ABSTRACT
The stagewise perspective to learning (Chapter 4) is just one of many frameworks that can be used to illustrate the process of learning. Instructional practitioners and even theorists often ƒnd it more convenient to view the way people learn in terms of the constraints imposed by memory. As discussed in detail in Chapter 7, there are two memory systems that dictate much of a person’s ability to process information and thus learn: working memory (WM) and long-term memory (LTM).
