Stanford Technical Reports
Parent: Scientific Papers—Richard Atkinson
eScholarship stats: Breakdown by Item for April through July, 2026
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 3jd5s1hr | The Control Processes of Short-term Memory | 255 | 64 | 191 | 25.1% |
| 9t95w4f2 | Some Speculations on Storage and Retrieval Processes in Long-Term Memory | 234 | 197 | 37 | 84.2% |
| 2t18k22q | Computer-assisted Instruction at Stanford | 143 | 65 | 78 | 45.5% |
| 4xx085q4 | Computerized Instruction and the Learning Process | 143 | 58 | 85 | 40.6% |
| 53p7z60t | Mathematical Learning Theory | 141 | 49 | 92 | 34.8% |
| 40x8f9s7 | Search and Decision Processes in Recognition Memory | 132 | 101 | 31 | 76.5% |
| 15k83550 | The computer as a tutorial laboratory The Stanford BIP project | 131 | 59 | 72 | 45.0% |
| 746737hr | A mnemonic method for the acquisition of a second-language vocabulary | 128 | 53 | 75 | 41.4% |
| 7mr7n7cj | Stimulus Sampling Theory | 115 | 90 | 25 | 78.3% |
| 97n922gk | An application of the mnemonic keyword method to the acquisition of a Russian vocabulary | 109 | 78 | 31 | 71.6% |
| 0780p800 | Mathematical Models for Memory and Learning | 108 | 49 | 59 | 45.4% |
| 24c2d4ds | Adaptive instructional systems-Some attempts to optimize the learning process | 108 | 47 | 61 | 43.5% |
| 2892x58g | Teaching a large Russian language vocabulary by the mnemonic keyword method | 105 | 46 | 59 | 43.8% |
| 71n465k6 | An Approach to the Psychology of Instruction | 102 | 33 | 69 | 32.4% |
| 5hx3h877 | Application of learning models and optimization theory to problems of instruction | 98 | 33 | 65 | 33.7% |
| 1nr7g8wv | Theoretical Note-All-or-Nothing Learning and Intertrial Forgetting | 94 | 31 | 63 | 33.0% |
| 6r58f168 | Ingredients for a Theory of Instruction | 94 | 21 | 73 | 22.3% |
| 7m2851hf | Recall of Paired-Associates as a Function of Overt and Covert Rehearsal Procedures | 93 | 55 | 38 | 59.1% |
| 0rg9058z | An Evaluation of the Stanford CAI Program in Initial Reading (Grades K through 3) | 91 | 39 | 52 | 42.9% |
| 1ww584zh | Memory Scanning for Words Versus Categories | 90 | 42 | 48 | 46.7% |
| 2pj7b5h8 | A Rationale and description of the BASIC instructional program | 90 | 51 | 39 | 56.7% |
| 6nm5g3qj | Factors Influencing Speed and Accuracy of Word Recognition | 90 | 59 | 31 | 65.6% |
| 89s387x0 | Computer-assisted Instruction in Initial Reading | 90 | 36 | 54 | 40.0% |
| 4fp2041f | Verification of algebra step problems A chronometric study of human problem solving | 88 | 31 | 57 | 35.2% |
| 0cd160zq | A Variable Threshold Model for Signal Detection | 87 | 36 | 51 | 41.4% |
| 8kr4r4wk | Fact retrieval processes in human memory | 87 | 25 | 62 | 28.7% |
| 0441915h | Cost and Performance of Computer-Assisted Instruction for 20Compensatory Education | 85 | 40 | 45 | 47.1% |
| 1574f8w3 | Multi-process Models for Memory with Applications to a Continuous Presentation Task | 85 | 53 | 32 | 62.4% |
| 4pf3r133 | Rehearsal Processes in Free Recall A Procedure for Direct Observation | 85 | 37 | 48 | 43.5% |
| 64q2f5jk | Choice Behavior and Reward Structure | 82 | 43 | 39 | 52.4% |
| 85v448h2 | Models for Optimizing the Learning Process | 82 | 50 | 32 | 61.0% |
| 1wq7p8h1 | Massed vs. Distributed Practice in Computerized Spelling Drills | 79 | 45 | 34 | 57.0% |
| 0rn9w44j | Mathematical Models in Research on Perception and Learning | 78 | 37 | 41 | 47.4% |
| 79x990vv | Computer-based Instruction in Initial Reading - A Progress Report on the Stanford Project | 78 | 41 | 37 | 52.6% |
| 53z4q1hx | The Use of Models in Experimental Psychology | 77 | 53 | 24 | 68.8% |
| 8vk5h2dw | Test Stimulus Representation and Experimental Context Effects in Memory Scanning | 75 | 57 | 18 | 76.0% |
| 2vj465k0 | Applications of Multiprocess Models for Memory to Continuous Recognition Tasks | 74 | 31 | 43 | 41.9% |
| 71d908mb | Comparison of student performance under three lesson-selection strategies in computer-assisted instruction | 74 | 32 | 42 | 43.2% |
| 0f83z658 | Human Memory and the Concept of Reinforcement | 72 | 27 | 45 | 37.5% |
| 48m910d5 | Some Two-process Models for Memory | 72 | 45 | 27 | 62.5% |
| 8hr9v9p9 | An Analysis of Two-Person Game Situations in Terms of Statistical Learning Theory | 72 | 44 | 28 | 61.1% |
| 5c58j6rv | Instruction in Initial Reading under Computer Control the Stanford Project | 71 | 42 | 29 | 59.2% |
| 5qs0h1km | Predicting reading achievement from measures available during computer-assisted instruction | 70 | 32 | 38 | 45.7% |
| 7fs4q668 | The Effects of Reinforcement Interval on the Acquisition of Paired-Associate Responses | 70 | 29 | 41 | 41.4% |
| 3774h5w8 | A Generalization of Stimulus Sampling Theory | 69 | 38 | 31 | 55.1% |
| 2hw1w212 | Search Processes in Recognition Memory | 68 | 37 | 31 | 54.4% |
| 26s994vk | A Variable Sensitivity Theory of Signal Detection | 67 | 49 | 18 | 73.1% |
| 31j7d4fs | Markov Learning Models for Multiperson Situations, II. Methods of Analysis | 65 | 25 | 40 | 38.5% |
| 6f3505cc | Linguistic Considerations in the Design of the Stanford Computer Based Curriculum on Initial Reading | 65 | 27 | 38 | 41.5% |
| 80d1h8bf | Computer-assisted Instruction in Initial Reading - The Stanford Project | 64 | 38 | 26 | 59.4% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.