Timothy J. Nokes-Malach

Developmental and Educational Psychology · 2012–2015

A researcher in the Science corpus: 7 papers; trusts 55 researchers and is trusted by 5 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 89 citations into it; #3,243 of 8,223 by trust here, #1,926 by citations
• Experimental and Cognitive Psychology — 68 citations into it; #3,650 of 9,731 by trust here, #2,504 by citations
• Education — 54 citations into it
• Social Psychology — 41 citations into it
• Artificial Intelligence — 29 citations into it; #27,574 of 35,345 by trust here, #19,873 by citations
• Statistics and Probability — 16 citations into it
• Safety Research — 8 citations into it
• Management Science and Operations Research — 7 citations into it

Whom Timothy J. Nokes-Malach trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Michelene T. H. Chi
2. Daniel L. Schwartz
3. Alexander Renkl
4. Bethany Rittle-Johnson
5. A. Elliot
6. Dedre Gentner
7. B. Zimmerman
8. Femke C. Kirschner
9. Fred Paas
10. Keith J. Holyoak

Who trusts Timothy J. Nokes-Malach overall

1. Manu Kapur
2. Adar Ben-Eliyahu
3. Matthew L. Bernacki

Papers from Timothy J. Nokes-Malach's perspective

Ordered by how strongly the researchers Timothy J. Nokes-Malach trusts endorse each paper. Same corpus, a different order for every researcher.

1. Categorization and Representation of Physics Problems by Experts and Novices
2. All other things being equal: acquisition and transfer of the control of variables strategy.
3. When and where do we apply what we learn? A taxonomy for far transfer.
4. A 2 X 2 achievement goal framework. (Journal of Personality and Social Psychology)
5. Structure mapping in analogy and similarity.
6. Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction
7. Worked-out examples: instructional explanations support learning by self- explanations
8. Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process.
9. Promoting transfer: effects of self-explanation and direct instruction.
10. Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement.

Their papers

• Examining self-efficacy during learning: variability and relations to behavior, performance, and learning (2015) — 168 citations
• When Is It Better to Learn Together? Insights from Research on Collaborative Learning (2015) — 279 citations
• Direct Instruction of Metacognition Benefits Adolescent Science Learning, Transfer, and Motivation: An In Vivo Study. (2015) — 164 citations
• Comparing Four Instructional Techniques for Promoting Robust Knowledge (2015) — 54 citations
• Learning Through Case Comparisons: A Meta-Analytic Review (2013) — 312 citations
• Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning (2012) — 187 citations
• Effectiveness of holistic mental model confrontation in driving conceptual change (2012) — 177 citations