Timothy Nokes-Malach
Timothy Nokes-Malach
Associate Professor of Psychology, University of Pittsburgh
Verifisert e-postadresse på pitt.edu - Startside
Sitert av
Sitert av
Learning through case comparisons: A meta-analytic review
L Alfieri, TJ Nokes-Malach, CD Schunn
Educational Psychologist 48 (2), 87-113, 2013
Expertise promotes facilitation on a collaborative memory task
ML Meade, TJ Nokes, DG Morrow
Memory 17 (1), 39-48, 2009
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
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
Mechanisms of knowledge transfer
TJ Nokes
Thinking & reasoning 15 (1), 1-36, 2009
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
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
Problem solving and human expertise
TJ Nokes, CD Schunn, MTH Chi
International Encyclopedia of Education 5, 265-272, 2010
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
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
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
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
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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