How might instruction be different if one or the other

Reference no: EM133386263

Question: In the relationship between working and long-term memory, does one depend on the other? Why or why not? Can each provide input to the other? Why or why not? What asymmetries, if any, exist in this relationship? Why? How might instruction be different if one or the other is the primary goal of an instructional process? Why?

Reference no: EM133386263

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