The chapter on working memory discussed several studies about individual differences inworking memory. Which of the following students provides the best information about how working memory is related to academic skills?

a. Samantha: "People who have an unusually large capacity in their episodic buffer arelikely to earn poor grades in school."
b. Aroona: "People who are especially skilled on a task that uses the central executive are likely to score high in reading comprehension."
c. Sanjay: "The research failed to support Baddeley’s model; most academic tasks require the equal participation of all four components of working memory."
d. James: "The research failed to support Baddeley's model; there is no relationship between central-executive skills and a wide variety of other measures that should berelated to the central executive and a wide variety of academic skills."