Stanford Technical Reports
Parent: Scientific Papers—Richard Atkinson
eScholarship stats: Breakdown by Item for June through September, 2026
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 3jd5s1hr | The Control Processes of Short-term Memory | 219 | 51 | 168 | 23.3% |
| 9t95w4f2 | Some Speculations on Storage and Retrieval Processes in Long-Term Memory | 173 | 141 | 32 | 81.5% |
| 746737hr | A mnemonic method for the acquisition of a second-language vocabulary | 163 | 90 | 73 | 55.2% |
| 40x8f9s7 | Search and Decision Processes in Recognition Memory | 161 | 121 | 40 | 75.2% |
| 6r58f168 | Ingredients for a Theory of Instruction | 149 | 19 | 130 | 12.8% |
| 2t18k22q | Computer-assisted Instruction at Stanford | 115 | 60 | 55 | 52.2% |
| 0780p800 | Mathematical Models for Memory and Learning | 113 | 61 | 52 | 54.0% |
| 2892x58g | Teaching a large Russian language vocabulary by the mnemonic keyword method | 111 | 69 | 42 | 62.2% |
| 71n465k6 | An Approach to the Psychology of Instruction | 105 | 15 | 90 | 14.3% |
| 15k83550 | The computer as a tutorial laboratory The Stanford BIP project | 104 | 42 | 62 | 40.4% |
| 53p7z60t | Mathematical Learning Theory | 99 | 44 | 55 | 44.4% |
| 7mr7n7cj | Stimulus Sampling Theory | 99 | 73 | 26 | 73.7% |
| 4xx085q4 | Computerized Instruction and the Learning Process | 98 | 28 | 70 | 28.6% |
| 6f3505cc | Linguistic Considerations in the Design of the Stanford Computer Based Curriculum on Initial Reading | 84 | 52 | 32 | 61.9% |
| 1nr7g8wv | Theoretical Note-All-or-Nothing Learning and Intertrial Forgetting | 83 | 12 | 71 | 14.5% |
| 2vj465k0 | Applications of Multiprocess Models for Memory to Continuous Recognition Tasks | 82 | 18 | 64 | 22.0% |
| 97n922gk | An application of the mnemonic keyword method to the acquisition of a Russian vocabulary | 82 | 60 | 22 | 73.2% |
| 66q82171 | Markov Learning Models for Multiperson Situations, I. The Theory | 80 | 48 | 32 | 60.0% |
| 6nm5g3qj | Factors Influencing Speed and Accuracy of Word Recognition | 80 | 46 | 34 | 57.5% |
| 0cd160zq | A Variable Threshold Model for Signal Detection | 76 | 24 | 52 | 31.6% |
| 89s387x0 | Computer-assisted Instruction in Initial Reading | 68 | 15 | 53 | 22.1% |
| 2pj7b5h8 | A Rationale and description of the BASIC instructional program | 66 | 22 | 44 | 33.3% |
| 64q2f5jk | Choice Behavior and Reward Structure | 66 | 36 | 30 | 54.5% |
| 24c2d4ds | Adaptive instructional systems-Some attempts to optimize the learning process | 64 | 17 | 47 | 26.6% |
| 85v448h2 | Models for Optimizing the Learning Process | 64 | 36 | 28 | 56.3% |
| 9mm496ng | Computer-Assisted Instruction in Programming AID | 64 | 33 | 31 | 51.6% |
| 8hr9v9p9 | An Analysis of Two-Person Game Situations in Terms of Statistical Learning Theory | 63 | 25 | 38 | 39.7% |
| 0441915h | Cost and Performance of Computer-Assisted Instruction for 20Compensatory Education | 62 | 21 | 41 | 33.9% |
| 0rn9w44j | Mathematical Models in Research on Perception and Learning | 61 | 22 | 39 | 36.1% |
| 1ww584zh | Memory Scanning for Words Versus Categories | 61 | 22 | 39 | 36.1% |
| 1574f8w3 | Multi-process Models for Memory with Applications to a Continuous Presentation Task | 60 | 31 | 29 | 51.7% |
| 2hw1w212 | Search Processes in Recognition Memory | 60 | 20 | 40 | 33.3% |
| 4fp2041f | Verification of algebra step problems A chronometric study of human problem solving | 60 | 12 | 48 | 20.0% |
| 8kr4r4wk | Fact retrieval processes in human memory | 59 | 11 | 48 | 18.6% |
| 4pf3r133 | Rehearsal Processes in Free Recall A Procedure for Direct Observation | 56 | 24 | 32 | 42.9% |
| 8vh9w1w2 | Information Delay in Human Learning | 55 | 24 | 31 | 43.6% |
| 79x990vv | Computer-based Instruction in Initial Reading - A Progress Report on the Stanford Project | 54 | 25 | 29 | 46.3% |
| 3774h5w8 | A Generalization of Stimulus Sampling Theory | 50 | 15 | 35 | 30.0% |
| 5hx3h877 | Application of learning models and optimization theory to problems of instruction | 49 | 14 | 35 | 28.6% |
| 48m910d5 | Some Two-process Models for Memory | 47 | 32 | 15 | 68.1% |
| 4cg3d6t8 | Mathematical Models for Verbal Learning | 47 | 23 | 24 | 48.9% |
| 71d908mb | Comparison of student performance under three lesson-selection strategies in computer-assisted instruction | 47 | 16 | 31 | 34.0% |
| 0f83z658 | Human Memory and the Concept of Reinforcement | 46 | 14 | 32 | 30.4% |
| 26s994vk | A Variable Sensitivity Theory of Signal Detection | 46 | 34 | 12 | 73.9% |
| 7qq0n1dj | Tests of Acquisition and Retention Axioms for Paired-Associate Learning | 46 | 17 | 29 | 37.0% |
| 8vk5h2dw | Test Stimulus Representation and Experimental Context Effects in Memory Scanning | 46 | 24 | 22 | 52.2% |
| 0rg9058z | An Evaluation of the Stanford CAI Program in Initial Reading (Grades K through 3) | 45 | 18 | 27 | 40.0% |
| 7fs4q668 | The Effects of Reinforcement Interval on the Acquisition of Paired-Associate Responses | 45 | 15 | 30 | 33.3% |
| 7m2851hf | Recall of Paired-Associates as a Function of Overt and Covert Rehearsal Procedures | 45 | 19 | 26 | 42.2% |
| 1wq7p8h1 | Massed vs. Distributed Practice in Computerized Spelling Drills | 43 | 20 | 23 | 46.5% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.