Timothy Nokes-Malach
Timothy Nokes-Malach
Associate Professor of Psychology, University of Pittsburgh
Vahvistettu sähköpostiosoite verkkotunnuksessa pitt.edu - Kotisivu
Learning through case comparisons: A meta-analytic review
L Alfieri, TJ Nokes-Malach, CD Schunn
Educational Psychologist 48 (2), 87-113, 2013
Effectiveness of holistic mental model confrontation in driving conceptual change
S Gadgil, TJ Nokes-Malach, MTH Chi
Learning and Instruction 22 (1), 47-61, 2012
Expertise promotes facilitation on a collaborative memory task
ML Meade, TJ Nokes, DG Morrow
Memory 17 (1), 39-48, 2009
Motivation and transfer: The role of mastery-approach goals in preparation for future learning
DM Belenky, TJ Nokes-Malach
Journal of the Learning Sciences 21 (3), 399-432, 2012
Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in vivo study.
CD Zepeda, JE Richey, P Ronevich, TJ Nokes-Malach
Journal of Educational Psychology 107 (4), 954, 2015
When is it better to learn together? Insights from research on collaborative learning
TJ Nokes-Malach, JE Richey, S Gadgil
Educational Psychology Review 27 (4), 645-656, 2015
Mechanisms of knowledge transfer
TJ Nokes
Thinking & reasoning 15 (1), 1-36, 2009
Examining self-efficacy during learning: Variability and relations to behavior, performance, and learning
ML Bernacki, TJ Nokes-Malach, V Aleven
Metacognition and Learning 10 (1), 99-117, 2015
Toward a model of transfer as sense-making
TJ Nokes-Malach, JP Mestre
Educational Psychologist 48 (3), 184-207, 2013
Testing the instructional fit hypothesis: the case of self-explanation prompts
TJ Nokes, RGM Hausmann, K VanLehn, S Gershman
Instructional Science 39 (5), 645-666, 2011
Problem solving and human expertise
TJ Nokes, CD Schunn, MTH Chi
International Encyclopedia of Education 5, 265-272, 2010
The effect of expertise on collaborative problem solving
TJ Nokes-Malach, ML Meade, DG Morrow
Thinking & Reasoning 18 (1), 32-58, 2012
Comparing multiple paths to mastery: What is learned?
TJ Nokes, S Ohlsson
Cognitive Science 29 (5), 769-796, 2005
Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: A cause for alarm?
EM Marshman, ZY Kalender, T Nokes-Malach, C Schunn, C Singh
Physical review physics education research 14 (2), 020123, 2018
Mastery-approach goals and knowledge transfer: An investigation into the effects of task structure and framing instructions
DM Belenky, TJ Nokes-Malach
Learning and individual differences 25, 21-34, 2013
How much is too much? Learning and motivation effects of adding instructional explanations to worked examples
JE Richey, TJ Nokes-Malach
Learning and Instruction 25, 104-124, 2013
Coordinating principles and examples through analogy and self-explanation
TJ Nokes-Malach, K VanLehn, DM Belenky, M Lichtenstein, G Cox
European Journal of Psychology of Education 28 (4), 1237-1263, 2013
Examining the role of manipulatives and metacognition on engagement, learning, and transfer
DM Belenky, TJ Nokes
The Journal of Problem Solving 2 (2), 6, 2009
Comparing four instructional techniques for promoting robust knowledge
JE Richey, TJ Nokes-Malach
Educational Psychology Review 27 (1), 181-218, 2015
A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences
E Marshman, ZY Kalender, C Schunn, T Nokes-Malach, C Singh
Canadian Journal of Physics 96 (4), 391-405, 2018
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Artikkelit 1–20