Katie Wissman

Wissman Kathryn

Email
wissman3@otterbein.edu

Associate Professor
Department of Psychology

Dr. Wissman (she/her) is an Associate Professor trained in cognitive psychology, with a specific focus in the learning sciences. She received her Ph.D. from Kent State University (2016), worked as a postdoctoral research fellow at Skidmore College (2016-2018), and was a faculty member at North Dakota State University (2018-2024). Dr. Wissman鈥檚 research investigates how to support student success and inform pedagogical instruction by examining evidence-based learning practices for inside and outside of the classroom. She also explores collaborative memory, mind-wandering, creativity, and metacognition. Dr. Wissman teaches classes in General Psychology, Research Methods, and Cognition.

Education

  • Kent State University, Ph.D., 2016
  • Kent State University, B.A., 2009

Research, Creative, & Professional Work

  • Learning sciences
  • Evidence-based practices
  • Creativity
  • Mind-wandering
  • Metacognition

Publications

  • Wissman, K. T., & Leontyev, A. (2024). Awareness and Implementation of Evidence-Based Learning Strategies Among STEM Faculty.聽Journal of College Science Teaching, 53(4), 345-354.
  • Hackerson, E. L., Slominski, T., Johnson, N., Buncher, J. B., Ismael, S., Singelmann, L., Leontyev, A., Knopps, A. G., McDarby, A., Nguyen, J. J., Condry, D. L. J., Nyachwaya, J. M., Wissman, K. T., Falkner, W., Grieger, K., Montplaisir, L. Hodgson, A., & Momsen, J. L. (2024). Alternative grading practices in undergraduate STEM education: A scoping review. Disciplinary and Interdisciplinary Science Education Research, 6(15).
  • Knopps, A. G., & Wissman, K. T. (2023). Collaborative retrieval practice reduces mind-wandering during learning. Experimental Psychology, 70(4), 241-248. Selected as Editor鈥檚 Pick.
  • Wissman, K. T. (2023). Student perceptions on the use of Flip in higher education: Learning strategies and classroom community. International Journal of Technology in Education and Science (IJTES), 7(1), 1-17.
  • Wissman, K. T., Zamary, A., Rawson, K. A., & Dunlosky, J. (2022). Enhancing declarative concept application: The utility of examples as primary targets of learning. Journal of Experimental Psychology: Applied, 29(2), 341-357.
  • Miller, A. L., Wissman, K. T., & Peterson, D. P. (2022). The continued influence effect: Examining how age, retraction, and delay impact inferential reasoning, Applied Cognitive Psychology, 36, 708-723.
  • Peterson, D. J., & Wissman, K. T. (2020). Using tests to reduce mind-wandering during learning review. Memory, 28, 582-587.
  • Wissman, K. T. (2020). Investigation of collaborative inhibition for key-term definitions. Applied Cognitive Psychology, 34, 182-193.
  • Davis, S. D., Peterson, D. J., Wissman, K. T. & Slater, W. (2019). Physiological Stress and Face Recognition: Differential Effects of Stress on Accuracy and the Confidence鈥揂ccuracy Relationship. Journal of Applied Research in Memory and Cognition, 8, 367-375.
  • Wissman, K. T., Zamary, A., & Rawson, K. A. (2018). When does practice testing promote transfer on deductive reasoning tasks? Journal of Applied Research in Memory and Cognition, 7, 398-411.
  • Wissman, K. T., & Peterson, D. J. (2018). Investigating the replicability and generalizability of the negative testing effect. Journal of Applied Research in Memory and Cognition, 7, 352-360.
  • Peterson, D. J., & Wissman, K. T. (2018). The testing effect and analogical problem solving, Memory, 26, 1460-1466.
  • Mulligan, N. W., Rawson, K. A., Peterson, D. P., & Wissman, K. T. (2018). The replicability of the negative testing effect: Differences across participant populations, Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 752-763.
  • Wissman, K. T., & Rawson, K.A. (2018). Test potentiated-learning: Three independent replications, a disconfirmed hypothesis, and an unexpected boundary condition, Memory, 26, 406-414.
  • Wissman, K. T., & Rawson, K.A. (2018). Collaborative testing for key-term definitions under representative conditions:聽 Efficiency costs and no learning benefits, Memory and Cognition, 46, 148-157. https://doi.org/10.3758/s13421-017-0752-x
  • Wissman, K. T., & Rawson, K. A. (2016). How do students implement collaborative testing in real-world contexts? Memory, 24, 223-239.
  • Rawson, K. A., Wissman, K. T., & Vaughn, K. E. (2015). Does testing impair relational processing? Attempts to replicate the negative testing effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 1326-1336.
  • Wissman, K. T., & Rawson, K. A. (2015). Why does collaborative retrieval improve memory? Enhanced relational and item-specific processing, Journal of Memory and Language, 84, 75-87.
  • Wissman, K. T., & Rawson, K. A. (2015). Grain size of retrieval practice for lengthy text material: Mysterious and fragile effects on memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 439-455.
  • 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.

Affiliations & Awards

  • Manuscript selected as Editor鈥檚 Pick in Experimental Psychology (2024)
  • NDSU Innovation in Teaching Award (2023/2024)
  • NDSU Peltier Award for Teaching (2023)
  • NDSU Apple Polisher Award (2022/2023)
  • Open Science Framework Pre-Registration Challenge (2018)
  • Kent State University Fellowship (2015)