Timothy J. Nokes-Malach

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Transfer effects of prompted and self-reported analogical comparison and self-explanation

J. Elizabeth Richey, Cristina D. Zepeda, Timothy J. Nokes-Malach, 2015, CogSci.

Bridging principles and examples through analogy and explanation

Timothy J. Nokes-Malach, Kurt VanLehn, K. VanLehn, 2008, ICLS.

Examining the Role of Manipulatives and Metacognition on Engagement, Learning, and Transfer

Daniel M. Belenky, Timothy J. Nokes-Malach, 2009, J. Probl. Solving.

Stability and change in adolescents' task-specific achievement goals and implications for learning mathematics with intelligent tutors

Vincent Aleven, Timothy J. Nokes-Malach, Matthew L. Bernacki, 2014, Comput. Hum. Behav..

Relating a Task-Based, Behavioral Measure of Achievement Goals to Self-Reported Goals and Performance in the Classroom

Daniel M. Belenky, J. Elizabeth Richey, Timothy J. Nokes-Malach, 2014, CogSci.

Mechanisms of knowledge transfer

Timothy J. Nokes-Malach, 2009 .

'Capturing the relations between metacognition, self-explanation, and analogical comparison: An exploration of two methodologies'

Cristina D. Zepeda, Timothy J. Nokes-Malach, 2015, CogSci.

Change in Achievement Goals and Their Relation to Exam Grades

J. Elizabeth Richey, Timothy J. Nokes-Malach, Aleza Wallace, 2014, CogSci.

The Role of Achievement Goal Motivation in Self-Explanation and Knowledge Transfer

Daniel M. Belenky, Timothy J. Nokes-Malach, 2013, CogSci.

Collaborative Learning

J. Elizabeth Richey, Cristina D. Zepeda, Timothy J. Nokes-Malach, 2019, The Cambridge Handbook of Cognition and Education.

Motivation and the Processing of Multiple Inputs

Timothy J. Nokes-Malach, David B. Miele, Sidney May, 2020 .

The impact of physical spaces on divergent and convergent problem-solving performance

Timothy J. Nokes-Malach, Joel Chan, 2014, CogSci.

Investigating the impact of dialectical interaction on engagement, affect, and robust learning

John M. Levine, Daniel M. Belenky, Timothy J. Nokes-Malach, 2010, ICLS.

Achievement goals, observed behaviors, and performance: Testing a mediation model in a college classroom

J. Elizabeth Richey, Timothy J. Nokes-Malach, Aleza Wallace, 2014, CogSci.

The effect of expertise on collaborative problem solving

Daniel G. Morrow, Timothy J. Nokes-Malach, Michelle L. Meade, 2012 .

Goal Orientation, Self-Efficacy, and "Online Measures" in Intelligent Tutoring Systems

Timothy J. Nokes-Malach, Michael Yudelson, Steven Ritter, 2014, CogSci.

Comparing Multiple Paths to Mastery: What is Learned?

Stellan Ohlsson, Timothy J. Nokes-Malach, S. Ohlsson, 2005, Cogn. Sci..

Investigating the Relationship Between Mindfulness and Learning

Cristina D. Zepeda, Timothy J. Nokes-Malach, Amanda M. Ferrara, 2014, CogSci.

Achievement Goals and Learning in a Lecture Course: Moving Towards Mastery Goals Predicts Deeper Learning

Daniel M. Belenky, Timothy J. Nokes-Malach, Matthew L. Bernacki, 2011, CogSci.

Fine-Grained Assessment of Motivation over Long Periods of Learning with an Intelligent Tutoring System: Methodology, Advantages, and Preliminary Results

Vincent Aleven, Timothy J. Nokes-Malach, Matthew L. Bernacki, 2013 .

Situative Creativity: Larger Physical Spaces Facilitate Thinking of Novel Uses for Everyday Objects

Timothy J. Nokes-Malach, Joel Chan, Joel Chan, 2016, J. Probl. Solving.

Collaborative Dialog While Studying Worked-out Examples

Kurt VanLehn, Timothy J. Nokes-Malach, Brett van de Sande, 2009, AIED.

Study Strategies Measure

Cristina D. Zepeda, Timothy J. Nokes-Malach, 2021 .

Investigating causal inference difficulties with a simple, qualitative force-and-motion problem

Timothy J. Nokes-Malach, Benjamin M. Rottman, Eric Kuo, 2021, 2021 Physics Education Research Conference Proceedings.

Effectiveness of holistic mental model confrontation in driving conceptual change

Timothy J. Nokes-Malach, M. Chi, Soniya Gadgil, 2012 .

Learning Through Case Comparisons: A Meta-Analytic Review

Timothy J. Nokes-Malach, L. Alfieri, C. Schunn, 2013 .

Coordinating principles and examples through analogy and self-explanation

Daniel M. Belenky, Timothy J. Nokes-Malach, Gregory E. Cox, 2013 .

Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning

Daniel M. Belenky, Timothy J. Nokes-Malach, 2012 .

Comparing Four Instructional Techniques for Promoting Robust Knowledge

J. Elizabeth Richey, Timothy J. Nokes-Malach, J. Richey, 2015 .

Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: A cause for alarm?

Christian D. Schunn, Timothy J. Nokes-Malach, Chandralekha Singh, 2018, Physical Review Physics Education Research.

Identifying Teachers’ Supports of Metacognition Through Classroom Talk and Its Relation to Growth in Conceptual Learning

Cristina D. Zepeda, Timothy J. Nokes-Malach, Christina O. Hlutkowsky, 2019, Journal of Educational Psychology.

Direct Instruction of Metacognition Benefits Adolescent Science Learning, Transfer, and Motivation: An In Vivo Study.

Cristina D. Zepeda, Timothy J. Nokes-Malach, J. Richey, 2015 .

Metacognitive study strategies in a college course and their relation to exam performance

Cristina D. Zepeda, Timothy J. Nokes-Malach, 2020, Memory & Cognition.

Mastery-approach goals and knowledge transfer: An investigation into the effects of task structure and framing instructions

Daniel M. Belenky, Timothy J. Nokes-Malach, 2013 .

A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences

Christian D. Schunn, Timothy J. Nokes-Malach, Chandralekha Singh, 2018, 2102.07321.

Overcoming Collaborative Inhibition through Error Correction: A Classroom Experiment

Timothy J. Nokes-Malach, Soniya Gadgil, Soniya Gadgil, 2012 .

Engineering Students’ Performance in Foundational Courses as a Predictor of Future Academic Success*

Timothy J. Nokes-Malach, Kyle M. Whitcomb, C. Schunn, 2020 .

Toward a Model of Transfer as Sense-Making

Jose P. Mestre, Timothy J. Nokes-Malach, J. Mestre, 2013 .

When Is It Better to Learn Together? Insights from Research on Collaborative Learning

J. Elizabeth Richey, Timothy J. Nokes-Malach, Soniya Gadgil, 2015 .

Examining self-efficacy during learning: variability and relations to behavior, performance, and learning

Vincent Aleven, Timothy J. Nokes-Malach, Matthew L. Bernacki, 2015 .

How much is too much? Learning and motivation effects of adding instructional explanations to worked examples

J. Elizabeth Richey, Timothy J. Nokes-Malach, J. Richey, 2013 .

Large gender differences in physics self-efficacy at equal performance levels: A warning sign?

Timothy J. Nokes-Malach, C. Schunn, C. Singh, 2019, 2018 Physics Education Research Conference Proceedings.

What memory representation is acquired during nonword speech production learning? The influence of stimulus features and training modality on nonword encoding

Timothy J. Nokes-Malach, S. Shaiman, C. Tompkins, 2018, Cogent Psychology.

Prior preparation and motivational characteristics mediate relations between gender and learning outcomes in introductory physics

Timothy J. Nokes-Malach, C. Schunn, C. Singh, 2019, 2018 Physics Education Research Conference Proceedings.

Comparing Class- and Task-Level Measures of Achievement Goals

Daniel M. Belenky, Timothy J. Nokes-Malach, Matthew L. Bernacki, 2018 .

Building a Reinforcement Learning Environment from Limited Data to Optimize Teachable Robot Interventions

Timothy J. Nokes-Malach, Tristan D. Maidment, Nikki G. Lobczowski, 2022 .

Collaboration facilitates abstract category learning

Timothy J. Nokes-Malach, J. Richey, Kara Cohen, 2018, Memory & Cognition.

Comparison of Self-eﬃcacy and Performance of Engineering Undergraduate Women and Men*

Timothy J. Nokes-Malach, Kyle M. Whitcomb, C. Schunn, 2020 .

Comparison of Lexical Alignment with a Teachable Robot in Human-Robot and Human-Human-Robot Interactions

Timothy J. Nokes-Malach, Nikki G. Lobczowski, D. Litman, 2022, SIGDIAL.

Coordinating principles and examples through analogy and self-explanation

Daniel M. Belenky, Timothy J. Nokes-Malach, K. VanLehn, 2012, European Journal of Psychology of Education.

Do friends always help your studies? Mediating processes between social relations and academic motivation

Timothy J. Nokes-Malach, I. Frieze, J. Cheong, 2012, Social Psychology of Education.

Examining self-efficacy during learning: variability and relations to behavior, performance, and learning

Timothy J. Nokes-Malach, Matthew L. Bernacki, V. Aleven, 2014, Metacognition and Learning.

Do friends always help your studies? Mediating processes between social relations and academic motivation

Timothy J. Nokes-Malach, I. Frieze, J. Cheong, 2013 .

Motivational characteristics of underrepresented ethnic and racial minority students in introductory physics courses

Timothy J. Nokes-Malach, C. Schunn, C. Singh, 2018 .

Gendered patterns in the construction of physics identity from motivational factors

Timothy J. Nokes-Malach, C. Schunn, C. Singh, 2019, Physical Review Physics Education Research.

Science diaries: a brief writing intervention to improve motivation to learn science

Daniel M. Belenky, Timothy J. Nokes-Malach, Matthew L. Bernacki, 2016 .

Achievement goals and conceptual learning: An examination of teacher talk.

Cristina D. Zepeda, Timothy J. Nokes-Malach, K. Boden, 2020 .

Comparing Four Instructional Techniques for Promoting Robust Knowledge

Timothy J. Nokes-Malach, J. Richey, Timothy J. Nokes-Malach, 2014, Educational Psychology Review.

A mismatch between self-efficacy and performance: Undergraduate women in engineering tend to have lower self-efficacy despite earning higher grades than men

Timothy J. Nokes-Malach, Kyle M. Whitcomb, C. Schunn, 2020, 2003.06006.

Inconsistent gender differences in self-efficacy and performance for engineering majors in physics and other disciplines: A cause for alarm?

Timothy J. Nokes-Malach, Kyle M. Whitcomb, C. Schunn, 2020 .

Assessing Metacognitive Regulation during Problem Solving: A Comparison of Three Measures

Cristina D. Zepeda, Timothy J. Nokes-Malach, Cristina D Zepeda, 2023, Journal of Intelligence.

Framework for unpacking students’ mindsets in physics by gender

Timothy J. Nokes-Malach, C. Schunn, Z. Y. Kalender, 2022, Physical Review Physics Education Research.

Damage caused by women’s lower self-efficacy on physics learning

Timothy J. Nokes-Malach, C. Schunn, C. Singh, 2020 .

Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way

Timothy J. Nokes-Malach, C. Schunn, C. Singh, 2019 .

Seeing and doing are not believing: Investigating when and how conceptual knowledge impinges on observation and recall of physical motion.

Timothy J. Nokes-Malach, Jason W. Morphew, J. Mestre, 2021, Journal of experimental psychology. Applied.

How is perception of being recognized by others as someone good at physics related to female and male students’ physics identities?

Timothy J. Nokes-Malach, C. Schunn, Z. Y. Kalender, 2020, 2019 Physics Education Research Conference Proceedings.

Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements

Timothy J. Nokes-Malach, C. Schunn, C. Singh, 2020 .

When Is It Better to Learn Together? Insights from Research on Collaborative Learning

Timothy J. Nokes-Malach, Soniya Gadgil, J. Richey, 2015, Educational Psychology Review.

Cognitive perspectives on maintaining physicians’ medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention

Timothy J. Nokes-Malach, Benjamin M. Rottman, Scott H. Fraundorf, 2023, Cognitive Research: Principles and Implications.

Cognitive perspectives on maintaining physicians’ medical expertise: II. Acquiring, maintaining, and updating cognitive skills

Timothy J. Nokes-Malach, Benjamin M. Rottman, Scott H. Fraundorf, 2023, Cognitive Research: Principles and Implications.

Cognitive perspectives on maintaining physicians’ medical expertise: III. Strengths and weaknesses of self-assessment

Timothy J. Nokes-Malach, Benjamin M. Rottman, Scott H. Fraundorf, 2023, Cognitive Research: Principles and Implications.

Cognitive perspectives on maintaining physicians’ medical expertise: I. Reimagining Maintenance of Certification to promote lifelong learning

Timothy J. Nokes-Malach, Benjamin M. Rottman, Scott H. Fraundorf, 2023, Cognitive Research: Principles and Implications.

Investigating the predictive relations between self-efficacy and achievement goals on procedural and conceptual science learning

Timothy J. Nokes-Malach, Muhsin Menekse, K. Boden, 2023, The Journal of Educational Research.

What is the role of motivation in procedural and conceptual physics learning? An examination of self-efficacy and achievement goals

Timothy J. Nokes-Malach, E. Kuo, Muhsin Menekse, 2018 .

Investigation of male and female students’ motivational characteristics throughout an introductory physics course sequence

Timothy J. Nokes-Malach, C. Schunn, C. Singh, 2018 .

What metrics of participation balance predict outcomes of collaborative learning with a robot?

Timothy J. Nokes-Malach, Tristan D. Maidment, Adriana Kovashka, 2024, 2405.11092.

It Takes Two: Examining the Effects of Collaborative Teaching of a Robot Learner

Timothy J. Nokes-Malach, Nikki G. Lobczowski, D. Litman, 2022, AIED.

A new approach for uncovering student resources with multiple-choice questions

Timothy J. Nokes-Malach, Benjamin M. Rottman, E. Kuo, 2019, 2019 Physics Education Research Conference Proceedings.

Using Causal Networks to Examine Resource Productivity and Coordination in Learning Science

Timothy J. Nokes-Malach, Benjamin M. Rottman, E. Kuo, 2020, ICLS.

Cognitive perspectives on maintaining physicians’ medical expertise: V. Using a motivational framework to understand the benefits and costs of testing

Timothy J. Nokes-Malach, Benjamin M. Rottman, Scott H. Fraundorf, 2023, Cognitive Research: Principles and Implications.