![[Person photo]](https://www.lrdc.pitt.edu/people/images/nokes-malach_t.jpg)
Timothy Nokes-Malach
Associate Professor, University of Pittsburgh Department of Psychology
Research Scientist, Learning Research & Development Center
Research Interests
My research examines human learning and problem solving with an aim to understand, predict, and promote knowledge transfer. Specific topics include: 1) identifying the cognitive processes underlying transfer success and failure, 2) exploring the relationship between motivation, cognition, and transfer, and 3) examining social and ecological processes that support or inhibit transfer. An overarching goal is to develop instructional theories to promote learning and transfer in mathematics and science.
Nokes-Malach, T., Kalender, Y., Marshman, E., Schunn, C., & Singh, C. (2019). Prior preparation and motivational characteristics mediate relations between gender and learning outcomes in introductory physics. Department of Physics and Astronomy, University of Pittsburgh.
Kalender, Y., Marshman, E., Schunn, C., Nokes-Malach, T., & Singh, C. (2019). Gendered patterns in the construction of physics identity from motivational factors. Physical Review Physics Education Research.
Richey, E. J., Nokes-Malach, T. J., & Cohen, K. (2018). Collaboration facilitates abstract category learning. Memory and Cognition, 46(5), 685-698.
Meigh, K., Shaiman, S., Tompkins, C., Verdolini Abbott, K., & Nokes-Malach, T. (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, 1-24.
Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2018). Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology.
Marshman, E. M., Kalender, Z. Y., Nokes-Malach, T., Schunn, C. & Singh, C. (2018). Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: A cause for alarm? Physical Review Physics Education Research, 14(2).
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
Marshman, E., Kalender, Z. Y., Schunn, C., Nokes-Malach, T., & Singh, C. (2017). A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences. Canadian Journal of Physics, 96(4), 391-405.
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.
Bernacki, M., Nokes-Malach, T., Richey, E. J., & Belenky, D. M. (2016). Science diaries: a brief writing intervention to improve motivation to learn science. Educational Psychology, 36(1), 26-46.
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.
Richey, J. E., & Nokes-Malach, T. J. (2015). Comparing four instructional techniques for promoting robust knowledge. Educational Psychology Review.
Bernacki, M. L., Nokes-Malach, T. J., & Aleven, V. (2015). Examining self-efficacy during learning: variability and relations to behavior, performance, and learning. Metacognition and Learning.
Nokes-Malach, T. J., & Richey, J. E. (2015). Knowledge transfer: New approaches to a controversial phenomenon. In R. Scott and S. Kosslyn (Eds.), Emerging Trends in the Social and Behavioral Sciences. Hoboken, NJ: John Wiley and Sons.
Zepeda, C. D., 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.
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 36th Annual Conference of Cognitive Science Society, 1287-1292.
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.
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. COGSCI 2014: The Annual Meeting of the 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. COGSCI 2014: The Annual Meeting of the Cognitive Science Society.
Richey, J. E., Bernack, M. L., Belenky, D. M., & Nokes-Malach, T. J. (2014). Relating a tasked-based, behavioral measure of achievement goals to self-reported goals and performance in the classroom. Proceedings of the 36th Annual Conference of the Cognitive Science Society, Austin, TX: Cognitive Science Society.
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.
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). Knowledge transfer and mastery-approach goals: Effects of structure and framing. Learning and Individual Differences, 25, 21-34.
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 & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 629-644). NY: Springer.
Nokes-Malach, T. J., & Mestre, J. (2013). Toward a model of transfer as sense-making. Educational Psychologist, 48(3), 184-207.
Brian Galla and Tim Nokes-Malach were quoted and their research, using mindfulness to improve achievement gaps in introductory physics courses, was cited in Personalizing the Pitt Experience Forge Your Own Path's article, "Using Mindfulness to Boost Low Confidence."
January 8, 2020
Kudos to Natasha Tokowicz and Tim Nokes-Malach for receiving funding from the Pitt Seed Project for their LRDC Undergraduate Summer Internship Program
June 10, 2019
Brian Galla and Tim Nokes-Malach were among the first recipients of the University of Pittsburgh's Personalized Education Grants Program. They received funding for "Personalizing Undergraduate STEM Learning through Mobile Mindfulness Training."
April 16, 2018
Canadian Science Publishing posted a blog related to a physics paper by Tim Nokes-Malach, Chris Schunn, Chandralekha Singh, and co-authors Emily Marshman and Zeynep Y. Kalender, titled "The Experiences of Female Students in an Introductory Physics Course" on December 29, 2017. The paper referred to in the article is "A Longitudinal Analysis of Students’ Motivational Characteristics in Introductory Physics Courses: Gender Differences."
December 29, 2017
Fast Company, an online and in print magazine with an editorial focus on innovation in technology, leadership, and design, referenced a paper written by Tim Nokes-Malach, Associate Professor, Psychology, and LRDC Research Scientist, and Joel Chan, Research Fellow, Human-Computer Interaction Institute, CMU, in the article "Can Steelcase's Office of the Future Make Corporate America Rethink the Drab Modern Workplace?"
August 22, 2017
LRDC Research Scientist and Associate Professor, Psychology, Tim Nokes-Malach is a collaborator on a new grant: Understanding Human Cognition - Collaborative Award from the James S. McDonnell Foundation for “Implementing Science of Learning Principles within Educational Practice.” The collaborators are: University of Iowa (Shana Carpenter, PI), University of Texas Austin (Andrew Butler, PI); Purdue University (Jeffrey Karpicke, PI); Boston College (David Miele, PI); and Texas Christian University (Sarah Uma Tauber, PI).
December 2016
Tim Nokes-Malach, with colleagues, has been awarded a grant from the National Science Foundation for "Build, Understand, & Tune Interventions that Cumulate to Real Impact." This interdisciplinary project includes LRDC researchers Christian Schunn, Benjamin Rottman, Kevin Binning, and Center Associates Chandralekha Singh and Elizabeth Votruba-Drzal and other Pitt faculty across the disciplines of biology, chemistry, and physics.
August 21, 2015
LRDC's Tim Nokes-Malach's Publication "The Effect of Expertise on Collaborative Problem Solving" was Featured by the Beckman Institute for Advanced Science and Technology; This Same Work was also Covered by Futurity.
May 14, 2012
Beckman Fellowship, Beckman Institute for Advanced Science and Technology
2004-2007
University of Illinois at Urbana-Champaign
Cognitive Science Travel Funding Award
2005
National Science Foundation
Abraham Lincoln Fellowship Award
1999-2000, 2001-2004
University of Illinois at Chicago
Research Travel Funding Award
1999-2003
University of Illinois at Chicago
ACT-R Summer School Travel Funding Award
2002
Carnegie Mellon University
Provost Award for Graduate Research
2002
University of Illinois at Chicago
Cognitive Science Travel Funding Award
2001
National Science Foundation
Diversity Fellowship Award
2000-2001
University of Illinois at Chicago
Tim Nokes-Malach, Associate Professor, Psychology, and LRDC Research Scientist was nominated for the Tina and David Bellet Teaching Excellence Award at the University of Pittsburgh.
2016