We think of learning we usually believe it occurs during study sections, and later testing helps to assess what we learned through information retrieval. Some researchers argue that this traditional view is actually a mnemonic enhancer, and it often produces great achievement in long-term retention corresponding with repeated studying. Cognitive science reasoning is that we do not just need to learn a task in order to preform it well but overlearn it. Decades of research have demonstrated that retrieval practice is effective even without feedback, but feedback enhances the benefits of testing. In addition, retrieval practice encourages the addition of knowledge that can later be retrieved and transferred to different contexts. The power
