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Journal Publications |
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Nokes, T. J., & Ash, I. K. (in press). Investigating the role of instructional focus in incidental pattern learning. The Journal of General Psychology. |
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Meade, M. L., Nokes, T. J., & Morrow, D. G. (2009). Expertise promotes facilitation on a collaborative memory task. Memory, 17, 38-48 |
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Nokes, T. J. (2009). Mechanisms of knowledge transfer. Thinking & Reasoning, 15, 1-36 |
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Nokes, T. J., & Ohlsson, S. (2005). Comparing multiple paths to mastery: What is learned? Cognitive Science, 29, 769-796 . |
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Nokes, T. J., & Ohlsson, S. (2003). Declarative transfer from a memory task to a problem solving task. Cognitive Science Quarterly, 3 (3), 259-296. |
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Book Chapters |
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Mestre, J. P., Ross, B. H., Brookes, D. T., Smith, A. D., & Nokes, T. J. (in press). How cognitive science can promote conceptual understanding in science classrooms. |
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Nokes, T. J., Schunn, C. D., & Chi, M. T. H. (in press). Problem solving and human expertise. International Encyclopedia of Education, 3rd Edition. Oxford, UK: Elsevier. |
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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.), Learning and memory: A comprehensive reference-Cognitive Psychology. Oxford, UK: Elsevier Ltd. |
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Conference Publications (Peer Reviewed) |
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Nokes, T. J., & VanLehn, K. (2008). Bridging principles and examples through analogy and explanation. In the Proceedings of the 8th International Conference of the Learning Sciences. Mahwah. NJ: Erlbaum. |
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Nokes. T. J., & Ross, B. H. (2007). Facilitating conceptual learning through analogy and explanation. In L. Hsu, C. Henderson, and L. McCullough (Eds.), 2007 Physics Education Conference (pp. 7-10). American Institute of Physics Conference Proceedings. |
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Nokes, T. J. (2005). An investigation into adaptive shifting in knowledge transfer. In B. Bara, L. Barsalou, M. Bucciarelli (Eds.) Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society (pp. 1660-1665). Mahaw, N. J.: Erlbaum. |
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Nokes, T. J. (2004). Testing three theories of knowledge transfer. In D. Gentner, K. Forbus, and T. Regier (Eds.), Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society (pp. 1029-1034). Mahaw, N.J.: Erlbaum. |
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Ash, I. K. & Nokes, T. J. (2003). Instructional focus does not affect implicit pattern learning. In R. Alterman and D. Kirsh (Eds.), Proceedings of the Twenty-Fifth Annual Conference of the Cognitive Science Society (pp. 103-108). Mahaw, N.J.: Erlbaum. |
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Nokes, T. J., Ohlsson, S., & Corrigan-Halpern, A. (2002). Learning by analogy versus learning by instruction: Same knowledge, different representations. Proceedings of the Eighth Annual ACT-R Workshop, Carnegie Mellon University, Pittsburgh, PA. |
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Nokes, T. J., & Ohlsson, S. (2001). How is abstract generative knowledge acquired? A comparison of three learning scenarios. In J. D. Moore and K. Stenning (Eds.), Proceedings of the Twenty Third Annual Conference of the Cognitive Science Society (pp. 710-715). Mahaw, N.J.: Erlbaum. |
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Nokes, T. J., & Ohlsson, S. (2000). An inquiry into the function of implicit knowledge and its role in problem solving. In L. R. Gleitman & A. K. Joshi (Eds.), Proceedings of the Twenty Second Annual Conference of the Cognitive Science Society (pp. 829-834). Mahaw, N.J.: Erlbaum. |
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Conference Presentations (Last five years) |
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Hausmann, R. G. M.*, Nokes, T. J., VanLehn, K., & Gershman, S. (2009, August). Revising models or filling gaps? The impact of prompting on self-explanation and robust learning. Paper to be presented at the 13th Biennial European Association for Research on Learning and Instruction Conference. Amsterdam, Netherlands. |
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Nokes, T. J., Mestre, J. P., Ross, B. H., Feil, A., Brookes, D., & Smith, A. (2009, April). Conceptual analysis promotes learning and transfer in physics. Paper to be presented to the annual meeting of the American Education Research Association: San Diego, CA. |
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Nokes, T. J. (2009, March). Taking cognitive science to school: How cognitive science can improve student learning in physics classrooms. Paper to be presented to the annual meeting of the Eastern Psychological Associations: Pittsburgh, PA. |
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Gadgil. S.*, & Nokes, T. J. (2009, February). Analogical scaffolding in collaborative learning. Second Annual Inter-Science of Learning Center Student and Post-Doc Conference. Seattle, WA. |
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Hausmann, R. G. M., & Nokes, T. J. (2009, February). Evidence of transfer in a Physics 1 Course: An educational data-mining project. Second Annual Inter-Science of Learning Center Student and Post-Doc Conference. Seattle, WA. |
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Belenky, D. M.*, & Nokes, T. J. (2008, November). Interest and depth of processing: Examining the role of metacognitive prompts in learning. Poster to be presented at the 49th Annual Meeting of the Psychonomic Society: Chicago, IL. |
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Belenky, D. M.*, & Nokes, T. J. (2008, November). Use of metacognitive prompts and manipulatives promotes learning and transfer. Poster to be presented at the Purdue Winer Memorial Lectures: New Perspectives in Human Problem Solving: West Lafayette, IN. |
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Belenky, D. M., & Nokes, T. J. (2008, July). The effect of concrete and abstract manipulatives on efficient and innovative learning. Poster to be presented at the Thirtieth Annual Conference of the Cognitive Science Society: Washington, DC. |
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Nokes, T. J., VanLehn, K., & Belenky, D. M. (2008, July). Coordinating principles and examples through analogy and explanation. Poster to be presented at the Thirtieth Annual Conference of the Cognitive Science Society: Washington, DC. |
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Ross, B. H., Mestre, J. P., Nokes, T. J., Brookes, D., & Feil, A. (2008, June). Conceptual analysis and student learning in physics. Poster to be presented to the 2008 Institute for Education Sciences Research Conference: Washington, DC. |
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Nokes, T. J., & VanLehn, K. (2008, June). Bridging principles and examples through analogy and explanation. Poster to be presented to the 2008 International Conference of the Learning Sciences. Utrecht, Netherlands. |
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Nokes, T. J., & Ross, B. H. (2007, August). Near-miss versus surface-different comparisons in analogical learning and generalization. Poster presented at the Twenty-Ninth Annual Conference of the Cognitive Science Society: Nashville, TN. |
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Nokes, T. J. (2007, August). Facilitating conceptual learning through analogy and explanation. Invited talk given at the 2007 Physics Education Research Conference. Greensboro, NC. |
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Meade, M. L., Nokes, T. J., Morrow, D. G. (2006, November). The role of expertise in collaborative memory. Poster presented at the 47th Annual Meeting of the Psychonomic Society: Houston, TX. |
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Morrow, D. G., Meade, M. L., Nokes, T. J., & Stine-Morrow, E. A. L. (2006, August). Expertise predicts collaborative success on memory and problem solving tasks. Paper presented at the American Psychological Association’s Annual Convention: New Orleans, LA. |
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Nokes, T. J., Meade, M. L., Morrow, D. G., & Stine-Morrow, E. A. L. (2006, July). Investigating the effect of domain knowledge on collaborative problem solving. Poster presented at the Twenty-Eighth Annual Conference of the Cognitive Science Society: Vancouver, CA. |
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Nokes, T. J. (2005, November). Transfer of training for cognitive skills: An investigation of use-specificity. Poster presented at the 46th Annual Meeting of the Psychonomic Society: Toronto, CA. |
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Nokes, T. J. (2005, July). An investigation into adaptive shifting in knowledge transfer. Poster presented at the Twenty-Seventh Annual Conference of the Cognitive Science Society: Stresa, Italy. |
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Nokes, T. J. (2005, May). Knowledge transfer: An investigation into the adaptive shifting hypothesis. Paper presented at the annual meeting of the Midwestern Psychological Association: Chicago, IL. |
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Nokes, T. J. (2004, August). Testing three theories of knowledge transfer. Paper presented at the Twenty-Sixth Annual Conference of the Cognitive Science Society: Chicago, IL. |
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