Timothy J. Nokes‐Malach

2.8k total citations
53 papers, 1.9k citations indexed

About

Timothy J. Nokes‐Malach is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Timothy J. Nokes‐Malach has authored 53 papers receiving a total of 1.9k indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Developmental and Educational Psychology, 25 papers in Experimental and Cognitive Psychology and 23 papers in Education. Recurrent topics in Timothy J. Nokes‐Malach's work include Education, Achievement, and Giftedness (17 papers), Innovative Teaching and Learning Methods (17 papers) and Educational Strategies and Epistemologies (14 papers). Timothy J. Nokes‐Malach is often cited by papers focused on Education, Achievement, and Giftedness (17 papers), Innovative Teaching and Learning Methods (17 papers) and Educational Strategies and Epistemologies (14 papers). Timothy J. Nokes‐Malach collaborates with scholars based in United States, Australia and Switzerland. Timothy J. Nokes‐Malach's co-authors include Christian D. Schunn, J. Elizabeth Richey, Soniya Gadgil, Daniel M. Belenky, Z. Yasemin Kalender, Chandralekha Singh, Emily Marshman, Louis Alfieri, Cristina D. Zepeda and Matthew L. Bernacki and has published in prestigious journals such as Journal of Educational Psychology, Computers in Human Behavior and Educational Psychologist.

In The Last Decade

Timothy J. Nokes‐Malach

52 papers receiving 1.8k citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Timothy J. Nokes‐Malach United States	21	967	850	601	309	291	53	1.9k
Eric Brewe United States	23	1.2k 1.2×	626 0.7×	318 0.5×	369 1.2×	156 0.5×	75	1.8k
Benjamin C. Heddy United States	18	980 1.0×	672 0.8×	418 0.7×	141 0.5×	443 1.5×	45	1.8k
Stacy J. Priniski United States	18	809 0.8×	378 0.4×	595 1.0×	356 1.2×	594 2.0×	29	1.7k
Huy P. Phan Australia	26	1.2k 1.2×	642 0.8×	733 1.2×	140 0.5×	864 3.0×	143	2.4k
Martha Carr United States	29	1.2k 1.3×	1.2k 1.4×	737 1.2×	105 0.3×	291 1.0×	52	2.4k
Zi Yan Hong Kong	26	1.4k 1.4×	589 0.7×	177 0.3×	91 0.3×	265 0.9×	95	2.1k
Esther Care Australia	18	1.2k 1.2×	642 0.8×	174 0.3×	114 0.4×	200 0.7×	69	2.0k
Matthew L. Bernacki United States	26	990 1.0×	826 1.0×	355 0.6×	131 0.4×	298 1.0×	70	2.2k
Jonna M. Kulikowich United States	23	1.2k 1.2×	1.4k 1.6×	548 0.9×	70 0.2×	267 0.9×	66	2.6k
Linda Bol United States	23	1.4k 1.5×	1.3k 1.5×	437 0.7×	63 0.2×	291 1.0×	66	2.5k

Countries citing papers authored by Timothy J. Nokes‐Malach

Since Specialization

Citations

This map shows the geographic impact of Timothy J. Nokes‐Malach's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Timothy J. Nokes‐Malach with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Timothy J. Nokes‐Malach more than expected).

Fields of papers citing papers by Timothy J. Nokes‐Malach

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Timothy J. Nokes‐Malach. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Timothy J. Nokes‐Malach. The network helps show where Timothy J. Nokes‐Malach may publish in the future.

Co-authorship network of co-authors of Timothy J. Nokes‐Malach

This figure shows the co-authorship network connecting the top 25 collaborators of Timothy J. Nokes‐Malach. A scholar is included among the top collaborators of Timothy J. Nokes‐Malach based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Timothy J. Nokes‐Malach. Timothy J. Nokes‐Malach is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Zepeda, Cristina D. & Timothy J. Nokes‐Malach. (2023). Assessing Metacognitive Regulation during Problem Solving: A Comparison of Three Measures. Journal of Intelligence. 11(1). 16–16. 12 indexed citations

Fraundorf, Scott H., et al.. (2023). Cognitive perspectives on maintaining physicians’ medical expertise: III. Strengths and weaknesses of self-assessment. Cognitive Research Principles and Implications. 8(1). 58–58. 3 indexed citations

Rottman, Benjamin M., et al.. (2023). Cognitive perspectives on maintaining physicians’ medical expertise: I. Reimagining Maintenance of Certification to promote lifelong learning. Cognitive Research Principles and Implications. 8(1). 46–46. 4 indexed citations

Fraundorf, Scott H., et al.. (2023). Cognitive perspectives on maintaining physicians’ medical expertise: II. Acquiring, maintaining, and updating cognitive skills. Cognitive Research Principles and Implications. 8(1). 47–47. 10 indexed citations

Fraundorf, Scott H., et al.. (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(1). 53–53. 5 indexed citations

Nokes‐Malach, Timothy J., et al.. (2021). Investigating the Benefits of Prequestions on Lecture-Based Learning. Cognitive Science. 1 indexed citations

Morphew, Jason, et al.. (2021). Seeing and doing 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. 1 indexed citations

Kuo, Eric, et al.. (2020). Using Causal Networks to Examine Resource Productivity and Coordination in Learning Science.. ICLS. 1 indexed citations

Nokes‐Malach, Timothy J., Z. Yasemin Kalender, Emily Marshman, Christian D. Schunn, & Chandralekha Singh. (2020). How is perception of being recognized by others as someone good at physics related to female and male students� physics identities?. The Physics Video Demonstration Database (Cornell University). 415–422. 2 indexed citations

10.

Kalender, Z. Yasemin, et al.. (2020). Inconsistent gender differences in self-efficacy and performance for engineering majors in physics and other disciplines: A cause for alarm?. The Physics Video Demonstration Database (Cornell University). 639–644. 4 indexed citations

11.

Kalender, Z. Yasemin, Emily Marshman, Christian D. Schunn, Timothy J. Nokes‐Malach, & Chandralekha Singh. (2020). Investigating the role of prior preparation and self-efficacy on female and male students� introductory physics course achievements. The Physics Video Demonstration Database (Cornell University). 275–281. 1 indexed citations

12.

Nokes‐Malach, Timothy J., Z. Yasemin Kalender, Emily Marshman, Christian D. Schunn, & Chandralekha Singh. (2019). Prior preparation and motivational characteristics mediate relations between gender and learning outcomes in introductory physics. The Physics Video Demonstration Database (Cornell University). 12 indexed citations

13.

Kalender, Z. Yasemin, et al.. (2019). How do introductory physics and mathematics courses impact engineering students� performance in subsequent engineering courses?. The Physics Video Demonstration Database (Cornell University). 1 indexed citations

14.

Kalender, Z. Yasemin, Emily Marshman, Christian D. Schunn, Timothy J. Nokes‐Malach, & Chandralekha Singh. (2019). Large gender differences in physics self-efficacy at equal performance levels: A warning sign?. The Physics Video Demonstration Database (Cornell University). 12 indexed citations

15.

Kalender, Z. Yasemin, Emily Marshman, Timothy J. Nokes‐Malach, Christian D. Schunn, & Chandralekha Singh. (2018). Motivational characteristics of underrepresented ethnic and racial minority students in introductory physics courses. The Physics Video Demonstration Database (Cornell University). 204–207. 9 indexed citations

16.

Nokes‐Malach, Timothy J., Emily Marshman, Z. Yasemin Kalender, Christian D. Schunn, & Chandralekha Singh. (2018). Investigation of male and female students� motivational characteristics throughout an introductory physics course sequence. The Physics Video Demonstration Database (Cornell University). 276–279. 10 indexed citations

17.

Zepeda, Cristina D., et al.. (2015). Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in vivo study.. Journal of Educational Psychology. 107(4). 954–970. 109 indexed citations

18.

Richey, J. Elizabeth, Cristina D. Zepeda, & Timothy J. Nokes‐Malach. (2015). Transfer Effects of Prompted and Self-Reported Analogical Comparison and Self-Explanation. Cognitive Science. 4 indexed citations

19.

Richey, J. Elizabeth, et al.. (2014). Achievement goals, observed behaviors, and performance: Testing a mediation model in a college classroom. Cognitive Science. 36(36). 1 indexed citations

20.

Richey, J. Elizabeth, Matthew L. Bernacki, Daniel M. Belenky, & Timothy J. Nokes‐Malach. (2014). Relating a Task-Based, Behavioral Measure of Achievement Goals to Self-Reported Goals and Performance in the Classroom. Cognitive Science. 36(36). 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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