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T

Timothy J. Nokes‐Malach

department of psychology

24H指数
87论文数
2.8K被引数
收录论文 19
发表时间
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The Effect of Prequestions on Learning: A Multilevel Meta-Analysis预问题对学习效果的影响：一项多层次元分析
errEducational Psychology Review
IF8.8
err2025-12-10
err0
PREAI
errQuentin W. King-Shepard; Julia Walker; Timothy J. Nokes-Malach; Shana K. Carpenter; Scott H. Fraundorf
err分享
err收藏
Cognitive perspectives on maintaining physicians' medical expertise: V. Using a motivational framework to understand the benefits and costs of testing
errCOGNITIVE RESEARCH-PRINCIPLES AND IMPLICATIONS
IF3.1
err2023-10-10
err0
errOAAI
errNokes-Malach, Timothy J.; Fraundorf, Scott H.; Caddick, Zachary A.; Rottman, Benjamin M.
err分享
err收藏
Cognitive perspectives on maintaining physicians' medical expertise: III. Strengths and weaknesses of self-assessment
errCOGNITIVE RESEARCH-PRINCIPLES AND IMPLICATIONS
IF3.1
err2023-08-30
err5
errOAAI
errFraundorf, Scott H.; Caddick, Zachary A.; Nokes-Malach, Timothy J.; Rottman, Benjamin M.
err分享
err收藏
Cognitive perspectives on maintaining physicians' medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention
errCOGNITIVE RESEARCH-PRINCIPLES AND IMPLICATIONS
IF3.1
err2023-08-08
err2
errOAAI
errFraundorf, Scott H.; Caddick, Zachary A.; Nokes-Malach, Timothy J.; Rottman, Benjamin M.
err分享
err收藏
Cognitive perspectives on maintaining physicians' medical expertise: II. Acquiring, maintaining, and updating cognitive skills
errCOGNITIVE RESEARCH-PRINCIPLES AND IMPLICATIONS
IF3.1
err2023-07-25
err8
errOAAI
errCaddick, Zachary A.; Fraundorf, Scott H.; Rottman, Benjamin M.; Nokes-Malach, Timothy J.
err分享
err收藏
Cognitive perspectives on maintaining physicians' medical expertise: I. Reimagining Maintenance of Certification to promote lifelong learning
errCOGNITIVE RESEARCH-PRINCIPLES AND IMPLICATIONS
IF3.1
err2023-07-24
err6
errOAAI
errRottman, Benjamin M.; Caddick, Zachary A.; Nokes-Malach, Timothy J.; Fraundorf, Scott H.
err分享
err收藏
Achievement Goals and Conceptual Learning: An Examination of Teacher Talk
errJOURNAL OF EDUCATIONAL PSYCHOLOGY
IF6.4
err2020-08-01
err19
errOAAI
errBoden, Kelly K.; Zepeda, Cristina D.; Nokes-Malach, Timothy J.
err分享
err收藏
Identifying Teachers' Supports of Metacognition Through Classroom Talk and Its Relation to Growth in Conceptual Learning通过课堂对话识别教师对元认知的支持及其与概念学习增长的关系
errJOURNAL OF EDUCATIONAL PSYCHOLOGY
IF6.4
err2019-04-01
err56
errOAAI
errZepeda, Cristina D.; Hlutkowsky, Christina O.; Partika, Anne C.; Nokes-Malach, Timothy J.
err分享
err收藏
Direct Instruction of Metacognition Benefits Adolescent Science Learning, Transfer, and Motivation: An In Vivo Study
errJOURNAL OF EDUCATIONAL PSYCHOLOGY
IF6.4
err2015-11-01
err130
errOAAI
errZepeda, Cristina D.; Richey, J. Elizabeth; Ronevich, Paul; Nokes-Malach, Timothy J.
err分享
err收藏
When Is It Better to Learn Together? Insights from Research on Collaborative Learning什么时候一起学习比较好？协作学习研究的启示
errEDUCATIONAL PSYCHOLOGY REVIEW
IF8.8
err2015-06-06
err193
PREAI
errNokes-Malach, Timothy J.; Richey, J. Elizabeth; Gadgil, Soniya
err分享
err收藏
Examining self-efficacy during learning: variability and relations to behavior, performance, and learning
errMETACOGNITION AND LEARNING
IF4.8
err2014-11-26
err130
PREAI
errBernacki, Matthew L.; Nokes-Malach, Timothy J.; Aleven, Vincent
err分享
err收藏
Stability and change in adolescents' task-specific achievement goals and implications for learning mathematics with intelligent tutors
errCOMPUTERS IN HUMAN BEHAVIOR
IF8.9
err2014-08-01
err22
PREAI
errBernacki, Matthew L.; Aleven, Vincent; Nokes-Malach, Timothy J.
err分享
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Comparing Four Instructional Techniques for Promoting Robust Knowledge
errEDUCATIONAL PSYCHOLOGY REVIEW
IF8.8
err2014-06-01
err35
PREAI
errRichey, J. Elizabeth; Nokes-Malach, Timothy J.
err分享
err收藏
Science diaries: a brief writing intervention to improve motivation to learn science
erreducational psychology
IF3
err2014-03-17
err18
PREAI
errBernacki, Matthew; Nokes-Malach, Timothy; Richey, J. Elizabeth; Belenky, Daniel M.
err分享
err收藏
Toward a Model of Transfer as Sense-Making
errEDUCATIONAL PSYCHOLOGIST
IF11.4
err2013-07-01
err87
PREAI
errNokes-Malach, Timothy J.; Mestre, Jose P.
err分享
err收藏
Mastery-approach goals and knowledge transfer: An investigation into the effects of task structure and framing instructions
errLEARNING AND INDIVIDUAL DIFFERENCES
IF9
err2013-06-01
err48
PREAI
errBelenky, Daniel M.; Nokes-Malach, Timothy J.
err分享
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Learning Through Case Comparisons: A Meta-Analytic Review
errEDUCATIONAL PSYCHOLOGIST
IF11.4
err2013-04-01
err232
errOAAI
errAlfieri, Louis; Nokes-Malach, Timothy J.; Schunn, Christian D.
err分享
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Do friends always help your studies? Mediating processes between social relations and academic motivation
errSOCIAL PSYCHOLOGY OF EDUCATION
IF3.2
err2012-09-26
err20
PREAI
errLi, Manyu; Frieze, Irene Hanson; Nokes-Malach, Timothy J.; Cheong, Jeewon
err分享
err收藏
Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning
errJOURNAL OF THE LEARNING SCIENCES
IF3.9
err2012-07-01
err153
PREAI
errBelenky, Daniel M.; Nokes-Malach, Timothy J.
err分享
err收藏

研究方向

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