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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