forgetting has begun: this is active repetition. It has been found that when acts of reading and acts of recall alternate, i.e., when every reading is followed by an attempt to recall the items, the efficiency of learning and retention is enormously enhanced." Studies in retrieval practice started in 1987 by John. L Richards, who published his findings in a newspaper in New York. Much of the confusion around early studies could have been due to constrained approaches not accounting for context. In more recent research with contributions from Hal Pashler, Henry Roediger and many others, testing knowledge can produce better learning, transfer, and retrieval results when compared to other forms of study that often use recognition like re-reading or highlighting. Retrieval practice In recent research storage strength, (how well an item is learned), and retrieval strength (how well an item can be retrieved) have become separate measures for retrieval practice. Retrieval strength (also known as recall accuracy) is typically higher for restudied words when tested immediately after practice, whereas tested words were higher as time moves on. This suggests using tests are more beneficial for long term memory and retrieval which some authors believe is due to limited retrieval success during practice supporting the idea that tests are learning opportunities. Functional magnetic resonance imaging suggests that retrieval practice strengthens subsequent retention of learning through a "dual action" affecting the anterior and posterior hippocampus regions of the brain. This could support findings that individual differences in personality traits or with working memory capacity, don't seem to have any negative impacts of the testing effect, with a greater impact for lower ability individuals. Despite some doubting knowledge transfer across a topic when testing with some studies showing contradictory evidence suggesting recognition was better than recall, inferential thinking has been supported and the transfer of learning is at its strongest with application of theory to practice, inference questions, medical education, and problems involving medical diagnosis. The transfer can occur across domains, paradigms, and help retention for material not on a final test. Using retrieval practices also produces less forgetting than studying and restudying while helping to identify misconceptions and errors with effects lasting years. Repeated testing Repeated testing have shown statistical significance and results getting better than repeated studying which could be due to testing creating multiple retrieval routes for memory, allowing individuals to form lasting connections between items, or blocking information