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Timothy Nokes-Malach

Affiliations: 
Psychology University of Pittsburgh, Pittsburgh, PA, United States 
Area:
Cognitive Psychology, Behavioral Psychology
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"Timothy Nokes-Malach"
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Parents

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Stellan Ohlsson grad student
Brian H. Ross post-doc

Children

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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
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