In the article “The Critical Importance of Retrieval for Learning” researchers were studying human learning and memory by presenting people with information to learn over a period of study and testing them on the information they were told to learn to see what they were able to retain. They also emphasized that retrieval of information in a test is considered a neutral event because it does not produce learning. The researchers were trying to find a correlation between how quickly something is learned and how quickly it is forgotten. During the study, the researchers had the idea of ​​using a foreign language. The hypothesis for this test was that if learning occurs exclusively during study periods and if tests are neutral assessments, then additional study trials should have a strong positive effect on learning, while additional test trials should not produce no effect. The article began to talk about school dropouts and standard learning conditions. They stated that the standard learning condition is when you present information to a person during a study period, then test them several times on what they were given during the study period. The learning dropout condition is that once an item is successfully recalled in a test, it is eliminated from the study period but will still be tested or secondarily it may be eliminated from the test period but still studied repeatedly. Or, third, the information presented could be eliminated from both the test and the study period. The way the experiment was set up; searches resulted in college students learning a list of foreign words they had never seen before. They were given some Swahili-English words. The list had 40 jobs… halfway across the paper… and when they looked at the results, they found that the learning curve was exponential. Researchers have hypothesized that learning occurs as people study and encode material in the brain. Overall this study helped us learn more about the brain and memory. Learning is thoroughly measured when a student is able to repeat the right answer to a question. In this study, students in one condition learned to forge language vocabulary words in a standard sample of recurrent study exam tests. In three other conditions, once a student had correctly formed the linguistic item, it was constantly studied but excluded from further testing. Tested repeatedly but excluded from subsequent study or simply eliminated from both study and test. The findings reveal the critical aspect of remedial practice in combining education and show that even college students seem naive about it.