Department of Language Science
Parent: UC Irvine
eScholarship stats: Breakdown by Item for July through October, 2026
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 2gf4p9hh | “ChatGPT seems too good to be true”: College students’ use and perceptions of generative AI | 1,270 | 565 | 705 | 44.5% |
| 6k61v37f | Comparing the quality of human and ChatGPT feedback of students’ writing | 1,115 | 0 | 1,115 | 0.0% |
| 1kx005x6 | Assimilation of Immigrants | 1,010 | 912 | 98 | 90.3% |
| 3d40n476 | The Three Phases of U.S.-Bound Immigration: From 1880 to the Present | 693 | 78 | 615 | 11.3% |
| 0xj6b5t3 | Shifting Russian-speaking diasporas: New directions in the study of Russian as a heritage language | 653 | 292 | 361 | 44.7% |
| 9hw9c28d | The Criminalization of Immigration in the United States | 595 | 454 | 141 | 76.3% |
| 7544r8x5 | Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner | 590 | 414 | 176 | 70.2% |
| 4v65m5p8 | The affordances and contradictions of AI-generated text for writers of english as a second or foreign language | 571 | 0 | 571 | 0.0% |
| 1rw6t612 | Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement | 345 | 131 | 214 | 38.0% |
| 9qw34780 | Effective writing instruction for students in grades 6 to 12: a best evidence meta-analysis | 345 | 0 | 345 | 0.0% |
| 8798n03x | Immigration and Incarceration: Patterns and Predictors of Imprisonment among First- and Second-Generation Young Adults | 340 | 270 | 70 | 79.4% |
| 1ct0q75w | Sharpening Our Tools: A Systematic Review to Identify Diagnostically Accurate Language Sample Measures. | 331 | 114 | 217 | 34.4% |
| 81v1f57n | Malagasy voices | 326 | 95 | 231 | 29.1% |
| 2392z8bt | The Evolution of Ethnic Identity From Adolescence to Middle Adulthood: The Case of the Immigrant Second Generation | 319 | 94 | 225 | 29.5% |
| 9vb6r008 | Anatomy of a complex numeral: Overcounting, with special attention to Ch’ol | 302 | 83 | 219 | 27.5% |
| 1gc0413m | Theoretical Overview: Theories of International Migration and Immigrant Adaptation | 283 | 92 | 191 | 32.5% |
| 3hm2v7j8 | A Meta-Analysis of Writing Treatments for Students in Grades 6–12 | 283 | 0 | 283 | 0.0% |
| 3081x700 | Talking about language endangerment and Indigenous languages in the classroom: Some <em>do</em>s and <em>don’t</em>s I have learned through fieldwork in the Brazilian Amazon | 276 | 104 | 172 | 37.7% |
| 6258f22m | Russian plural declension and inquorate genders | 275 | 118 | 157 | 42.9% |
| 1mv5c1j5 | Moving Patterns of Immigrant Settlement and Spatial Mobility | 268 | 227 | 41 | 84.7% |
| 3j61f7x5 | Individual Differences in Children’s Suggestibility: An Updated Review | 261 | 102 | 159 | 39.1% |
| 11g6t4n8 | Language Diversity and Resilience | 256 | 219 | 37 | 85.5% |
| 9zm4h7nf | Virtual Inclusion via Telepresence Robots in the Classroom: An Exploratory Case Study | 239 | 65 | 174 | 27.2% |
| 8kz2r96k | Learning to Read in Korean: An Application of the Direct and Indirect Effect Model of Reading (DIER) | 230 | 95 | 135 | 41.3% |
| 01s4h3dw | Desirable Difficulties in Vocabulary Learning. | 223 | 152 | 71 | 68.2% |
| 08b646xw | Pigments of Our Imagination: The Racialization of the Hispanic-Latino Category | 222 | 69 | 153 | 31.1% |
| 5hk2z2z5 | Generation 1.5, Educational Experiences Of | 217 | 0 | 217 | 0.0% |
| 5858g2fv | Morphological case in child Heritage Russian: Comparing Russian in contact with Hebrew and Norwegian vs. the monolingual baseline | 203 | 76 | 127 | 37.4% |
| 9vb1h3cg | Bantu verb stem morphotactics revisited | 200 | 35 | 165 | 17.5% |
| 3rj4m348 | “Todes” and “Todxs”, linguistic innovations or grammatical gender violations? | 198 | 78 | 120 | 39.4% |
| 1bj8q0ts | Self‐regulation and comprehension in shared reading: The moderating effects of verbal interactions and E‐book discussion prompts | 197 | 105 | 92 | 53.3% |
| 8r23r816 | ChatGPT in education: global reactions to AI innovations | 192 | 97 | 95 | 50.5% |
| 1mt9p3wx | The role of bilingual discussion prompts in shared E-book reading | 190 | 61 | 129 | 32.1% |
| 66x622zd | The Effects of Exposure to Differing Amounts of Misinformation and Source Credibility Perception on Source Monitoring and Memory Accuracy | 187 | 101 | 86 | 54.0% |
| 9rk3n45s | Front matter | 185 | 130 | 55 | 70.3% |
| 9dr4b22m | Noun class in Dutch and German diasporic, multiethnolectal, and homeland contexts | 178 | 87 | 91 | 48.9% |
| 2zj6w25j | A Survey of Potential Jurors’ Perceptions of Interrogations and Confessions | 175 | 71 | 104 | 40.6% |
| 48x18404 | Bayesian inference as a viable cross-linguistic word segmentation strategy: It’s all about what’s useful | 175 | 36 | 139 | 20.6% |
| 5zf667t5 | Yes, they can: Developing transcription skills and oral language in tandem with SRSD instruction on close reading of science text to write informative essays at grades 1 and 2 | 175 | 144 | 31 | 82.3% |
| 2td561zq | Hyperraising from TP in Moro | 168 | 32 | 136 | 19.0% |
| 0zb1733z | The Benefits of Multilingualism to the Personal and Professional Development of Residents of the US | 166 | 101 | 65 | 60.8% |
| 1qg5529f | Linguistic Features of Secondary School Writing: Can Natural Language Processing Shine a Light on Differences by Sex, English Language Status, or Higher Scoring Essays? | 166 | 114 | 52 | 68.7% |
| 8h37t8k6 | Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children | 165 | 41 | 124 | 24.8% |
| 337773bk | The Affordances and Contradictions of AI-Generated Text for Second Language Writers | 164 | 0 | 164 | 0.0% |
| 4r11h78n | Tactics for increasing resistance to misinformation | 161 | 66 | 95 | 41.0% |
| 8v95n5tt | Computer Science for Multilingual Students | 161 | 46 | 115 | 28.6% |
| 84k014xv | The argument-adjunct asymmetry revisited: The role of focus alternatives in island effects | 159 | 54 | 105 | 34.0% |
| 8hd869zp | Immigration and crime and the criminalization of immigration | 159 | 68 | 91 | 42.8% |
| 1kc244fk | Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model | 157 | 82 | 75 | 52.2% |
| 5th4x7xf | Evaluating synthesized speech intelligibility in noise | 157 | 56 | 101 | 35.7% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.