Timothy Nokes-Malach

Psychology University of Pittsburgh, Pittsburgh, PA, United States 
Cognitive Psychology, Behavioral Psychology
"Timothy Nokes-Malach"
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Richey JE, Nokes-Malach TJ, Cohen K. (2018) Collaboration facilitates abstract category learning. Memory & Cognition
Chan J, Nokes-Malach TJ. (2016) Situative creativity: Larger physical spaces facilitate thinking of novel uses for everyday objects Journal of Problem Solving. 9: 29-44
Zepeda CD, Elizabeth Richey J, Ronevich P, et al. (2015) Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in vivo study Journal of Educational Psychology. 107: 954-970
Bernacki ML, Nokes-Malach TJ, Aleven V. (2015) Examining self-efficacy during learning: variability and relations to behavior, performance, and learning Metacognition and Learning. 10: 99-117
Nokes-Malach TJ, Richey JE, Gadgil S. (2015) When Is It Better to Learn Together? Insights from Research on Collaborative Learning Educational Psychology Review. 27: 645-656
Bernacki M, Nokes-Malach T, Richey JE, et al. (2014) Science diaries: a brief writing intervention to improve motivation to learn science Educational Psychology
Bernacki ML, Aleven V, Nokes-Malach TJ. (2014) Stability and change in adolescents' task-specific achievement goals and implications for learning mathematics with intelligent tutors Computers in Human Behavior. 37: 73-80
Richey JE, Nokes-Malach TJ. (2014) Comparing Four Instructional Techniques for Promoting Robust Knowledge Educational Psychology Review. 27: 181-218
Nokes-Malach TJ, Mestre JP. (2013) Toward a Model of Transfer as Sense-Making Educational Psychologist. 48: 184-207
Alfieri L, Nokes-Malach TJ, Schunn CD. (2013) Learning Through Case Comparisons: A Meta-Analytic Review Educational Psychologist. 48: 87-113
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