Search Results - "Nokes, Timothy J."

Damage Caused by Women's Lower Self-Efficacy on Physics Learning by Kalender, Z. Yasemin, Marshman, Emily, Schunn, Christian D, Nokes-Malach, Timothy J, Singh, Chandralekha

“…Self-efficacy is an aspect of students' motivation that has been shown to play a critical role in students' engagement, participation, and retention in…”
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Identifying Teachers' Supports of Metacognition Through Classroom Talk and Its Relation to Growth in Conceptual Learning by Zepeda, Cristina D, Hlutkowsky, Christina O, Partika, Anne C, Nokes-Malach, Timothy J

“…A gulf exists between prior work testing metacognitive instructional interventions and teacher practices that may support metacognition in the classroom. To…”
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Direct Instruction of Metacognition Benefits Adolescent Science Learning, Transfer, and Motivation: An In Vivo Study by Zepeda, Cristina D., Richey, J. Elizabeth, Ronevich, Paul, Nokes-Malach, Timothy J.

“…Prior studies have not tested whether an instructional intervention aimed at improving metacognitive skills results in changes to student metacognition,…”
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Thromboprophylaxis in patients with lower limb immobilisation – review of current status by Nokes, Timothy J. C., Keenan, Jonathan

“…Summary The risk for venous thromboembolism (VTE) associated with lower limb immobilisation is unclear, owing to of a lack of evidence from studies in this…”
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Gendered Patterns in the Construction of Physics Identity from Motivational Factors by Kalender, Z. Yasemin, Marshman, Emily, Schunn, Christian D, Nokes-Malach, Timothy J, Singh, Chandralekha

“…Students' intentions to persevere and their career choices in science, technology, engineering, and math fields can be impacted by their physics identities…”
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Why Female Science, Technology, Engineering, and Mathematics Majors Do Not Identify with Physics: They Do Not Think Others See Them That Way by Kalender, Z. Yasemin, Marshman, Emily, Schunn, Christian D, Nokes-Malach, Timothy J, Singh, Chandralekha

“…Gender differences in students' physics identity in introductory physics courses can influence students' interest in science, technology, engineering, and…”
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Assessing Metacognitive Regulation during Problem Solving: A Comparison of Three Measures by Zepeda, Cristina D, Nokes-Malach, Timothy J

“…Metacognition is hypothesized to play a central role in problem solving and self-regulated learning. Various measures have been developed to assess…”
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Comparing Four Instructional Techniques for Promoting Robust Knowledge by Richey, J. Elizabeth, Nokes-Malach, Timothy J.

“…Robust knowledge serves as a common instructional target in academic settings. Past research identifying characteristics of experts' knowledge across many…”
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Cognitive perspectives on maintaining physicians’ medical expertise: II. Acquiring, maintaining, and updating cognitive skills by Caddick, Zachary A., Fraundorf, Scott H., Rottman, Benjamin M., Nokes-Malach, Timothy J.

“…Over the course of training, physicians develop significant knowledge and expertise. We review dual-process theory, the dominant theory in explaining medical…”
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Framework for Unpacking Students' Mindsets in Physics by Gender by Kalender, Z. Yasemin, Marshman, Emily, Schunn, Christian D, Nokes-Malach, Timothy J, Singh, Chandralekha

“…Physics is a science, technology, engineering, and mathematics discipline in which women are severely underrepresented. Prior work has identified…”
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Cognitive perspectives on maintaining physicians’ medical expertise: I. Reimagining Maintenance of Certification to promote lifelong learning by Rottman, Benjamin M., Caddick, Zachary A., Nokes-Malach, Timothy J., Fraundorf, Scott H.

“…Until recently, physicians in the USA who were board-certified in a specialty needed to take a summative test every 6–10 years. However, the 24 Member Boards…”
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Cognitive perspectives on maintaining physicians’ medical expertise: III. Strengths and weaknesses of self-assessment by Fraundorf, Scott H., Caddick, Zachary A., Nokes-Malach, Timothy J., Rottman, Benjamin M.

“…Is self-assessment enough to keep physicians’ cognitive skills—such as diagnosis, treatment, basic biological knowledge, and communicative skills—current? We…”
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Cognitive perspectives on maintaining physicians’ medical expertise: V. Using a motivational framework to understand the benefits and costs of testing by Nokes-Malach, Timothy J., Fraundorf, Scott H., Caddick, Zachary A., Rottman, Benjamin M.

“…We apply a motivational perspective to understand the implications of physicians’ longitudinal assessment. We review the literature on situated…”
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The risk of spinal haematoma following neuraxial anaesthesia or lumbar puncture in thrombocytopenic individuals by Van Veen, Joost J., Nokes, Timothy J., Makris, Mike

“…Summary Neuraxial anaesthesia is increasingly performed in thrombocytopenic patients at the time of delivery of pregnancy. There is a lack of data regarding…”
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Cognitive perspectives on maintaining physicians’ medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention by Fraundorf, Scott H., Caddick, Zachary A., Nokes-Malach, Timothy J., Rottman, Benjamin M.

“…Although tests and assessments—such as those used to maintain a physician’s Board certification—are often viewed merely as tools for decision-making about…”
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Situative Creativity: Larger Physical Spaces Facilitate Thinking of Novel Uses for Everyday Objects by Chan, Joel, Nokes-Malach, Timothy J

“…People often use spatial metaphors (e.g., think "laterally," "outside the box") to describe exploration of the problem space during creative problem solving…”
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Overcoming Collaborative Inhibition through Error Correction: A Classroom Experiment by Gadgil, Soniya, Nokes-Malach, Timothy J.

“…Summary Research in classrooms has shown mixed evidence for benefits of collaborative learning compared with learning individually. Moreover, laboratory…”
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Mechanisms of knowledge transfer by Nokes, Timothy J.

“…A central goal of cognitive science is to develop a general theory of transfer to explain how people use and apply their prior knowledge to solve new problems…”
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When Is It Better to Learn Together? Insights from Research on Collaborative Learning by Nokes-Malach, Timothy J., Richey, J. Elizabeth, Gadgil, Soniya

“…Although collaboration is often considered a beneficial learning strategy, research examining the claim suggests a much more complex picture. Critically, the…”
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Expertise promotes facilitation on a collaborative memory task by Meade, Michelle L., Nokes, Timothy J., Morrow, Daniel G.

“…The effect of expertise on collaborative memory was examined by comparing expert pilots, novice pilots, and non-pilots. Participants were presented with…”
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