Miele, D.B., Nokes-Malach, T. J., & May, S. (2020). Motivation and the processing of multiple inputs. In P. V. Meter, A. List, D. Lombardi, & P. Kendeou (Eds.), Handbook of Learning from Multiple Representations and Perspectives. Rutledge.

Kalender, Z. Y., Marshman, E., Schunn, C. D., Nokes-Malach, T. J., & Singh, C. (2020). Damage caused by women's lower self-efficacy on physics learning. Physical Review Physics Education Research.

Nokes-Malach, T. J., Zepeda, C. D., Richey, J. E., & Gadgil, S. (2019). Collaborative learning: The benefits and costs. In J. Dunlosky & K. A. Rawson (Eds.), The Cambridge handbook of cognition and education (p. 500–527). Cambridge University Press

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.