All articles, book chapters, and conference papers are the sole copyright of the respective authors and/or publishers, and may be downloaded for educational and personal use only.
In Press
King-Shepard, Q., Walker, J., Nokes-Malach, T. J., Carpenter, S., & Fraundorf, S. (accepted). The effect of prequestions on learning: A multilevel meta-analysis. Educational Psychology Review.
2025
Asano, Y., Litman, D., Sharma, P., Fritsch, D., King-Shepard, Q., Nokes-Malach, T., Kovashka, A., & Walker, E. (2025). Multi-party lexical alignment in collaborative learning with a teachable robot. In A. I. Cristea, E. Walker, Y. Lu, O. C. Santos, & S. Isotani (Eds.) Artificial Intelligence in Education (pp. 123-131). Springer Nature Switzerland: International Artificial Intelligence in Education Society.
Sharma, P., Fritsch, D., Asano, Y., King-Shepard, Q., Langley, T., Maidment, T., Litman, D., Nokes-Malach, T., Kovashka, A., Lobczowski, N., & Walker, E. (2025). Beyond static measures: Temporal analysis of lexical alignment in human-human learning with a teachable robot. In A. I. Cristea, E. Walker, Y. Lu, O. C. Santos, & S. Isotani (Eds.) Artificial Intelligence in Education (pp. 277-291). Springer Nature Switzerland: International Artificial Intelligence in Education Society.
2024
Asano, Y., Litman, D., M., King-Shepard, Q., Maidment, T., Langley, T., Davison, T., Nokes-Malach, T., Kovashka, A., & Walker, E. (2024). What metrics of participation balance predict outcomes of collaborative learning with a robot? In B. Paaßen and C. D. Epp, (Eds.) Proceedings of the 17th International Conference on Educational Data Mining (pp. 575–583). Atlanta, GA, USA: International Educational Data Mining Society. https://doi.org/10.5281/zenodo.12729888
2023
Asano, Y., Litman, D., Yu, M., Lobczowski, N. G., Nokes-Malach, T., Kovashka, A. & Walker, E. (2023). Impact of experiencing misrecognition by teachable agents on learning and rapport? In Wang, N., Rebolledo-Mendez, G., Dimitrova, V., Matsuda, N., Santos, O.C. (Eds.) Artificial Intelligence in Education - Posters and late breaking results, workshops and tutorials, industry and innovation tracks, practitioners, doctoral consortium and blue sky. Communications in Computer and Information Science, Vol. 1831. Springer, Cham. https://doi.org/10.1007/978-3-031-36336-8_94 (Best Poster Award)
Boden, K. K., Kuo, E., Nokes-Malach, T. J., Wallace, T., & Menekse, M. (2023). Understanding the relationship between self-efficacy and achievement goals, and their predictive role on procedural and conceptual learning. The Journal of Educational Research, 116 (5), 241-253.
Caddick, Z. A., Fraundorf, S. H., Rottman, B. M., Nokes-Malach, T. J. (2023). Cognitive perspectives on maintaining physicians' medical expertise: II. Acquiring, maintaining, and updating cognitive skills. Cognitive Research: Principles and Implications, 8, 47. https://doi.org/10.1186/s41235-023-00497-8
Carpenter, S., King-Shepard, Q., & Nokes-Malach, T. J. (2023). The prequestion effect: Why it is useful to ask students questions before they learn. In C. E. Overson, C. M. Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.). In their own words: What scholars want you to know about why and how to apply the science of learning in your academic setting (pp. 74-82). Society for the Teaching of Psychology. https://teachpsych.org/ebooks/itow
Fraundorf, S. H., Caddick, Z. A., Nokes-Malach, T. J., & Rottman, B. M. (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. https://doi.org/10.1186/s41235-023-00508-8
Fraundorf, S. H., Caddick, Z. A., Nokes-Malach, T. J., & Rottman, B. M. (2023). Cognitive perspectives on maintaining physicians' medical expertise: III. Strengths and weaknesses of self-assessment. Cognitive Research: Principles and Implications, 8, 58. https://doi.org/10.1186/s41235-023-00511-z
Nokes-Malach, T. J., Fraundorf, S. H., Caddick, Z. A., & Rottman, B. M. (2023). Cognitive perspectives on maintaining physicians' medical expertise: V. Using an expectancy-value framework to understand the benefits and costs of testing. Cognitive Research: Principles and Implications, 8, 64. https://doi.org/10.1186/s41235-023-00518-6
Rottman, B. M., Caddick, Z. A., Nokes-Malach, T. J., Fraundorf, S. H. (2023). Cognitive perspectives on maintaining physicians' medical expertise: I. Reimagining maintenance of certification to promote lifelong learning. Cognitive Research: Principles and Implications, 8, 47. https://doi.org/10.1186/s41235-023-00496-9
Zepeda, C. D., & Nokes-Malach, T. J. (2023). Assessing metacognitive regulation during problem solving: A comparison of three measures. Journal of Intelligence, 11, 16. https://doi.org/10.3390/jintelligence11010016
2022
Asano, Y., Litman, D., Yu, M., Lobczowski, N. G., Nokes-Malach, T., Kovashka, A. & Walker, E. (2022). Comparison of lexical alignment with a teachable robot in human-robot and human-human-robot interactions. In O. Lemon, D. Hakkani-Tur, J. J. Li, A. Ashrafzadeh, D. H. Garcia, M. Alikhani, D. Vandyke, O. Dusek (Eds.) Proceedings of the 23rd Annual Meeting of the Special Interest Group on Discourse and Dialogue (pp. 615-622). Edinburgh, UK: Association for Computational Linguistics.
Kalender, Y., Marshman, E., Schunn, C., Nokes-Malach, T. J., & Singh, C. (2022). Framework for unpacking students' mindsets in physics by gender. Physical Review Physics Education Research, 18, 010116. https://doi.org/10.1103/PhysRevPhysEducRes.18.010116
Maidment, T., Yu, M., Lobczowski, N., Kovashka, A., Walker, E., Litman, D., & Nokes-Malach, T. (2022). Building a reinforcement learning environment from limited data to optimize teachable robot interventions. In A. Mitrovic and N. Bosch (Eds.) Proceedings of the 15th International Conference on Educational Data Mining (pp. 62-74). Durham, UK: https://doi.org/10.5281/zenodo.6853129
Steele, C., Lobczowski, N. G., Davison, T., Yu, M., Diamond, M., Kovashka, A., Litman, D., Nokes-Malach, T., & Walker, E. (2022). It takes two: Examining the effects of collaborative teaching of a robot learner. In M. M. Rodrigo, N. Matsuda, A. I. Cristea, V. Dimitrova (Eds.) Artificial Intelligence in Education - Posters and late breaking results, workshops and tutorials, industry and innovation tracks, practitioners’ and doctoral consortium (pp. 604-607), Lecture Notes in Computer Science, Vol. 13356. Springer, Cham. https://doi.org/10.1007/978-3-031-11647-6_125
2021
Morphew, J. W., Kuo, E., King-Shepard, Q., Lin, R., Kwon, P., Nokes-Malach, T. J., Mestre, J. P. (2021). Doing and seeing are not believing: Investigating when and how conceptual knowledge impinges on observation and recall of physical motion. Journal of Experimental Psychology: Applied, 27(2), 307-323. https://doi.org/10.1037/xap0000338
Jaramillo, S., Kuo, E., Rottman, B.M., & Nokes-Malach, T. J. (2021). Investigating causal inference difficulties with a simple, qualitative force-and-motion problem. In M. B. Bennett, B. W. Frank, and R. Vieyra (Eds.) 2021 Physics Education Research Conference Proceedings. Virtual Conference: American Association of Physics Teachers. doi.org/10.1119/perc.2021.pr.Jaramillo
Zepeda, C. D., & Nokes-Malach, T. J. (2021). Metacognitive study strategies in a college course and their relation to exam performance. Memory and Cognition, 49, 490-497. https://doi.org/10.3758/s13421-020-01106-5
2020
Boden, K. K., Zepeda, C. D., & Nokes-Malach, T. J. (2020). Achievement goals and conceptual learning: An examination of teacher talk. Journal of Educational Psychology, 112 (6), 1221-1242. https://doi.org/10.1037/edu0000421
Kalender, Y., Marshman, E., Schunn, C., Nokes-Malach, T. J., & Singh, C. (2020). Damage caused by women's lowered self-efficacy on physics learning. Physical Review Physics Education Research, 16 (1), 010118. doi: 10.1103/PhysRevPhysEducRes.16.010118
Kalender, Y., Marshman, E., Schunn, C., Nokes-Malach, T. J., & Singh, C. (2020). Beliefs of about competence: The story of self-efficacy, gender, and physics. In A. Murrell, J. Petrie, & A. Soudi (Eds.), Diversity Across the Disciplines: Research on People, Policy, Process and Paradigm (pp. 3-17). Information Age Publishing.
Kuo, E., Weinlader, N. K., Rottman, B. M., & Nokes-Malach, T. J. (2020). Using causal networks to examine resource productivity and coordination in learning science. Poster in M. Gresalfi and I. S. Horn (Eds.) The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 875-876). Nashville TN: International Society of the Learning Sciences.
Miele, D. B., Nokes-Malach, T. J., May S. (2020). The impact of motivation on students' integration of multiple inputs. In P. Van Meter, A. List, D. Lombardi, & P. Kendeou (Eds.) Handbook of Learning from Multiple Representations and Perspectives (pp. 346-372). New York: Routledge.
Whitcomb, K. M., Kalender, Y., Nokes-Malach, T. J., Schunn, C., & Singh, C. (2020). Engineering students' performance in foundational courses as a predictor of future academic success. International Journal of Engineering Education, 36 (4), 1340-1355.
Whitcomb, K. M., Kalender, Y., Nokes-Malach, T. J., Schunn, C., & Singh, C. (2020). Comparison of self-efficacy and performance of engineering undergraduate women and men. International Journal of Engineering Education, 36 (6), 1996-2014.
2019
Kalender, Y., Marshman, E., Schunn, C., Nokes-Malach, T. J., & Singh, C. (2019). Why female science, technology, engineering, and mathematics majors do not identify with physics: They don't think others see them that way. Physical Review Physics Education Research, 15 (2), 020148. doi: 10.1103/PhysRevPhysEducRes.15.02014.
Kalender, Y., Marshman, E., Schunn, C., Nokes-Malach, T. J., & Singh, C. (2019). Gendered patterns in the construction of physics identity from motivational factors. Physical Review Physics Education Research, 15, 020119. doi:10.1103/PhysRevPhysEducRes.15.020119 Download File
Kalender, Y., Marshman, E., Schunn, C., Nokes-Malach, T. J., & Singh, C. (2019). Investigating the role of prior preparation and self-efficacy on female and male students' introductory physics course achievements. In Y. Cao, S. Wolf, and M. B. Bennett (Eds.) 2019 Physics Education Research Conference Proceedings. Provo, UT: American Association of Physics Teachers. doi:10.1119/perc.2019.pr.Kalender
Nokes-Malach, T. J., Kalender, Y., Marshman, E., Schunn, C., & Singh, C. (2019). How is perception of being recognized by others as someone good at physics related to female and male students' physics identities. In Y. Cao, S. Wolf, and M. B. Bennett (Eds.) 2019 Physics Education Research Conference Proceedings. Provo, UT: American Association of Physics Teachers. doi:10.1119/perc.2019.pr.Nokes-Malach
Nokes-Malach, T. J., Zepeda, C. D., Richey, J. E., & Gadgil, S. (2019). Collaborative learning: The benefits and costs. In J. Dunlosky and K. Rawson (Eds.) Cambridge Handbook on Cognition and Education (pp. 500-527). Cambridge: Cambridge University Press.
Nokes-Malach, T. J., Kalender, Y., Marshman, E., Schunn, C., & Singh, C. (2019). Prior preparation and motivational characteristics mediate relations between gender and learning outcomes in introductory physics. In A. Traxler, Y. Cao, and S. Wolf (Eds.) 2018 Physics Education Research Conference. Washington, DC: American Association of Physics Teachers. doi:10.1119/perc.2018.pr.Nokes-Malach Download File
Weinlader, N. K., Kuo, E., Rottman, B. M., Nokes-Malach, T. J. (2019). A new approach for uncovering student resources with multiple-choice questions. In Y. Cao, S. Wolf, and M. B. Bennett (Eds.) 2019 Physics Education Research Conference Proceedings. Provo, UT: American Association of Physics Teachers. doi:10.1119/perc.2019.pr.Weinlader
Whitcomb, K. M., Kalender, Y., Nokes-Malach, T. J., Schunn, C., & Singh, C. (2019). How do introductory physics and mathematics courses impact engineering students' performance in subsequent engineering courses? In A. Traxler, Y. Cao, and S. Wolf (Eds.) 2018 Physics Education Research Conference. Washington, DC: American Association of Physics Teachers. doi:10.1119/perc.2018.pr.Whitcomb Download File
Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2019). Identifying teachers' supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology, 111(3), 522-541. http://dx.doi.org/10.1037/edu0000300
2018
Boden, K. K., Kuo, E., Nokes-Malach, T. J., Wallace, T. L., & Menekse, M. (2018). What is the role of motivation in procedural vs. conceptual transfer? An examination of self-efficacy and achievement goals. In L. Ding, A. Traxler, and Y. Cao (Eds.) 2017 Physics Education Research Conference (pp. 60-63). Cincinnati, OH: American Association of Physics Teachers. doi:10.1119/perc.2017.pr.010 Download File
Kalender, Y., Marshman, E., Schunn, C., Nokes-Malach, T. J., & Singh, C (2018). Motivational characteristics of underrepresented ethnic and racial minority students in introductory physics classes. In L. Ding, A. Traxler, and Y. Cao (Eds.) 2017 Physics Education Research Conference (pp. 204-207). Cincinnati, OH: American Association of Physics Teachers. doi:10.1119/perc.2017.pr.046
Marshman, E., Kalender, Z. Y., Nokes-Malach, T. J., Schunn, C., & Singh, C. (2018). Females with As have similar physics self-efficacy as males with Cs: A cause for alarm? Physical Review Physics Education Research, 14 020123. doi.10.1103/PhysRevPhysEducRes.14.02012 Download File
Marshman, E., Zeynep, Y. K., Nokes-Malach, T. J., Schunn, C., & Singh, C. (2018). A longitudinal analysis of underrepresented students' motivational characteristics in introductory physics courses: Gender differences. Canadian Journal of Physics, 96, 391-405. doi.org/10.1139/cjp-2017-0185
Meigh, M. K., Shaiman, S., Tompkins, C. A., Abbott, K. V., & Nokes-Malach, T. J. (2018). What memory representation is acquired during nonword speech production learning? The influence of stimulus features and training modality on nonword encoding. Cogent Psychology, 5 1493714. doi.org/10.1080/23311908.2018.1493714 Download File
Richey, J. E., Bernacki, M. L., Belenky, D. M., & Nokes-Malach, T. J. (2018). Comparing class- and task-level measures of achievement goals. Journal of Experimental Education, 86(4), 560-578. doi.org/10.1080/00220973.2017.1386155
Richey, J. E., Nokes-Malach, T. J., & Cohen, K. (2018). Collaboration facilitates abstract category learning. Memory & Cognition, 46, 685-698. doi.org/10.3758/s13421-018-0795-7 Download File
2016
Bernacki, M. L., Nokes-Malach, T. J., Richey, E. J., & Belenky, D. M. (2016). Science diaries: A brief writing intervention to improve motivation to learn science. Education Psychology, 36(1), 26-46. DOI: 10.1080/01443410.2014.895293
Chan, J., & Nokes-Malach, T. J. (2016). Situative creativity: Larger physical spaces facilitate thinking of novel uses for everyday objects. Journal of Problem Solving, 9 (1), 29-45. DOI: 10.7771/1932-6246.1184 Download File
Greeno, J. G., & Nokes-Malach, T. J. (2016). Some early contributions to the situative perspective on learning and cognition. In M. A. Evans, M J. Packer, and R. K. Sawyer (Eds.), Reflections on the Learning Sciences (pp. 59-75). Cambridge University Press. New York, NY.
2015
Bernacki, M. L., Nokes-Malach, T. J., & Aleven, V. (2015). Examining self-efficacy during learning: Variability and relations to performance, behavior, and learning. Metacognition and Learning, 10, 99-117. OI: 10.1007/s11409-014-9127-x Download File
Nokes-Malach, T. J., Richey, J. E., & Gadgil, S. (2015). When is it better to learn together? Insights from research on collaborative learning. Educational Psychology Review, 27, 645-656. DOI: 10.1007/s10648-015-9312-8
Nokes-Malach, T. J., & Richey, J. E. (2015). Knowledge transfer. In R. Scott and S. Kosslyn (Eds.), Emerging Trends in the Social and Behavioral Sciences., Hoboken, NJ: John Wiley and Sons. View on Semantic Scholar
Richey, J. E., & Nokes-Malach, T. J. (2015). Comparing four instructional techniques for promoting robust learning. Educational Psychology Review, 27, 181-218. Download File
Richey, J. E., Zepeda, C. D., & Nokes-Malach, T. J. (2015). Transfer effects of prompted and self-reported analogical comparison and self-explanation. In D. Noelle and R. Dale (Eds.) Proceedings of the 37th Annual Conference of Cognitive Science Society, Austin, Texas: Cognitive Science Society.
Zepeda, C., Richey, J. E., Ronevich, P., & Nokes-Malach, T. J. (2015). Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in vivo study. Journal of Educational Psychology, 107(4), 954-970. DOI: 10.1037/edu0000022
2014
Bernacki, M. L., Aleven, V., & Nokes-Malach, T. J. (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.
Fancsali, S. E.,Bernacki, M. L., Nokes-Malach, T. J., Yudelson, M., & Ritter, S. (2014). Goal orientation, self-efficacy, and “online measures” in intelligent tutoring systems. In P. Bello, M. Guarini, M. McShane, and B. Scassellati (Eds.) Proceedings of the 36th Annual Conference of Cognitive Science Society (pp. 2169-2174). Austin, Texas: Cognitive Science Society.
Richey, J. E.,Bernacki, M. L., Belenky, D. B., & Nokes-Malach, T. J. (2014). Relating a task-based, behavioral measure of achievement goals to self-reported goals and performance in the classroom. In P. Bello, M. Guarini, M. McShane, and B. Scassellati (Eds.) Proceedings of the 36th Annual Conference of Cognitive Science Society (pp. 1287-1292). Austin, Texas: Cognitive Science Society.
Richey, J. E.,Nokes-Malach, T. J., & Wallace, A. (2014). Achievement goals, observed behaviors, and performance: Testing a mediation model in a college classroom. In P. Bello, M. Guarini, M. McShane, and B. Scassellati (Eds.) Proceedings of the 36th Annual Conference of Cognitive Science Society (pp. 1293-1298). Austin, Texas: Cognitive Science Society.
2013
Alfieri, L., Nokes-Malach, T. J., & Schunn, C. D. (2013). Learning through case comparisons: A meta-analytic review. Educational Psychologist, 48(2), 87-113.
Belenky, D. M., & Nokes-Malach, T. J. (2013). Mastery-approach goals and knowledge transfer: An investigation into the effects of task structure and framing instructions. Learning and Individual Differences, 25, 21-34.
Belenky, D. M., & Nokes-Malach, T. J. (2013). The role of achievement goal motivation in self-explanation and knowledge transfer. In M. Knauff, M. Pauen, N. Sebanz, and I. Wachsmuth (Eds.) Proceedings of the Thirty-Fifth Annual Conference of Cognitive Science Society (pp. 1881-1886). Austin, Texas: Cognitive Science Society. Download File
Bernacki, M. L., Nokes-Malach, T. J., & Aleven, V. (2013). Fine-grained assessment of motivation over long periods of learning with an intelligent tutoring system: Methodology, advantages, and preliminary results. In R. Azevedo and V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 629-644).
Li, M., Frieze, I. H., Nokes-Malach, T. J., & Cheong, J. (2013). Do friends help your study? Mediating processes between social relations and academic motivation. Social Psychology of Education, 16(1), 129-149.
Nokes-Malach, T. J., VanLehn, K., Belenky, D., Lichtenstein, M., & Cox, G. (2013). Coordinating principles and examples through analogy and self-explanation. European Journal of Education of Psychology, 28(4), 1237-1263.
Nokes-Malach, T. J., & Mestre, J. (2013). Toward a model of transfer as sense-making. Educational Psychologist, 48(3), 184-207. Download File
Richey, J., E., & Nokes-Malach, T. J. (2013). How much is too much? Explanatory text effects on conceptual learning and motivation. Learning and Instruction, 25, 104-121.
2012
Belenky, D. M., & Nokes-Malach, T. J. (2012). Motivation and transfer: The role of mastery-approach goals in preparation for future learning. Journal of the Learning Sciences, 21(3), 399-432. Download File
Gadgil, S., & Nokes-Malach, T. J. (2012). Collaborative facilitation through error-detection: A classroom experiment. Applied Cognitive Psychology, 26(3), 410-420. doi: 10.1002/acp.1843
Gadgil, S., Nokes-Malach, T. J., & Chi, M. T. H. (2012). Effectiveness of holistic mental model confrontation in driving conceptual change. Learning and Instruction, 22(1), 47-61.
Nokes-Malach, T. J., Meade, M. L., & Morrow, D. G. (2012). The effect of expertise on collaborative problem solving. Thinking & Reasoning, 18(1), 32-58.
2011
Nokes, T. J., Hausmann, R. G. M., VanLehn, K., & Gershman, S. (2011). Testing the instructional fit hypothesis: The case of self-explanation prompts. Instructional Science, 39(5), 645-666.
Jang, J., Schunn, C. D., & Nokes, T. J. (2011). Spatially distributed instructions reduce load to improve learning outcomes and efficiency. Journal of Educational Psychology, 103(1), 60-72.
Nokes, T. J. & Belenky, D. M. (2011). Incorporating motivation into a theoretical framework for knowledge transfer. In J. P. Mestre and B. H. Ross (Eds.), Cognition and Education: The Psychology of Learning and Motivation: Advances in Research and Theory. Volume 55, pp. 109-135.
2010
Asterhan S. C., Schwarz, B. B., Butera, F., Darnon, C., Nokes, T. J., Levine, J. M., Belenky, D. M., Gadgil, S., Resnick, L. B., & Sinatra, G. (2010). Motivation and affect in peer argumentation and socio-cognitive conflict. In S. Goldman and J. Pellegrino (Eds.), Proceedings of the International Conference for the Learning Sciences ICLS 2010, Volume 2 (pp. 211-218). ISLS, USA
Nokes, T. J., & Ash, I. K. (2010). Investigating the role of instructional focus in incidental pattern learning. The Journal of General Psychology, 137(1), 84-113.
Nokes, T. J., Schunn, C. D., & Chi, M. T. H. (2010). Problem solving and human expertise. In P. Peterson, E. Baker, and B. McGraw (Eds.) International Encyclopedia of Education, Volume 5 (pp. 265-272). Oxford: Elsevier.
2009
Belenky, D. M., & Nokes, T. J. (2009). Examining the role of manipulatives and metacognition on engagement, learning, and transfer. Journal of Problem Solving, 2(2), 102-129.
Belenky, D. M., & Nokes, T. J. (2009). Motivation and Transfer: The role of achievement goals in preparation for future learning. In N. Taatgen, H. van Rijn, L., Shoemaker, and J. Nerbonne (Eds.), Proceedings of the Thirty-First Annual Conference of the Cognitive Science Society (pp. 1163-1168). Amsterdam, Netherlands: Cognitive Science Society.
Hausmann, R. G. M., Nokes, T. J., VanLehn, K., & Gershman, S. (2009). The design of self-explanation prompts: The fit hypothesis. Proceedings of the Thirty-First Annual Conference of the Cognitive Science Society (pp. 2626-2631). Amsterdam, Netherlands: Cognitive Science Society.
Hausmann, R. G. M., Nokes, T. J., VanLehn, K., & Van de Sande, B. (2009). Collaborative dialog while studying worked-out examples. Proceedings of the Fourteenth International Conference on Artificial Intelligence in Education.
Meade, M. L., Nokes, T. J., & Morrow, D. G. (2009). Expertise promotes facilitation on a collaborative memory task. Memory, 17(1), 39-48.
Mestre, J. P., Ross, B. H., Brookes, D. T., Smith, A. D., & Nokes, T. J. (2009). How cognitive science can promote conceptual understanding in physics classrooms. In I. M. Saleh and M. S. Khine (Eds.), Fostering scientific habits of mind: Pedagogical knowledge and best practices in science education (pp. 145-171). Rotterdam, Netherlands: Sense Publishers.
Nokes, T. J. (2009). Mechanisms of knowledge transfer. Thinking & Reasoning, 15(1), 1-36.
2008
Nokes, T. J., & VanLehn, K. (2008). Bridging principles and examples through analogy and explanation. In P. A. Kirschner, F. Prins, V. Jonker, G. Kanselaar, G. (Eds.), Proceedings of the International Conference for the Learning Sciences ICLS 2008, Volume 3 (pp. 100-102). ISLS, The Netherlands.
Ross, B. H., Taylor, E. G., Middleton, E. L., & Nokes, T. J. (2008). Concept and category learning in humans. In H. L. Roediger III (Ed.), Cognitive Psychology of Memory (pp. 535-556). Volume 2 of Learning and memory: A comprehensive reference-Cognitive Psychology (J. Byrne Editor). Oxford, UK: Elsevier.
2007
Nokes, T. J., & Ross, B. H. (2007). Facilitating conceptual learning through analogy and explanation. In L. Hsu, C. Henderson, and L. McCullough (Eds.), Physics Education Research Conference, Vol. 951 (pp. 7-10). Melville, NY: American Institute of Physics Conference Proceedings.
2005
Nokes, T. J., & Ohlsson, S. (2005). Comparing multiple paths to mastery: What is learned? Cognitive Science, 29(5), 769-796.
2003
Nokes, T. J., & Ohlsson, S. (2003). Declarative transfer from a memory task to a problem solving task. Cognitive Science Quarterly, 3(3), 259-296.