Computer Assisted Instruction at Stanford

@inproceedings{Suppes1969ComputerAI,
  title={Computer Assisted Instruction at Stanford},
  author={Patrick Suppes},
  year={1969}
}
  • P. Suppes
  • Published 19 May 1971
  • Computer Science
has been conducting a program of research and development in computer assisted instruction. For a review of the early work in CAI conducted a t Stan-ford University, see Chapter 1 of Suppes, Jerman and Brian (1968). Currently, both tutorial and drill-and-practice programs are in operation in the areas of elementary mathematics, logic and algebra , spelling, beginning reading, and elementary Russian a t the college level. A brief description of the programs now in operation in each area follows… 
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Performance models of undergraduate students on computer-assisted instruction in elementary logic
Performance data were collected for students taking the computer-assisted instruction course in logic at Stanford University. The fit of the data to the Suppes, Zanotti, and Fletcher trajectory model
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References

SHOWING 1-10 OF 64 REFERENCES
Computer-Assisted Instruction in Initial Reading: The Stanford Project
DESCRIBES a computer-based system and curriculum for teaching initial reading completely under computer control. The system and curriculum are organized so that instruction is on an individual basis
Instruction in Initial Reading Under Computer Control: The Stanford Project. Technical Report No. 158.
TLDR
What is described is not a hypothetical "yes-if-but" program, but a practical, efficient and economical one being used by children in kindergarten through grade three, best described as an adjunct to classroom instruction, stressing the decoding aspect of reading.
Estimated Costs of Computer Assisted Instruction for Compensatory Education in Urban Areas
TLDR
The purpose in this paper is to discuss the short-term potential for using CAI in urban schools, and will focus almost entirely on the drill-and-practice programs developed for grades K through 6 in elementary arithmetic and beginning reading at Stanford University's Institute for Mathematical Studies in the Social Sciences.
Computerized instruction and the learning process.
TLDR
CAT of late seems to have produced little more than a repetition of ideas that were exciting in the 1950s but, in the absence of new research, are simply well-worn cliches in the late 1960s.
LEARNING TO READ UNDER COMPUTER CONTROL
TLDR
Preliminary analysis of comparison study data involving 100 first‐grade children showed a range of progress of thirty‐five to 170 main line problems per hour, and significantly superior attainment after CAI on several standard reading tests.
Computer-assisted learning in action.
  • R. Atkinson
  • Medicine
    Proceedings of the National Academy of Sciences of the United States of America
  • 1969
TLDR
The chairman of the authors' symposium has been explicit in his instructions to confine my remarks to computer-assisted learning in action, and there are many scientific problems to be solved in this area, but considerable progress has already been made.
A Reply to Professor Spache's Article, 'A Reaction to Computer-Assisted Instruction in Initial Reading: The Stanford Project'
TLDR
The long-range feasibility of a curriculum research and evaluation system for the instruction of young children and a basis of empirical data for developing a viable theory of learning are determined.
Accelerated program in elementary‐school mathematics—the fourth year
Accelerated programs in mathematics for gifted children can play an important role in the curriculum. Yet, an extensive review of the literature in the field revealed that few studies of such
Modern Learning Theory and The Elementary-School Curriculum*
What I want to do this evening is to sketch for you some of the implications of recent research in learning theory for the elementary-school curriculum and to indicate how I think these implications
Mathematical Logic for the Schools
In general terms the aim of the program is to deepen and extend the mathematical experiences of the able elementary school child at the broadest level of mathematics, the level of methodology and the
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