Stanford Technical Reports
Parent: Scientific Papers—Richard Atkinson
eScholarship stats: Breakdown by Item for September through December, 2024
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 3jd5s1hr | The Control Processes of Short-term Memory | 149 | 6 | 143 | 4.0% |
| 40x8f9s7 | Search and Decision Processes in Recognition Memory | 62 | 48 | 14 | 77.4% |
| 6nm5g3qj | Factors Influencing Speed and Accuracy of Word Recognition | 55 | 42 | 13 | 76.4% |
| 7mr7n7cj | Stimulus Sampling Theory | 49 | 41 | 8 | 83.7% |
| 97n922gk | An application of the mnemonic keyword method to the acquisition of a Russian vocabulary | 41 | 31 | 10 | 75.6% |
| 746737hr | A mnemonic method for the acquisition of a second-language vocabulary | 39 | 0 | 39 | 0.0% |
| 2t18k22q | Computer-assisted Instruction at Stanford | 35 | 4 | 31 | 11.4% |
| 53p7z60t | Mathematical Learning Theory | 35 | 28 | 7 | 80.0% |
| 1574f8w3 | Multi-process Models for Memory with Applications to a Continuous Presentation Task | 30 | 25 | 5 | 83.3% |
| 71n465k6 | An Approach to the Psychology of Instruction | 28 | 1 | 27 | 3.6% |
| 85v448h2 | Models for Optimizing the Learning Process | 24 | 17 | 7 | 70.8% |
| 6r58f168 | Ingredients for a Theory of Instruction | 23 | 1 | 22 | 4.3% |
| 53z4q1hx | The Use of Models in Experimental Psychology | 17 | 3 | 14 | 17.6% |
| 0780p800 | Mathematical Models for Memory and Learning | 16 | 2 | 14 | 12.5% |
| 1wq7p8h1 | Massed vs. Distributed Practice in Computerized Spelling Drills | 16 | 10 | 6 | 62.5% |
| 4pf3r133 | Rehearsal Processes in Free Recall A Procedure for Direct Observation | 16 | 0 | 16 | 0.0% |
| 15k83550 | The computer as a tutorial laboratory The Stanford BIP project | 15 | 1 | 14 | 6.7% |
| 24c2d4ds | Adaptive instructional systems-Some attempts to optimize the learning process | 15 | 0 | 15 | 0.0% |
| 0rg9058z | An Evaluation of the Stanford CAI Program in Initial Reading (Grades K through 3) | 14 | 3 | 11 | 21.4% |
| 5hx3h877 | Application of learning models and optimization theory to problems of instruction | 14 | 6 | 8 | 42.9% |
| 4xx085q4 | Computerized Instruction and the Learning Process | 13 | 2 | 11 | 15.4% |
| 4kn3f7pb | Spelling Drills Using a Computer-Assisted Instructional System | 12 | 5 | 7 | 41.7% |
| 79q481mf | Student Performance in Computer-assisted Instruction in Programming | 12 | 3 | 9 | 25.0% |
| 0cd160zq | A Variable Threshold Model for Signal Detection | 11 | 3 | 8 | 27.3% |
| 0rn9w44j | Mathematical Models in Research on Perception and Learning | 11 | 2 | 9 | 18.2% |
| 5qs0h1km | Predicting reading achievement from measures available during computer-assisted instruction | 11 | 1 | 10 | 9.1% |
| 0441915h | Cost and Performance of Computer-Assisted Instruction for 20Compensatory Education | 10 | 3 | 7 | 30.0% |
| 48m910d5 | Some Two-process Models for Memory | 10 | 0 | 10 | 0.0% |
| 2pj7b5h8 | A Rationale and description of the BASIC instructional program | 9 | 4 | 5 | 44.4% |
| 7591s01p | An Analysis of a Two-Person Interaction Situation in Terms of a Markov Process | 9 | 2 | 7 | 22.2% |
| 79x990vv | Computer-based Instruction in Initial Reading - A Progress Report on the Stanford Project | 9 | 3 | 6 | 33.3% |
| 80d1h8bf | Computer-assisted Instruction in Initial Reading - The Stanford Project | 9 | 0 | 9 | 0.0% |
| 89s387x0 | Computer-assisted Instruction in Initial Reading | 9 | 0 | 9 | 0.0% |
| 8kr4r4wk | Fact retrieval processes in human memory | 9 | 2 | 7 | 22.2% |
| 9t95w4f2 | Some Speculations on Storage and Retrieval Processes in Long-Term Memory | 9 | 0 | 9 | 0.0% |
| 5c58j6rv | Instruction in Initial Reading under Computer Control the Stanford Project | 8 | 1 | 7 | 12.5% |
| 6f3505cc | Linguistic Considerations in the Design of the Stanford Computer Based Curriculum on Initial Reading | 8 | 1 | 7 | 12.5% |
| 71d908mb | Comparison of student performance under three lesson-selection strategies in computer-assisted instruction | 8 | 1 | 7 | 12.5% |
| 8hr9v9p9 | An Analysis of Two-Person Game Situations in Terms of Statistical Learning Theory | 8 | 0 | 8 | 0.0% |
| 2892x58g | Teaching a large Russian language vocabulary by the mnemonic keyword method | 7 | 1 | 6 | 14.3% |
| 2hw1w212 | Search Processes in Recognition Memory | 7 | 0 | 7 | 0.0% |
| 6kw1m4r4 | Some Quantitative Studies of Russian Consonant Phoneme Discrimination | 7 | 2 | 5 | 28.6% |
| 7m2851hf | Recall of Paired-Associates as a Function of Overt and Covert Rehearsal Procedures | 7 | 1 | 6 | 14.3% |
| 81s2c49p | A Test of Models for Stimulus Compounding With Children | 7 | 1 | 6 | 14.3% |
| 8jk2j6c9 | A Learning Model for Forced-Choice Detection Experiments | 7 | 0 | 7 | 0.0% |
| 8vh9w1w2 | Information Delay in Human Learning | 7 | 1 | 6 | 14.3% |
| 8vk5h2dw | Test Stimulus Representation and Experimental Context Effects in Memory Scanning | 7 | 3 | 4 | 42.9% |
| 9bx5g5ps | Influence of Correlated Visual Cues on Auditory Signal Detection | 7 | 0 | 7 | 0.0% |
| 4fp2041f | Verification of algebra step problems A chronometric study of human problem solving | 6 | 0 | 6 | 0.0% |
| 4v41j9q0 | Initial Instruction in Reading under Computer Control - The Stanford Project | 6 | 2 | 4 | 33.3% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.