It would be interesting to see this sort of test in younger children (these test subjects were in their 20's) especially those with decreased working memories.
We've noticed that often when multisensory teaching is recommended, students who have trouble with this form of instruction do better if the modes of instruction (seeing, saying for instance) are presented sequentially rather than at the same time...another bottleneck. Maybe students would fare better if a slight delay were given between asking questions and teaching new information. Or perhaps new information should be presented before questions were asked? We look forward to seeing more research from this group.