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Avoiding pitfalls: Learners with smaller working memories are vulnerable to a double whammy
Learners with smaller working memory capacities are less likely to build chunks in long-term memory after the lesson than their peers.
Learners with smaller working memory capacities are more dependent on chunks than their peers in long-term memory to process the content of lessons than their peers.
Every time we help ensure a learner creates a chunk in long term memory from the learning of the lesson - when they otherwise would create no chunk or create an imperfect chunk - we are ensuring the learner will make more progress when they otherwise would.
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