I liked this quote because, in the context of school/academics, our learnings usually needed to be recalled in an "intact structure" as proven this is not the easiest task to do. However, the lack or failure of this task does not mean that the "learning" and knowledge are not in the individual memory or that they lack understanding. In the real-world context, the application of knowledge comes in many forms, therefore calling for different forms of recall (ie. providing learners with the means to). This was described perfectly in the word "assembling" of prior knowledge from diverse sources to be applied.

I think that both of these methods of selection pose their unique pros and cons in the context of teaching and the learners knowledge (ie. using timely real-world events/problems in learning to engage the learner in developing skills to solve real world problems [I had to google examples], outside of their learning environment and/or context). However, the field of psychology is well versed, grounded and continues to evolve to the contemporary demands. When it is employed to create appropriate learning designs— the occurrence of issues spurs from a misunderstanding and inaccurate representation of the learners needs. I think that with exclusively tailored study and employment use of research grounded selection is more reliable than instructional phenomena, regardless of its positive outcomes for learners.