| 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 | 187 | 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 | 164 | 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 | 103 | 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 | 85 | 2013 |
| How might language affect critical thinking performance? E Manalo, C Sheppard Thinking Skills and Creativity 21, 41-49, 2016 | 81 | 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 | 73 | 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 | 56 | 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 | 50 | 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 | 46 | 2009 |
| 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 |
| Uses of mnemonics in educational settings: A brief review of selected research E Manalo Psychologia 45 (2), 69-79, 2002 | 32 | 2002 |
| Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom E Manalo | 29 | 2020 |
| Promoting spontaneous use of learning and reasoning strategies E Manalo, Y Uesaka, CA Chinn Taylor & Francis, 2017 | 29 | 2017 |
| 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 | 26 | 2018 |
| Thinking to thesis: A guide to graduate success at all levels E Manalo, J Bartlett-Trafford Pearson Longman, 2004 | 26 | 2004 |
| 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 | 25 | 2015 |
| 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 | 24 | 2013 |
| Ethical learning experiences and engagement in academic dishonesty: A study of Asian and European pharmacy and medical students in New Zealand MA Henning, P Malpas, E Manalo, S Ram, V Vijayakumar, SJ Hawken The Asia-Pacific Education Researcher 24, 201-209, 2015 | 23 | 2015 |
| Elucidating the mechanism of spontaneous diagram use in explanations: how cognitive processing of text and diagrammatic representations are influenced by individual and task … E Manalo, Y Uesaka Diagrammatic Representation and Inference: 7th International Conference …, 2012 | 23 | 2012 |
