Time spent retrieving information - the testing effect - has been shown to increase test performance better than restudying material for the same amount of time (Roediger & Karpicke, 2006). Retrieval is most simply defined as a process used to access stored memories. A recent study (Roediger & Butler, 2011) demonstrated that retrieval practice results in better long-term retention and a slower rate of forgetting than simply restudying the material. This effect is secondary to a differential activation of a number of areas (networks) in the brain that includes the parietal, frontal and insular cortical areas, as well as the thalamus (Keresztes et al, 2013). Memory retrieval appears to couple brain rhythms and oscillations that organize the recruitment of information from various neocortical sites (Kaplan et al, 2014).