Timothy Nokes-Malach

Orcid: 0000-0001-9707-1726

Affiliations:
  • University of Pittsburgh, PA, USA


According to our database1, Timothy Nokes-Malach authored at least 27 papers between 2005 and 2024.

Collaborative distances:
  • Dijkstra number2 of four.
  • Erdős number3 of four.

Timeline

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Bibliography

2024
What metrics of participation balance predict outcomes of collaborative learning with a robot?
CoRR, 2024

2023
Impact of Experiencing Misrecognition by Teachable Agents on Learning and Rapport.
Proceedings of the Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, 2023

2022
Comparison of Lexical Alignment with a Teachable Robot in Human-Robot and Human-Human-Robot Interactions.
Proceedings of the 23rd Annual Meeting of the Special Interest Group on Discourse and Dialogue, 2022

Building a Reinforcement Learning Environment from Limited Data to Optimize Teachable Robot Interventions.
Proceedings of the 15th International Conference on Educational Data Mining, 2022

It Takes Two: Examining the Effects of Collaborative Teaching of a Robot Learner.
Proceedings of the Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners' and Doctoral Consortium, 2022

2021
The Relationship Between Intelligence Mindset and Test Anxiety as Mediated by Effort Regulation.
Proceedings of the 43rd Annual Meeting of the Cognitive Science Society, 2021

Using Causality to Map Difficulties in a Qualitative Physics Problem.
Proceedings of the 43rd Annual Meeting of the Cognitive Science Society, 2021

2020
Using Causal Networks to Examine Resource Productivity and Coordination in Learning Science.
Proceedings of the Interdisciplinarity in the Learning Sciences: Proceedings of the 14th International Conference of the Learning Sciences, 2020

Investigating the Benefits of Pre-Questions on Lecture-Based Learning.
Proceedings of the 42th Annual Meeting of the Cognitive Science Society, 2020

Investigating the role of student achievement goals in conceptual physics learning.
Proceedings of the 42th Annual Meeting of the Cognitive Science Society, 2020

2016
Situative Creativity: Larger Physical Spaces Facilitate Thinking of Novel Uses for Everyday Objects.
J. Probl. Solving, 2016

2015
'Capturing the relations between metacognition, self-explanation, and analogical comparison: An exploration of two methodologies'.
Proceedings of the 37th Annual Meeting of the Cognitive Science Society, 2015

Transfer effects of prompted and self-reported analogical comparison and self-explanation.
Proceedings of the 37th Annual Meeting of the Cognitive Science Society, 2015

2014
Stability and change in adolescents' task-specific achievement goals and implications for learning mathematics with intelligent tutors.
Comput. Hum. Behav., 2014

Change in Achievement Goals and Their Relation to Exam Grades.
Proceedings of the 36th Annual Meeting of the Cognitive Science Society, 2014

Achievement goals, observed behaviors, and performance: Testing a mediation model in a college classroom.
Proceedings of the 36th Annual Meeting of the Cognitive Science Society, 2014

Relating a Task-Based, Behavioral Measure of Achievement Goals to Self-Reported Goals and Performance in the Classroom.
Proceedings of the 36th Annual Meeting of the Cognitive Science Society, 2014

Investigating the Relationship Between Mindfulness and Learning.
Proceedings of the 36th Annual Meeting of the Cognitive Science Society, 2014

Goal Orientation, Self-Efficacy, and "Online Measures" in Intelligent Tutoring Systems.
Proceedings of the 36th Annual Meeting of the Cognitive Science Society, 2014

The impact of physical spaces on divergent and convergent problem-solving performance.
Proceedings of the 36th Annual Meeting of the Cognitive Science Society, 2014

2013
The Role of Achievement Goal Motivation in Self-Explanation and Knowledge Transfer.
Proceedings of the 35th Annual Meeting of the Cognitive Science Society, 2013

2011
Achievement Goals and Learning in a Lecture Course: Moving Towards Mastery Goals Predicts Deeper Learning.
Proceedings of the 33th Annual Meeting of the Cognitive Science Society, 2011

2010
Investigating the impact of dialectical interaction on engagement, affect, and robust learning.
Proceedings of the Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences, 2010

2009
Examining the Role of Manipulatives and Metacognition on Engagement, Learning, and Transfer.
J. Probl. Solving, 2009

Collaborative Dialog While Studying Worked-out Examples.
Proceedings of the Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling, 2009

2008
Bridging principles and examples through analogy and explanation.
Proceedings of the Cre8ing a learning world: Proceedings of the 8th International Conference for the Learning Sciences, 2008

2005
Comparing Multiple Paths to Mastery: What is Learned?
Cogn. Sci., 2005


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