, IL.
Wissman, Kathryn T., Pyc, Mary A. & Rawson, Katherine, A. (April 2009). Less is More: Shorter
Texts Improve Memory and Reduce Proactive Interference. Poster presented at the Annual Meeting of
the Midwestern Psychological Association, Chicago, IL.
Professional Service
Ad Hoc Reviewer, Translational Issues in Psychological Science
Experimental Training Committee – cognitive graduate student representative
Professional Organizations
Midwestern Psychological Association (MPA)
Collaborative Institutional Training Initiative (CITI)