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Timothy Nokes-Malach - Publications

Affiliations: 
Psychology University of Pittsburgh, Pittsburgh, PA, United States 
Area:
Cognitive Psychology, Behavioral Psychology
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24 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2023 Fraundorf SH, Caddick ZA, Nokes-Malach TJ, Rottman BM. Cognitive perspectives on maintaining physicians' medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention. Cognitive Research: Principles and Implications. 8: 53. PMID 37552437 DOI: 10.1186/s41235-023-00508-8  0.351
2023 Rottman BM, Caddick ZA, Nokes-Malach TJ, Fraundorf SH. Cognitive perspectives on maintaining physicians' medical expertise: I. Reimagining Maintenance of Certification to promote lifelong learning. Cognitive Research: Principles and Implications. 8: 46. PMID 37486508 DOI: 10.1186/s41235-023-00496-9  0.35
2023 Zepeda CD, Nokes-Malach TJ. Assessing Metacognitive Regulation during Problem Solving: A Comparison of Three Measures. Journal of Intelligence. 11. PMID 36662146 DOI: 10.3390/jintelligence11010016  0.816
2020 Zepeda CD, Nokes-Malach TJ. Metacognitive study strategies in a college course and their relation to exam performance. Memory & Cognition. PMID 33150557 DOI: 10.3758/s13421-020-01106-5  0.821
2020 Kalender ZY, Marshman E, Schunn C, Nokes-Malach T, Singh C. Damage caused by women’s lower self-efficacy on physics learning Physical Review Physics Education Research. 16. DOI: 10.1103/physrevphyseducres.16.010118  0.37
2020 Boden KK, Zepeda CD, Nokes-Malach TJ. Achievement goals and conceptual learning: An examination of teacher talk. Journal of Educational Psychology. 112: 1221-1242. DOI: 10.1037/Edu0000421  0.621
2019 Zepeda CD, Hlutkowsky CO, Partika AC, Nokes-Malach TJ. Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology. 111: 522-541. DOI: 10.1037/Edu0000300  0.808
2018 Richey JE, Nokes-Malach TJ, Cohen K. Collaboration facilitates abstract category learning. Memory & Cognition. PMID 29427208 DOI: 10.3758/S13421-018-0795-7  0.731
2018 Marshman E, Kalender ZY, Schunn C, Nokes-Malach T, Singh C. A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences Canadian Journal of Physics. 96: 391-405. DOI: 10.1139/Cjp-2017-0185  0.558
2018 Marshman EM, Kalender ZY, Nokes-Malach T, Schunn C, Singh C. Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: A cause for alarm? Physical Review Physics Education Research. 14. DOI: 10.1103/PHYSREVPHYSEDUCRES.14.020123  0.313
2017 Richey JE, Bernacki ML, Belenky DM, Nokes-Malach TJ. Comparing Class- and Task-Level Measures of Achievement Goals The Journal of Experimental Education. 86: 560-578. DOI: 10.1080/00220973.2017.1386155  0.761
2015 Zepeda CD, Elizabeth Richey J, Ronevich P, Nokes-Malach TJ. Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in vivo study Journal of Educational Psychology. 107: 954-970. DOI: 10.1037/Edu0000022  0.835
2015 Bernacki ML, Nokes-Malach TJ, Aleven V. Examining self-efficacy during learning: variability and relations to behavior, performance, and learning Metacognition and Learning. 10: 99-117. DOI: 10.1007/S11409-014-9127-X  0.501
2015 Nokes-Malach TJ, Richey JE, Gadgil S. When Is It Better to Learn Together? Insights from Research on Collaborative Learning Educational Psychology Review. 27: 645-656. DOI: 10.1007/S10648-015-9312-8  0.783
2014 Bernacki M, Nokes-Malach T, Richey JE, Belenky DM. Science diaries: a brief writing intervention to improve motivation to learn science Educational Psychology. DOI: 10.1080/01443410.2014.895293  0.791
2014 Bernacki ML, Aleven V, Nokes-Malach TJ. Stability and change in adolescents' task-specific achievement goals and implications for learning mathematics with intelligent tutors Computers in Human Behavior. 37: 73-80. DOI: 10.1016/J.Chb.2014.04.009  0.492
2014 Richey JE, Nokes-Malach TJ. Comparing Four Instructional Techniques for Promoting Robust Knowledge Educational Psychology Review. 27: 181-218. DOI: 10.1007/S10648-014-9268-0  0.69
2013 Alfieri L, Nokes-Malach TJ, Schunn CD. Learning Through Case Comparisons: A Meta-Analytic Review Educational Psychologist. 48: 87-113. DOI: 10.1080/00461520.2013.775712  0.401
2013 Belenky DM, Nokes-Malach TJ. Mastery-approach goals and knowledge transfer: An investigation into the effects of task structure and framing instructions Learning and Individual Differences. 25: 21-34. DOI: 10.1016/J.Lindif.2013.02.004  0.798
2013 Richey JE, Nokes-Malach TJ. How much is too much? Learning and motivation effects of adding instructional explanations to worked examples Learning and Instruction. 25: 104-124. DOI: 10.1016/J.Learninstruc.2012.11.006  0.805
2013 Nokes-Malach TJ, VanLehn K, Belenky DM, Lichtenstein M, Cox G. Coordinating principles and examples through analogy and self-explanation European Journal of Psychology of Education. 28: 1237-1263. DOI: 10.1007/S10212-012-0164-Z  0.794
2012 Belenky DM, Nokes-Malach TJ. Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning Journal of the Learning Sciences. 21: 399-432. DOI: 10.1080/10508406.2011.651232  0.82
2012 Gadgil S, Nokes-Malach TJ, Chi MTH. Effectiveness of holistic mental model confrontation in driving conceptual change Learning and Instruction. 22: 47-61. DOI: 10.1016/J.Learninstruc.2011.06.002  0.533
2012 Gadgil S, Nokes-Malach TJ. Overcoming Collaborative Inhibition through Error Correction: A Classroom Experiment Applied Cognitive Psychology. 26: 410-420. DOI: 10.1002/Acp.1843  0.715
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