ABSTRACT
This chapter explodes several myths about memory that are harmful to teaching. It shows that photographic memory does not exist, and that those who can forget will understand better and faster than those who remember everything. Furthermore, research suggests that memories are not stored, but rather created and recreated every time we remember something. This chapter shows how this more accurate understanding of memory can inform and improve teaching. It also argues that memorization may be necessary under certain conditions to enhance understanding, and presents various mnemonic devices that make such memorization almost effortless.
