I do a lot of work with teachers and students on memory - it’s probably the biggest change in teacher training in recent years, an u derstanding of metacognition. Memory is the residue of thought is the mantra, so anything we can do to strengthen memory gives kids more chance of learning of more things. Lots of this boils down to strategies not to overload our very limited working memory and to create chunks of knowledge which can be processed and shifted in the apparent infinity of long term memory. That’s a rather simplified version and not sure how useful it is to this discussion.