What kinds of perceptions and daily learning behaviors promote students' use of diagrams in mathematics problem solving? Y Uesaka, E Manalo, S Ichikawa Learning and Instruction 17 (3), 322-335, 2007 | 190 | 2007 |
The influence of personality and anxiety on the oral performance of Japanese speakers of English T Oya, E Manalo, J Greenwood Applied Cognitive Psychology: The Official Journal of the Society for …, 2004 | 170 | 2004 |
The use of process mnemonics in teaching students with mathematics learning disabilities E Manalo, JK Bunnell, JA Stillman Learning Disability Quarterly 23 (2), 137-156, 2000 | 105 | 2000 |
To what extent do culture-related factors influence university students’ critical thinking use? E Manalo, T Kusumi, M Koyasu, Y Michita, Y Tanaka Thinking Skills and Creativity 10, 121-132, 2013 | 94 | 2013 |
How might language affect critical thinking performance? E Manalo, C Sheppard Thinking Skills and Creativity 21, 41-49, 2016 | 92 | 2016 |
The role of failure in promoting thinking skills and creativity: New findings and insights about how failure can be beneficial for learning E Manalo, M Kapur Thinking Skills and Creativity 30, 1-6, 2018 | 79 | 2018 |
Task‐related factors that influence the spontaneous use of diagrams in math word problems Y Uesaka, E Manalo Applied Cognitive Psychology 26 (2), 251-260, 2012 | 59 | 2012 |
The effects of perception of efficacy and diagram construction skills on students’ spontaneous use of diagrams when solving math word problems Y Uesaka, E Manalo, S Ichikawa Diagrammatic Representation and Inference: 6th International Conference …, 2010 | 49 | 2010 |
Active comparison as a means of promoting the development of abstract conditional knowledge and appropriate choice of diagrams in math word problem solving Y Uesaka, E Manalo International Conference on Theory and Application of Diagrams, 181-195, 2006 | 49 | 2006 |
The influence of language contact and vocabulary knowledge on the speaking performance of Japanese students of English T Oya, E Manalo, J Greenwood The Open Applied Linguistics Journal 2 (1), 2009 | 47 | 2009 |
Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom E Manalo | 36 | 2020 |
Uses of mnemonics in educational settings: A brief review of selected research E Manalo Psychologia 45 (2), 69-79, 2002 | 36 | 2002 |
Peer instruction as a way of promoting spontaneous use of diagrams when solving math word problems Y Uesaka, E Manalo Proceedings of the annual meeting of the Cognitive Science Society 29 (29), 2007 | 35 | 2007 |
Promoting spontaneous use of learning and reasoning strategies E Manalo, Y Uesaka, CA Chinn Taylor & Francis, 2017 | 30 | 2017 |
Do students from different cultures think differently about critical and other thinking skills? E Manalo, T Kusumi, M Koyasu, Y Michita, Y Tanaka The Palgrave handbook of critical thinking in higher education, 299-316, 2015 | 28 | 2015 |
The Hemingway effect: How failing to finish a task can have a positive effect on motivation Y Oyama, E Manalo, Y Nakatani Thinking Skills and Creativity 30, 7-18, 2018 | 27 | 2018 |
Science and engineering students’ use of diagrams during note taking versus explanation E Manalo, Y Uesaka, S Pérez-Kriz, M Kato, T Fukaya Educational Studies 39 (1), 118-123, 2013 | 26 | 2013 |
Is ability grouping beneficial or detrimental to Japanese ESP students' English language proficiency development? C Sheppard, E Manalo, M Henning English for Specific Purposes 49, 39-48, 2018 | 25 | 2018 |
Factors that impact on the academic motivation of Japanese university students in Japan and in New Zealand E Manalo, M Koyasu, K Hashimoto, T Miyauchi Psychologia 49 (2), 114-131, 2006 | 25 | 2006 |
Thinking to thesis: A guide to graduate success at all levels E Manalo, J Bartlett-Trafford Pearson Longman, 2004 | 25 | 2004 |