Stanford Technical Reports
Parent: Scientific Papers—Richard Atkinson
eScholarship stats: Breakdown by Item for May through August, 2026
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 3jd5s1hr | The Control Processes of Short-term Memory | 269 | 68 | 201 | 25.3% |
| 9t95w4f2 | Some Speculations on Storage and Retrieval Processes in Long-Term Memory | 213 | 179 | 34 | 84.0% |
| 40x8f9s7 | Search and Decision Processes in Recognition Memory | 171 | 135 | 36 | 78.9% |
| 6r58f168 | Ingredients for a Theory of Instruction | 161 | 27 | 134 | 16.8% |
| 746737hr | A mnemonic method for the acquisition of a second-language vocabulary | 154 | 72 | 82 | 46.8% |
| 2t18k22q | Computer-assisted Instruction at Stanford | 152 | 85 | 67 | 55.9% |
| 15k83550 | The computer as a tutorial laboratory The Stanford BIP project | 140 | 64 | 76 | 45.7% |
| 71n465k6 | An Approach to the Psychology of Instruction | 129 | 31 | 98 | 24.0% |
| 4xx085q4 | Computerized Instruction and the Learning Process | 127 | 49 | 78 | 38.6% |
| 53p7z60t | Mathematical Learning Theory | 127 | 56 | 71 | 44.1% |
| 0780p800 | Mathematical Models for Memory and Learning | 117 | 55 | 62 | 47.0% |
| 2892x58g | Teaching a large Russian language vocabulary by the mnemonic keyword method | 117 | 69 | 48 | 59.0% |
| 7mr7n7cj | Stimulus Sampling Theory | 116 | 89 | 27 | 76.7% |
| 97n922gk | An application of the mnemonic keyword method to the acquisition of a Russian vocabulary | 102 | 73 | 29 | 71.6% |
| 1nr7g8wv | Theoretical Note-All-or-Nothing Learning and Intertrial Forgetting | 100 | 27 | 73 | 27.0% |
| 6nm5g3qj | Factors Influencing Speed and Accuracy of Word Recognition | 98 | 65 | 33 | 66.3% |
| 24c2d4ds | Adaptive instructional systems-Some attempts to optimize the learning process | 96 | 40 | 56 | 41.7% |
| 2vj465k0 | Applications of Multiprocess Models for Memory to Continuous Recognition Tasks | 95 | 31 | 64 | 32.6% |
| 0441915h | Cost and Performance of Computer-Assisted Instruction for 20Compensatory Education | 92 | 42 | 50 | 45.7% |
| 0rn9w44j | Mathematical Models in Research on Perception and Learning | 92 | 38 | 54 | 41.3% |
| 89s387x0 | Computer-assisted Instruction in Initial Reading | 91 | 28 | 63 | 30.8% |
| 64q2f5jk | Choice Behavior and Reward Structure | 90 | 50 | 40 | 55.6% |
| 85v448h2 | Models for Optimizing the Learning Process | 89 | 52 | 37 | 58.4% |
| 0cd160zq | A Variable Threshold Model for Signal Detection | 84 | 35 | 49 | 41.7% |
| 1wq7p8h1 | Massed vs. Distributed Practice in Computerized Spelling Drills | 84 | 44 | 40 | 52.4% |
| 1ww584zh | Memory Scanning for Words Versus Categories | 83 | 38 | 45 | 45.8% |
| 2pj7b5h8 | A Rationale and description of the BASIC instructional program | 83 | 41 | 42 | 49.4% |
| 4fp2041f | Verification of algebra step problems A chronometric study of human problem solving | 81 | 27 | 54 | 33.3% |
| 8hr9v9p9 | An Analysis of Two-Person Game Situations in Terms of Statistical Learning Theory | 80 | 41 | 39 | 51.3% |
| 0rg9058z | An Evaluation of the Stanford CAI Program in Initial Reading (Grades K through 3) | 79 | 34 | 45 | 43.0% |
| 5hx3h877 | Application of learning models and optimization theory to problems of instruction | 79 | 25 | 54 | 31.6% |
| 7m2851hf | Recall of Paired-Associates as a Function of Overt and Covert Rehearsal Procedures | 78 | 45 | 33 | 57.7% |
| 4pf3r133 | Rehearsal Processes in Free Recall A Procedure for Direct Observation | 77 | 28 | 49 | 36.4% |
| 79x990vv | Computer-based Instruction in Initial Reading - A Progress Report on the Stanford Project | 77 | 42 | 35 | 54.5% |
| 1574f8w3 | Multi-process Models for Memory with Applications to a Continuous Presentation Task | 76 | 44 | 32 | 57.9% |
| 8kr4r4wk | Fact retrieval processes in human memory | 76 | 20 | 56 | 26.3% |
| 2hw1w212 | Search Processes in Recognition Memory | 74 | 34 | 40 | 45.9% |
| 26s994vk | A Variable Sensitivity Theory of Signal Detection | 71 | 53 | 18 | 74.6% |
| 3774h5w8 | A Generalization of Stimulus Sampling Theory | 70 | 27 | 43 | 38.6% |
| 7fs4q668 | The Effects of Reinforcement Interval on the Acquisition of Paired-Associate Responses | 69 | 24 | 45 | 34.8% |
| 8vk5h2dw | Test Stimulus Representation and Experimental Context Effects in Memory Scanning | 69 | 45 | 24 | 65.2% |
| 0f83z658 | Human Memory and the Concept of Reinforcement | 68 | 28 | 40 | 41.2% |
| 71d908mb | Comparison of student performance under three lesson-selection strategies in computer-assisted instruction | 68 | 29 | 39 | 42.6% |
| 8vh9w1w2 | Information Delay in Human Learning | 65 | 31 | 34 | 47.7% |
| 53z4q1hx | The Use of Models in Experimental Psychology | 64 | 42 | 22 | 65.6% |
| 9bx5g5ps | Influence of Correlated Visual Cues on Auditory Signal Detection | 64 | 32 | 32 | 50.0% |
| 9mm496ng | Computer-Assisted Instruction in Programming AID | 63 | 42 | 21 | 66.7% |
| 4cg3d6t8 | Mathematical Models for Verbal Learning | 62 | 35 | 27 | 56.5% |
| 5c58j6rv | Instruction in Initial Reading under Computer Control the Stanford Project | 62 | 37 | 25 | 59.7% |
| 6f3505cc | Linguistic Considerations in the Design of the Stanford Computer Based Curriculum on Initial Reading | 62 | 30 | 32 | 48.4% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.