Timothy Nokes-Malach
Affiliations: | Psychology | University of Pittsburgh, Pittsburgh, PA, United States |
Area:
Cognitive Psychology, Behavioral PsychologyGoogle:
"Timothy Nokes-Malach"Mean distance: 35622
Children
Sign in to add trainee| Kelly K. Boden | grad student | University of Pittsburgh | |
| Nabila P. Jamal Orozco | grad student | University of Pittsburgh | |
| Cristina D. Zepeda | grad student | University of Pittsburgh | |
| Daniel M. Belenky | grad student | 2013 | University of Pittsburgh |
| Soniya Gadgil | grad student | 2014 | University of Pittsburgh |
| J. Elizabeth Richey | grad student | 2015 | University of Pittsburgh |
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Publications
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| Fraundorf SH, Caddick ZA, Nokes-Malach TJ, et al. (2023) 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 |
| Rottman BM, Caddick ZA, Nokes-Malach TJ, et al. (2023) Cognitive perspectives on maintaining physicians' medical expertise: I. Reimagining Maintenance of Certification to promote lifelong learning. Cognitive Research: Principles and Implications. 8: 46 |
| Zepeda CD, Nokes-Malach TJ. (2023) Assessing Metacognitive Regulation during Problem Solving: A Comparison of Three Measures. Journal of Intelligence. 11 |
| Zepeda CD, Nokes-Malach TJ. (2020) Metacognitive study strategies in a college course and their relation to exam performance. Memory & Cognition |
| Kalender ZY, Marshman E, Schunn C, et al. (2020) Damage caused by women’s lower self-efficacy on physics learning Physical Review Physics Education Research. 16 |
| Boden KK, Zepeda CD, Nokes-Malach TJ. (2020) Achievement goals and conceptual learning: An examination of teacher talk. Journal of Educational Psychology. 112: 1221-1242 |
| Zepeda CD, Hlutkowsky CO, Partika AC, et al. (2019) Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology. 111: 522-541 |
| Richey JE, Nokes-Malach TJ, Cohen K. (2018) Collaboration facilitates abstract category learning. Memory & Cognition |
| Marshman E, Kalender ZY, Schunn C, et al. (2018) A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences Canadian Journal of Physics. 96: 391-405 |
| Marshman EM, Kalender ZY, Nokes-Malach T, et al. (2018) 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 |