During training, whenever we introduce teachers to why forgetting is a good thing, there is always a sense of disbelief. That’s despite it also seeming to give great comfort to almost every educator who has experienced that, “But they knew this all yesterday. How could they possibly have forgotten it so soon”, moment!! For anyone who still can’t get their head around why forgetting isn’t actually a flaw in the memory system, but is a crucial piece of brain evolution, then this wonderfully written piece from Carl Hendrick is well worth a read. In a nutshell, forgetting optimises our cognitive resources. It allows our brains to constantly make decisions about what information is important for long-term storage. Information that is frequently retrieved is strengthened, while unused information becomes less accessible, freeing up space for more relevant knowledge. This selective process allows us to function effectively in a world of infinite information without being paralysed by accumulated detail. It also helps us maintain coherent, updated knowledge by suppressing outdated or competing memories. What’s more, by allowing specific, trivial details to fade while preserving general patterns, our memory system enables us to extract principles, recognise similarities across different contexts, and apply knowledge flexibly. So next time your students can’t remember something, take comfort with a read through of Bjork’s ‘New Theory of Disuse’!
