Jamie Hanson, Timothy Nokes-Malach, Christian Schunn and Tessa Warren collaborated on a new website, 'Teaching in Psych," and were featured in a LRDC brief.
September 26,2022
Timothy Nokes-Malach
Professor, University of Pittsburgh Department of Psychology
Senior Scientist, Learning Research & Development Center
Lab
Education and Training
PhD, University of Illinois at Chicago
Research Interests
My research examines human learning, problem solving, and motivationwith an aim to understand, predict, and promote knowledge transfer. Specific topics include: 1) identifying the cognitive and metacognitive processes underlying transfer success and failure, 2) exploring the relations between instruction, motivation, cognition, and transfer, 3) examining social and ecological processes that support or inhibit transfer, and 4) investigating the effects of mindfulness meditation on cognition, learning, and transfer. An overarching goal is to develop instructional theories to promote learning and transfer in mathematics and science.
Related Research Areas
Recent Publications
Carpenter, S.K. , King-Shepard, Q., & Nokes-Malach, T. (2023). The prequestion effect: Why it is useful to ask students questions before they learn. In Overton, C. et. al., (Eds.), In Their Own Words: Science of Learning, Principles and Approaches (Part 2). American Psychological Association.
Rottman, B. M., Caddick, Z. A., Nokes-Malach, T. J. & Fraundorf, S. (2023). Cognitive perspectives on maintaining physicians’ medical expertise: I. Reimagining Maintenance of Certification to promote lifelong learning. Cognitive Research: Principles and Implications.
Boden, K., Kuo, E., Nokes-Malach, T., J., Wallace, T., & Menekse, M. (2023). Investigating the predictive relations between self-efficacy and achievement goals on procedural and conceptual science learning. The Journal of Educational Research.
Nokes-Malach, T. J., Fraundorf, S. H., Caddick, Z. A., & Rottman, B. M. (2023). Cognitive perspectives on maintaining physicians’ medical expertise: V. Using a motivational framework to understand the benefits and costs of testing. Cognitive Research: Principles & Implications, 8, 64.
Zepeda, C. D., & Nokes-Malach, T. J. (2023). Assessing metacognitive regulation during problem solving: A comparison of three measures. Journal of Intelligence.
News and Awards
The Psychology Department and the University Center for Teaching & Learning just launched a new website, "Teaching in Psych." LRDC faculty members Jamie Hanson, Timothy Nokes-Malach, Christian Schunn and Tessa Warren collaborated on this site which features helpful resources for improving and addressing barriers to teaching in Psychology.
September 26, 2022
Brian Galla, Timothy Nokes-Malach, LRDC, and Melanie Good, Department of Physics and Astronomy, received an NSF grant for "Collaborative Research: Investigating the Impact of Mindfulness Training to Mitigate Psychological Threat and Enhance Engagement and Learning in Undergraduate Introductory Physics."
August 1, 2021
Erin Walker, SCI, has been named principal investigator for a National Science Foundation grant to study the use of robots in middle school math classrooms. Her co-principal investigators are Diane Litman, Computer Science, and Timothy Nokes-Malach, Psychology, and Adriana Kovashka, (SCI).
November 10, 2020
Erin Walker, Diane Litman, Timothy Nokes-Malach, and Adriana Kovashka received a National Science Foundation award for their study on "Designing Effective Dialogue, Gaze, and Gesture Behaviors in a Social Robot that Supports Collaborative Learning in Middle School Mathematics."
September 14, 2020
![[Person photo]](/people/images/nokes-malach_t.jpg)
Contact
545 MURDC
(412) 624-7789