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Mitchell Rabinowitz - Publications

Affiliations: 
Division of Psychological & Educational Services Fordham University, Bronx, NY, United States 
Area:
Educational Psychology Education, Social Psychology, Journalism, Mass Communications, Higher Education
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15 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
2019 Woolley KE, Huang T, Rabinowitz M. The effects of knowledge, strategies, and the interaction between the two in verbal analogy problem solving Contemporary Educational Psychology. 56: 91-105. DOI: 10.1016/J.Cedpsych.2018.12.003  0.407
2017 Rabinowitz M, Gerstel-Friedman J. Orienting to see what's important: Learn to ignore the irrelevant. Quarterly Journal of Experimental Psychology (2006). 1-23. PMID 28627322 DOI: 10.1080/17470218.2017.1344259  0.304
2017 Rabinowitz M. The Interaction Between Knowledge, Strategies, Metacognition, and Motivation Psychology of Learning and Motivation. 67: 35-52. DOI: 10.1016/Bs.Plm.2017.03.002  0.39
2014 Rabinowitz M, McAuley R. The effects of ease of processing on the use and perception of strategies Journal of Cognitive Psychology. 26: 919-927. DOI: 10.1080/20445911.2014.969272  0.392
2014 Portnoy LB, Rabinowitz M. What's in a domain: understanding how students approach questioning in history and science Educational Research and Evaluation. 20: 122-145. DOI: 10.1080/13803611.2014.885844  0.647
2014 Fialkov ED, Jackson MA, Rabinowitz M. Effects of experience and surface-level distraction on ability to perceive ethical issues Training and Education in Professional Psychology. 8: 277-284. DOI: 10.1037/Tep0000067  0.321
2013 Rabinowitz M, Acevedo M, Casen S, Rosengarten M, Kowalczyk M, Portnoy LB. Distinguishing facts from beliefs: Fuzzy categories Psychology of Language and Communication. 17: 241-267. DOI: 10.2478/Plc-2013-0016  0.567
2010 Wyatt J, Rabinowitz M. The impact of domain and subject specialization on knowledge organization. The American Journal of Psychology. 123: 295-305. PMID 20923083 DOI: 10.5406/Amerjpsyc.123.3.0295  0.689
2009 Hogan T, Rabinowitz M. Teacher expertise and the development of a problem representation Educational Psychology. 29: 153-169. DOI: 10.1080/01443410802613301  0.724
2008 Rabinowitz M, Hogan TM. Experience and problem representation in statistics. The American Journal of Psychology. 121: 395-407. PMID 18792717 DOI: 10.2307/20445474  0.727
2003 Hogan T, Rabinowitz M, Craven JA. Representation in Teaching: Inferences from Research of Expert and Novice Teachers Educational Psychologist. 38: 235-247. DOI: 10.1207/S15326985Ep3804_3  0.722
1993 Elstein AS, Kleinmuntz B, Rabinowitz M, McAuley R, Murakami J, Heckerling PS, Dod JM. Diagnostic reasoning of high- and low-domain-knowledge clinicians: a reanalysis. Medical Decision Making : An International Journal of the Society For Medical Decision Making. 13: 21-9. PMID 8433633 DOI: 10.1177/0272989X9301300104  0.335
1992 Rabinowitz M, Freeman K, Cohen S. Use and maintenance of strategies: The influence of accessibility to knowledge. Journal of Educational Psychology. 84: 211-218. DOI: 10.1037/0022-0663.84.2.211  0.37
1991 Rabinowitz M. Semantic and Strategic Processing: Independent Roles in Determining Memory Performance American Journal of Psychology. 104: 427-437. DOI: 10.2307/1423248  0.307
1988 Rabinowitz M. On teaching cognitive strategies: The influence of accessibility of conceptual knowledge Contemporary Educational Psychology. 13: 229-235. DOI: 10.1016/0361-476X(88)90023-9  0.4
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