You're driving home from class, and when you get close to home you realize that you don't remember making some of the turns necessary to get home. Which of the following is the best explanation for why you can't remember making the turns?
a. Your route home never made it into long-term memory, so you are unable to retrieve the information.
b. Your phonological loop in working memory didn't make the decision about making the turns.
c. You made the turns automatically, so you are unable to remember the process of turning.
d. Driving imposed too heavy a cognitive load on your working memory, so you can't remember making the turns.
Question 2
Research indicates that expert teachers have their students practice routines, such as how to turn in papers, make transitions, and line up for lunch and dismissal, to the point where they can perform the routine essentially without thinking about it. Using the model of human memory as a basis, which of the following is the best explanation for the effectiveness of well-established routines?
a. The routines increase the capacity of sensory memory.
b. The routines are forms of declarative knowledge that are encoded into the students' central executive.
c. The routines create an improved link between the teacher's and the students' sensory memories and working memories.
d. The routines reduce the cognitive load on the teacher's and the students' working memories.
From high cotransduction frequencies, close linkage is inferred
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