This article discusses the critical role of retrieval practice in learning, challenging the traditional view that studying is more effective than testing for long-term retention. Jeffrey D. Karpicke and Henry L. Roediger III conducted an experiment comparing four conditions: standard learning (repeated study and test), and three dropout conditions where items were dropped from study or test after initial recall. Their findings showed that repeated testing significantly improved long-term retention, while repeated studying had little effect. Students also underestimated their ability to recall information, indicating a lack of awareness of the benefits of retrieval practice. The study compared the effects of repeated study and testing on learning and retention. It found that repeated retrieval practice (testing) was more effective than repeated study in enhancing long-term memory. This contradicts the conventional wisdom that students should drop learned material to focus on new information. The research highlights the importance of testing in consolidating learning and suggests that students often fail to recognize the value of retrieval practice. The study also addresses the debate about the relationship between learning speed and forgetting rate. It shows that the type of practice, not just the speed of learning, influences forgetting. Repeated retrieval practice slowed forgetting compared to recalling each item once. The results emphasize the importance of testing in learning and challenge the assumption that testing is merely an assessment of knowledge. The study's findings have implications for educational practices, suggesting that self-testing and retrieval practice should be incorporated into learning strategies. Despite the widespread use of flashcards and other study methods, students often do not use retrieval practice effectively. The research underscores the need for educators to promote the benefits of testing in learning and retention.This article discusses the critical role of retrieval practice in learning, challenging the traditional view that studying is more effective than testing for long-term retention. Jeffrey D. Karpicke and Henry L. Roediger III conducted an experiment comparing four conditions: standard learning (repeated study and test), and three dropout conditions where items were dropped from study or test after initial recall. Their findings showed that repeated testing significantly improved long-term retention, while repeated studying had little effect. Students also underestimated their ability to recall information, indicating a lack of awareness of the benefits of retrieval practice. The study compared the effects of repeated study and testing on learning and retention. It found that repeated retrieval practice (testing) was more effective than repeated study in enhancing long-term memory. This contradicts the conventional wisdom that students should drop learned material to focus on new information. The research highlights the importance of testing in consolidating learning and suggests that students often fail to recognize the value of retrieval practice. The study also addresses the debate about the relationship between learning speed and forgetting rate. It shows that the type of practice, not just the speed of learning, influences forgetting. Repeated retrieval practice slowed forgetting compared to recalling each item once. The results emphasize the importance of testing in learning and challenge the assumption that testing is merely an assessment of knowledge. The study's findings have implications for educational practices, suggesting that self-testing and retrieval practice should be incorporated into learning strategies. Despite the widespread use of flashcards and other study methods, students often do not use retrieval practice effectively. The research underscores the need for educators to promote the benefits of testing in learning and retention.