Department of Psychology
Parent: UC San Diego
eScholarship stats: History by Item for March through June, 2024
Item | Title | Total requests | 2024-06 | 2024-05 | 2024-04 | 2024-03 |
---|---|---|---|---|---|---|
0kp5q19x | Spacing effects in learning: A temporal ridgeline of optimal retention | 626 | 105 | 183 | 151 | 187 |
3rr6q10c | Distributed practice in verbal recall tasks: A review and quantitative synthesis | 430 | 85 | 124 | 111 | 110 |
0mr972w6 | Incremental and Radical Innovation: Design Research vs. Technology and Meaning Change | 285 | 52 | 77 | 95 | 61 |
0xh4x0j3 | Familiarity breeds attempts: A critical review of dual-process theories of recognition | 264 | 30 | 79 | 83 | 72 |
22s8x969 | Origins of the cognitive (r)evolution | 240 | 40 | 63 | 78 | 59 |
58b2c2fc | Recognizing: The judgment of previous occurrence | 237 | 54 | 53 | 76 | 54 |
9ww1p0g8 | Learning and Memory in Addiction | 202 | 46 | 51 | 63 | 42 |
9sw5b9cs | Apart from genetics: What makes monozygotic twins similar? | 182 | 36 | 35 | 49 | 62 |
1n15d7xr | Optimizing Distributed Practice: Theoretical Analysis and Practical Implications | 134 | 40 | 27 | 36 | 31 |
5vt0z72k | How persuasive is a good fit? A comment on theory testing | 130 | 26 | 31 | 42 | 31 |
0279q9m1 | The Effect of Overlearning on Long-Term Retention | 128 | 34 | 27 | 36 | 31 |
2065425d | Attention capacity and task difficulty in visual search | 123 | 25 | 19 | 32 | 47 |
7fg8h6zq | When does feedback facilitate learning of words? | 96 | 21 | 25 | 25 | 25 |
6061k9j5 | Increasing retention without increasing study time | 95 | 23 | 14 | 32 | 26 |
51d4r5tn | Puzzlingly high correlations in fMRI studies of emotion, personality, and social cognition. | 94 | 20 | 30 | 31 | 13 |
8tn4h59s | Game over for Tetris as a platform for cognitive skill training | 93 | 12 | 13 | 27 | 41 |
2r63r5ts | The consciousness continuum: from "qualia" to "free will | 90 | 12 | 22 | 25 | 31 |
9fn27772 | Subitizing: An analysis of its component processes. Journal of Experimental Psychology: General, 111, 1‑22. | 88 | 19 | 24 | 19 | 26 |
7df9v6th | Explaining the moral of the story | 87 | 17 | 23 | 18 | 29 |
3tp1p9qp | Pretense and Possibility—A Theoretical Proposal About the Effects of Pretend Play on Development: Comment on Lillard et al. (2013) | 79 | 13 | 15 | 32 | 19 |
0d56718f | Forgiveness Takes Place on an Attitudinal Continuum From Hostility to Friendliness: Toward a Closer Union of Forgiveness Theory and Measurement | 71 | 8 | 22 | 26 | 15 |
0pg4680c | Thirty years of structural priming: An introduction to the special issue | 70 | 15 | 18 | 17 | 20 |
9ss5q647 | A Mechanistic Framework for Explaining Audience Design in Language Production | 64 | 18 | 20 | 20 | 6 |
23k2r470 | What if? Counterfactual reasoning, pretense, and the role of possible worlds | 61 | 25 | 8 | 13 | 15 |
5j86s6m6 | Is Empathy the Default Response to Suffering? A Meta-Analytic Evaluation of Perspective Taking’s Effect on Empathic Concern | 60 | 15 | 10 | 15 | 20 |
9gr5q1wp | Retrieval practice over the long term: Should spacing be expanding or equal-interval? | 59 | 21 | 15 | 21 | 2 |
56g5r8gz | Explaining increases belief revision in the face of (many) anomalies | 58 | 22 | 8 | 21 | 7 |
7ws1x3gs | A Longitudinal Examination of Alcohol-Related Blackouts as a Predictor of Changes in Learning, Memory, and Executive Function in Adolescents | 57 | 20 | 10 | 20 | 7 |
1s43k5g9 | Crises and problems seen from experimental psychology | 53 | 22 | 10 | 17 | 4 |
3jp835jz | The Adolescent Brain Cognitive Development Study | 52 | 14 | 12 | 13 | 13 |
0691p7tp | Learning Mathematics in a Visuospatial Format: A Randomized, Controlled Trial of Mental Abacus Instruction | 51 | 12 | 14 | 14 | 11 |
3293k7ss | What They Don't know Might Help Them: A Demonstration of Subtle Social Inference from Mimicry | 50 | 25 | 7 | 11 | 7 |
3gj70504 | The functions of structural priming | 49 | 28 | 5 | 8 | 8 |
2s4826jn | When a seven is not a seven: Self-ratings of bilingual language proficiency differ between and within language populations | 46 | 4 | 11 | 17 | 14 |
3fp7q5mt | Why is number word learning hard? Evidence from bilingual learners | 46 | 10 | 10 | 22 | 4 |
4j7759d5 | Effects of Explaining Anomalies on the Generation and Evaluation of Hypotheses | 46 | 10 | 9 | 15 | 12 |
92v2k0hm | Puzzlingly High Correlations in fMRI Studies of Emotion, Personality, and Social Cognition | 44 | 17 | 7 | 9 | 11 |
93v3m9ms | From association to organization | 43 | 15 | 7 | 11 | 10 |
6hd550tb | Problems with measuring peripheral oxytocin: Can the data on oxytocin and human behavior be trusted? | 42 | 11 | 10 | 8 | 13 |
1264r041 | Risk for depression tripled during the COVID-19 pandemic in emerging adults followed for the last 8 years | 38 | 7 | 7 | 10 | 14 |
43535006 | The importance of considering model choices when interpreting results in computational neuroimaging | 38 | 19 | 6 | 9 | 4 |
6rg4b1k5 | Information normally considered task-irrelevant drives decision-making and affects premotor circuit recruitment | 37 | 13 | 8 | 14 | 2 |
9qw3s6m2 | Follow the liar: The effects of adult lies on children's honesty | 36 | 9 | 7 | 16 | 4 |
4224m07x | Reward anticipation and processing of social versus nonsocial stimuli in children with and without autism spectrum disorders | 35 | 6 | 7 | 13 | 9 |
3dk4b2tr | Children's Causal Learning from Fiction: Assessing the Proximity Between Real and Fictional Worlds | 34 | 3 | 10 | 13 | 8 |
67g7r6n1 | Ask me why, don't tell me why: Asking children for explanations facilitates relational thinking | 34 | 7 | 12 | 6 | 9 |
1215f9dj | Learning to Learn From Stories: Children's Developing Sensitivity to the Causal Structure of Fictional Worlds | 33 | 9 | 10 | 5 | 9 |
6kv861p8 | Sampling Data, Beliefs, and Actions | 33 | 6 | 6 | 15 | 6 |
60k0t660 | Unique and interactive effects of impulsivity facets on reckless driving and driving under the influence in a high-risk young adult sample | 32 | 8 | 5 | 11 | 8 |
96s7h5jv | Follow the liar: the effects of adult lies on children's honesty | 31 | 6 | 10 | 6 | 9 |
Disclaimer: due to the evolving nature of the web traffic we receive and the methods we use to collate it, the data presented here should be considered approximate and subject to revision.