Graduate Student Advisees:
- Kelly Boden
- Nabila Jamal-Orozco
- Cristina Zepeda
Education & Training
- PhD, University of Illinois at Chicago
Research Interest Summary
Knowledge Transfer; Learning & Problem Solving; Motivation
Learning and problem solving, including analogy, collaborative problem solving, conceptual change, expertise, implicit versus explicit learning, skill acquisition, and knowledge transfer. Methodologies include both experimental and computational modeling approaches.
Nokes, T. J., Schunn, C. D., & Chi, M. T. H. (2010). Problem solving and human expertise. In P. Peterson, E. Baker, and B. McGraw (Eds.) International Encyclopedia of Education, Volume 5 (pp. 265-272). Oxford: Elsevier.
Belenky, D. M., & Nokes, T.J. (2009). Motivation and transfer: The role of achievement goals in preparation for future learning. In N.A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1163-1168). Austin, TX: Cognitive Science Society.
Belenky, D.M., & Nokes, T.J. (2009). Examining the role of manipulatives and metacognition on engagement, learning, and transfer. The Journal of Problem Solving, 2 (2), 102-129.
Gadgil, S. & Nokes, T. J. (2009) Analogical Scaffolding in Collaborative Learning. Proceedings of Thirty-first Annual Conference of the Cognitive Science Society: Amsterdam.
Gadgil, S. & Nokes, T.J. (2010) Collaborative Facilitation through Error-Detection: A Classroom Experiment. Accepted for publication in proceedings of Thirty-second Annual Conference of the Cognitive Science Society: Portland, OR.
Meade, M. L., Nokes, T. J., & Morrow, D. G. (2009). Expertise promotes facilitation on a collaborative memory task. Memory, 17, 38-48.
Nokes, T. J. (2009). Mechanisms of knowledge transfer. Thinking & Reasoning, 15, 1-36.
Ross, B. H., Taylor, E. G., Middleton, E. L., & Nokes, T. J. (2008). Concept and category learning in humans. In J. Byrne (Series Ed.) and H. L. Roediger III (Vol. Ed.), Learning and Memory: A comprehensive reference, Vol 2: Cognitive psychology of memory (pp. 535-557). Oxford, UK: Elsevier Ltd.
Nokes, T. J., & Ash, I. K. (2010). Investigating the role of instructional focus in incidental pattern learning. Journal of General Psychology, 137, 84-113.
Nokes, T.J. & Ohlsson, S. (2003). Declarative transfer from a memory task to a problem solving task. Cognitive Science Quarterly, 3,259-296.
Nokes, T. J. (2004). Testing three theories of knowledge transfer. In D. Gentner, K. Forbus, and T. Regier (Eds.), Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society (pp. 1029-1034). Mahaw, N.J.: Erlbaum.
Nokes, T. J., & Ohlsson, S. (2005). Comparing multiple paths to mastery: What is learned? Cognitive Science, 29, 769-796.
Nokes, T. J. (2005). An investigation into adaptive shifting in knowledge transfer. In B. Bara, L. Barsalou, M. Bucciarelli (Eds.) Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society (pp. 1660-1665). Mahaw, N. J.: Erlbaum.
Li, M., Frieze, I. H., Nokes-Malach, T., Cheong, J. (in press). Do friends always help your study? Mediating processes between social relations and academic motivation. Social Psychology of Education.