Stanford Technical Reports

Parent: Scientific Papers—Richard Atkinson

eScholarship stats: History by Item for June through September, 2026

Item	Title	Total requests	2026-09	2026-08	2026-07	2026-06
3jd5s1hr	The Control Processes of Short-term Memory	219	44	51	66	58
9t95w4f2	Some Speculations on Storage and Retrieval Processes in Long-Term Memory	173	37	38	43	55
746737hr	A mnemonic method for the acquisition of a second-language vocabulary	163	49	53	27	34
40x8f9s7	Search and Decision Processes in Recognition Memory	161	35	55	50	21
6r58f168	Ingredients for a Theory of Instruction	149	19	64	57	9
2t18k22q	Computer-assisted Instruction at Stanford	115	16	38	34	27
0780p800	Mathematical Models for Memory and Learning	113	50	30	12	21
2892x58g	Teaching a large Russian language vocabulary by the mnemonic keyword method	111	27	40	8	36
71n465k6	An Approach to the Psychology of Instruction	105	13	44	41	7
15k83550	The computer as a tutorial laboratory The Stanford BIP project	104	29	37	19	19
53p7z60t	Mathematical Learning Theory	99	19	41	18	21
7mr7n7cj	Stimulus Sampling Theory	99	19	34	28	18
4xx085q4	Computerized Instruction and the Learning Process	98	28	30	18	22
6f3505cc	Linguistic Considerations in the Design of the Stanford Computer Based Curriculum on Initial Reading	84	45	17	8	14
1nr7g8wv	Theoretical Note-All-or-Nothing Learning and Intertrial Forgetting	83	12	19	13	39
2vj465k0	Applications of Multiprocess Models for Memory to Continuous Recognition Tasks	82	28	36	9	9
97n922gk	An application of the mnemonic keyword method to the acquisition of a Russian vocabulary	82	20	24	19	19
66q82171	Markov Learning Models for Multiperson Situations, I. The Theory	80	44	18	6	12
6nm5g3qj	Factors Influencing Speed and Accuracy of Word Recognition	80	18	27	20	15
0cd160zq	A Variable Threshold Model for Signal Detection	76	33	25	9	9
89s387x0	Computer-assisted Instruction in Initial Reading	68	11	24	11	22
2pj7b5h8	A Rationale and description of the BASIC instructional program	66	22	20	9	15
64q2f5jk	Choice Behavior and Reward Structure	66	13	29	11	13
24c2d4ds	Adaptive instructional systems-Some attempts to optimize the learning process	64	9	22	10	23
85v448h2	Models for Optimizing the Learning Process	64	13	17	19	15
9mm496ng	Computer-Assisted Instruction in Programming AID	64	26	26	4	8
8hr9v9p9	An Analysis of Two-Person Game Situations in Terms of Statistical Learning Theory	63	12	25	14	12
0441915h	Cost and Performance of Computer-Assisted Instruction for 20Compensatory Education	62	13	31	9	9
0rn9w44j	Mathematical Models in Research on Perception and Learning	61	13	31	7	10
1ww584zh	Memory Scanning for Words Versus Categories	61	15	17	19	10
1574f8w3	Multi-process Models for Memory with Applications to a Continuous Presentation Task	60	17	14	17	12
2hw1w212	Search Processes in Recognition Memory	60	15	20	12	13
4fp2041f	Verification of algebra step problems A chronometric study of human problem solving	60	14	21	10	15
8kr4r4wk	Fact retrieval processes in human memory	59	29	16	3	11
4pf3r133	Rehearsal Processes in Free Recall A Procedure for Direct Observation	56	18	15	12	11
8vh9w1w2	Information Delay in Human Learning	55	13	24	8	10
79x990vv	Computer-based Instruction in Initial Reading - A Progress Report on the Stanford Project	54	14	24	9	7
3774h5w8	A Generalization of Stimulus Sampling Theory	50	5	25	9	11
5hx3h877	Application of learning models and optimization theory to problems of instruction	49	10	6	12	21
48m910d5	Some Two-process Models for Memory	47	19	10	5	13
4cg3d6t8	Mathematical Models for Verbal Learning	47	11	10	4	22
71d908mb	Comparison of student performance under three lesson-selection strategies in computer-assisted instruction	47	12	16	8	11
0f83z658	Human Memory and the Concept of Reinforcement	46	17	14	8	7
26s994vk	A Variable Sensitivity Theory of Signal Detection	46	9	14	12	11
7qq0n1dj	Tests of Acquisition and Retention Axioms for Paired-Associate Learning	46	14	18	8	6
8vk5h2dw	Test Stimulus Representation and Experimental Context Effects in Memory Scanning	46	13	16	8	9
0rg9058z	An Evaluation of the Stanford CAI Program in Initial Reading (Grades K through 3)	45	11	17	8	9
7fs4q668	The Effects of Reinforcement Interval on the Acquisition of Paired-Associate Responses	45	6	20	4	15
7m2851hf	Recall of Paired-Associates as a Function of Overt and Covert Rehearsal Procedures	45	15	10	9	11
1wq7p8h1	Massed vs. Distributed Practice in Computerized Spelling Drills	43	5	23	6	9

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