1. Should elements within a course that require developing procedural versus declarative memory be interspersed chronologically or separated into distinct stages? Why? What order, if any, is likely to maximize learning rate? Why?
2. Much like a computer, the human brain may retain traces of information even after being deleted. These memory traces are physico-chemical manifestations of representations (memories) in the brain. While their existence remains disputed, how might the existence of memory traces bear on developing new procedural and declarative memories? Why is this significant for understanding human cognition?