The power of words

While listening to Sticky Words, a fascinating podcast discussion between Matthew Abraham and Ada Aka from Stanford university on the power of words and memory in the context of marketing, I found myself reflecting on its implications for teaching and learning. The conversation explored why some words and messages stick while others fade, touching on cognitive science, emotion, and even the surprising role of informality in retention.

The words we choose shape not only the way our messages are received but also the likelihood that they will be remembered. Some lessons linger long after they are spoken; while others fade into the ether, barely registering at all. Why? What makes certain words, phrases, and concepts stick while others slip away?

Cognitive science offers some intriguing answers, and its implications for education are profound. If our goal is for students not just to hear but to retain, then understanding how memory interacts with language is vital.

Concrete over Abstract

Research has shown that concrete words like mountain are easier to remember than abstract words like idea. Our minds cling to the tangible, the sensory, the vividly imagined. This is why storytelling is such a powerful pedagogical tool. A mathematical formula may fade from memory, but an anecdote about the historical problem it solved will never be forgotten. The more we anchor abstract concepts in the real and the relatable, the more likely they are to endure.

Emotion Drives Retention

We remember what moves us. Fear, joy, surprise, humour—these emotional triggers imprint ideas more deeply than neutrally delivered information ever could. This is why moments of tension in a novel, a compelling historical conflict, or the thrill of a scientific discovery stay with us long after the details blur. The best teachers intuitively harness this, making lessons affective to make them effective.

The Right Balance of Formality

It is tempting to believe that formal, structured language lends credibility and precision to teaching. Yet research suggests that a touch of informality—an unexpected phrase, a colloquial aside—can actually enhance memorability. A well-placed colloquialism can jolt attention and cement understanding. This does not mean abandoning academic rigour but rather recognising that variation in tone and register can be a strategic tool for engagement.

Repetition Matters—Even When It Feels Redundant

Students are not always good judges of what will stick. They may assume they have absorbed a concept after hearing it once, only to find it elusive when they need it most. As teachers, we must resist the pressure to assume that once said, always retained. Strategic repetition, particularly across different contexts, reinforces learning and prevents knowledge from fading into the background noise that promptly gets forgotten.

Coherence and Fit

Messages are best remembered when they feel natural within their context. A jarring or out-of-place statement is more likely to be disregarded than one that aligns seamlessly with what has come before. This is where curriculum design matters: lessons that build on one another logically and meaningfully create a network of interconnected knowledge, making retrieval far easier.

What This Means for Teaching

The science of memory confirms much of what great teachers have always known instinctively: learning is not just about transmission but about retention. The best lessons are structured with an understanding of what makes words linger.

By crafting our communication with care—choosing concrete examples, embedding emotion, balancing formality, repeating with purpose, and ensuring coherence—we transform learning from something ephemeral into something enduring.

Because in the end, teaching is not just about what we say. It’s about what they remember.