Stanford Technical Reports
Parent: Scientific Papers—Richard Atkinson
eScholarship stats: History by Item for February through May, 2025
| Item | Title | Total requests | 2025-05 | 2025-04 | 2025-03 | 2025-02 |
|---|---|---|---|---|---|---|
| 3jd5s1hr | The Control Processes of Short-term Memory | 252 | 71 | 56 | 70 | 55 |
| 2t18k22q | Computer-assisted Instruction at Stanford | 74 | 29 | 17 | 15 | 13 |
| 6nm5g3qj | Factors Influencing Speed and Accuracy of Word Recognition | 67 | 4 | 16 | 25 | 22 |
| 40x8f9s7 | Search and Decision Processes in Recognition Memory | 66 | 16 | 18 | 22 | 10 |
| 746737hr | A mnemonic method for the acquisition of a second-language vocabulary | 49 | 11 | 12 | 15 | 11 |
| 7mr7n7cj | Stimulus Sampling Theory | 46 | 11 | 14 | 7 | 14 |
| 97n922gk | An application of the mnemonic keyword method to the acquisition of a Russian vocabulary | 46 | 7 | 19 | 10 | 10 |
| 4xx085q4 | Computerized Instruction and the Learning Process | 40 | 16 | 5 | 11 | 8 |
| 0780p800 | Mathematical Models for Memory and Learning | 34 | 13 | 6 | 9 | 6 |
| 0f83z658 | Human Memory and the Concept of Reinforcement | 33 | 7 | 8 | 4 | 14 |
| 6f3505cc | Linguistic Considerations in the Design of the Stanford Computer Based Curriculum on Initial Reading | 33 | 12 | 5 | 10 | 6 |
| 0rg9058z | An Evaluation of the Stanford CAI Program in Initial Reading (Grades K through 3) | 32 | 14 | 6 | 4 | 8 |
| 5qs0h1km | Predicting reading achievement from measures available during computer-assisted instruction | 32 | 13 | 7 | 9 | 3 |
| 24c2d4ds | Adaptive instructional systems-Some attempts to optimize the learning process | 31 | 10 | 5 | 5 | 11 |
| 89s387x0 | Computer-assisted Instruction in Initial Reading | 29 | 15 | 8 | 4 | 2 |
| 0441915h | Cost and Performance of Computer-Assisted Instruction for 20Compensatory Education | 28 | 8 | 7 | 6 | 7 |
| 15k83550 | The computer as a tutorial laboratory The Stanford BIP project | 28 | 15 | 3 | 5 | 5 |
| 53z4q1hx | The Use of Models in Experimental Psychology | 27 | 6 | 10 | 10 | 1 |
| 64q2f5jk | Choice Behavior and Reward Structure | 26 | 11 | 4 | 4 | 7 |
| 79x990vv | Computer-based Instruction in Initial Reading - A Progress Report on the Stanford Project | 26 | 13 | 7 | 4 | 2 |
| 8hr9v9p9 | An Analysis of Two-Person Game Situations in Terms of Statistical Learning Theory | 26 | 12 | 5 | 5 | 4 |
| 0rn9w44j | Mathematical Models in Research on Perception and Learning | 25 | 11 | 8 | 3 | 3 |
| 53p7z60t | Mathematical Learning Theory | 25 | 3 | 5 | 10 | 7 |
| 5hx3h877 | Application of learning models and optimization theory to problems of instruction | 25 | 10 | 7 | 5 | 3 |
| 79q481mf | Student Performance in Computer-assisted Instruction in Programming | 25 | 11 | 7 | 2 | 5 |
| 85v448h2 | Models for Optimizing the Learning Process | 25 | 12 | 4 | 3 | 6 |
| 8kr4r4wk | Fact retrieval processes in human memory | 25 | 11 | 4 | 4 | 6 |
| 0cd160zq | A Variable Threshold Model for Signal Detection | 24 | 6 | 4 | 7 | 7 |
| 1574f8w3 | Multi-process Models for Memory with Applications to a Continuous Presentation Task | 24 | 7 | 5 | 7 | 5 |
| 2892x58g | Teaching a large Russian language vocabulary by the mnemonic keyword method | 24 | 8 | 7 | 4 | 5 |
| 4fp2041f | Verification of algebra step problems A chronometric study of human problem solving | 24 | 11 | 6 | 3 | 4 |
| 7591s01p | An Analysis of a Two-Person Interaction Situation in Terms of a Markov Process | 23 | 10 | 1 | 4 | 8 |
| 26s994vk | A Variable Sensitivity Theory of Signal Detection | 22 | 5 | 9 | 4 | 4 |
| 4pf3r133 | Rehearsal Processes in Free Recall A Procedure for Direct Observation | 22 | 7 | 8 | 5 | 2 |
| 4zd652wt | The Effects of Display Size on Short-Term Memory | 22 | 13 | 4 | 1 | 4 |
| 5c58j6rv | Instruction in Initial Reading under Computer Control the Stanford Project | 22 | 9 | 6 | 4 | 3 |
| 2hw1w212 | Search Processes in Recognition Memory | 19 | 10 | 4 | 2 | 3 |
| 2vj465k0 | Applications of Multiprocess Models for Memory to Continuous Recognition Tasks | 19 | 9 | 5 | 3 | 2 |
| 7v01t73x | Memory Scans Based on Alternative Test Stimulus Representations | 19 | 9 | 1 | 4 | 5 |
| 3wq2g5nd | Computer-Assisted Instruction in the Schools-Potentialities, Problems, Prospects | 17 | 8 | 3 | 2 | 4 |
| 71d908mb | Comparison of student performance under three lesson-selection strategies in computer-assisted instruction | 17 | 8 | 4 | 4 | 1 |
| 71n465k6 | An Approach to the Psychology of Instruction | 17 | 5 | 8 | 3 | 1 |
| 8jk2j6c9 | A Learning Model for Forced-Choice Detection Experiments | 17 | 4 | 6 | 3 | 4 |
| 2pj7b5h8 | A Rationale and description of the BASIC instructional program | 16 | 6 | 4 | 2 | 4 |
| 7fs4q668 | The Effects of Reinforcement Interval on the Acquisition of Paired-Associate Responses | 16 | 5 | 4 | 5 | 2 |
| 48m910d5 | Some Two-process Models for Memory | 14 | 4 | 5 | 2 | 3 |
| 4kn3f7pb | Spelling Drills Using a Computer-Assisted Instructional System | 14 | 5 | 3 | 4 | 2 |
| 6kw1m4r4 | Some Quantitative Studies of Russian Consonant Phoneme Discrimination | 14 | 2 | 5 | 2 | 5 |
| 6r58f168 | Ingredients for a Theory of Instruction | 14 | 3 | 4 | 5 | 2 |
| 7m2851hf | Recall of Paired-Associates as a Function of Overt and Covert Rehearsal Procedures | 14 | 5 | 4 | 2 | 3 |
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