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To calculate the recall for a given class, we divide the number of true positives by the prevalence of this class (number of times that the class occurs in the data sample). The class-wise precision and recall values can then be combined into an overall multi-class evaluation score, e.g., using the macro F1 metric. [21]
Context-dependency effects on recall are typically interpreted as evidence that the characteristics of the environment are encoded as part of the memory trace and can be used to enhance retrieval of the other information in the trace. [48] In other words, you can recall more when the environments are similar in both the learning and recall phases.
Retrieval failure provides another explanation for why we forget learned information. According to this theory, we forget information because it is inaccessible in long-term memory stores. Access to this information depends on retrieval cues, and the absence of these cues causes difficulties in recalling retained information. [ 3 ]
The testing effect (also known as retrieval practice, active recall, practice testing, or test-enhanced learning) [1] [2] [3] suggests long-term memory is increased when part of the learning period is devoted to retrieving information from memory. [4]
In psychology, context-dependent memory is the improved recall of specific episodes or information when the context present at encoding and retrieval are the same. In a simpler manner, "when events are represented in memory, contextual information is stored along with memory targets; the context can therefore cue memories containing that contextual information". [1]
Recall bias is of particular concern in retrospective studies that use a case-control design to investigate the etiology of a disease or psychiatric condition. [ 3 ] [ 4 ] [ 5 ] For example, in studies of risk factors for breast cancer , women who have had the disease may search their memories more thoroughly than members of the unaffected ...
These are known as retrieval cues [citation needed] and they play a major role in reconstructive memory. The use of retrieval cues can both promote the accuracy of reconstructive memory as well as detract from it. The most common aspect of retrieval cues associated with reconstructive memory is the process that involves recollection.
This is because in a recall task, a specific memory trace must be activated, and outside ideas could produce a kind of interference. Recognition, on the other hand does not utilize the same manner of retrieval plan as recall and is therefore not affected. [41]