| What limits the encoding effect of note-taking? A meta-analytic examination K Kobayashi Contemporary Educational Psychology 30 (2), 242-262, 2005 | 385 | 2005 |
| Combined Effects of Note‐Taking/‐Reviewing on Learning and the Enhancement through Interventions: A meta‐analytic review K Kobayashi Educational Psychology 26 (3), 459-477, 2006 | 304 | 2006 |
| Learning by preparing‐to‐teach and teaching: A meta‐analysis K Kobayashi Japanese Psychological Research 61 (3), 192-203, 2019 | 104 | 2019 |
| Comprehension of relations among controversial texts: Effects of external strategy use K Kobayashi Instructional Science 37, 311-324, 2009 | 101 | 2009 |
| The influence of topic knowledge, external strategy use, and college experience on students' comprehension of controversial texts K Kobayashi Learning and Individual Differences 19 (1), 130-134, 2009 | 77 | 2009 |
| Interactivity: A potential determinant of learning by preparing to teach and teaching K Kobayashi Frontiers in psychology 9, 2755, 2019 | 76 | 2019 |
| Students’ consideration of source information during the reading of multiple texts and its effect on intertextual conflict resolution K Kobayashi Instructional Science 42, 183-205, 2014 | 73 | 2014 |
| The influence of critical reading orientation on external strategy use during expository text reading K Kobayashi Educational Psychology 27 (3), 363-375, 2007 | 62 | 2007 |
| The impact of perceived scientific and social consensus on scientific beliefs K Kobayashi Science Communication 40 (1), 63-88, 2018 | 61 | 2018 |
| Strategic use of multiple texts for the evaluation of arguments K Kobayashi Reading Psychology 31 (2), 121-149, 2010 | 50 | 2010 |
| Conditional effects of interventions in note‐taking procedures on learning: A meta‐analysis K Kobayashi Japanese Psychological Research 48 (2), 109-114, 2006 | 33 | 2006 |
| Learning by teaching face-to-face: the contributions of preparing-to-teach, initial-explanation, and interaction phases K Kobayashi European Journal of Psychology of Education 37 (2), 551-566, 2022 | 26 | 2022 |
| Learning from conflicting texts: The role of intertextual conflict resolution in between-text integration K Kobayashi Reading Psychology 36 (6), 519-544, 2015 | 26 | 2015 |
| Effects of conflicting scientific arguments on belief change: Argument evaluation and expert consensus perception as mediators K Kobayashi Journal of Applied Social Psychology 48 (4), 177-187, 2018 | 21 | 2018 |
| Effects of collaborative versus individual preparation on learning by teaching K Kobayashi Instructional Science 49 (6), 811-829, 2021 | 19 | 2021 |
| The role of other persons in prospective memory: Dependence on other persons inhibits remembering and execution of a task K Kobayashi, S Maruno Shinrigaku Kenkyu: The Japanese Journal of Psychology 64 (6), 482-487, 1994 | 15 | 1994 |
| Relational processing of conflicting arguments: Effects on biased assimilation K Kobayashi Comprehensive Psychology 5, 2165222816657801, 2016 | 14 | 2016 |
| The retrieval practice hypothesis in research on learning by teaching: Current status and challenges K Kobayashi Frontiers in Psychology 13, 842668, 2022 | 12 | 2022 |
| Learning by Creating Teaching Materials: Conceptual Problems and Potential Solutions K Kobayashi Frontiers in Psychology 14, 596, 2023 | 8 | 2023 |
| Communicating highly divergent levels of scientific and social consensus: Its effects on people’s scientific beliefs K Kobayashi Social Influence 14 (3-4), 65-76, 2019 | 8 | 2019 |
