---
abstract: "This paper presents a general computational cognitive model of the way a summary is assessed by teachers. It is based on models of two subprocesses: determining the importance of sentences and guessing the cognitive rules that the student may have used. All models are based on Latent Semantic Analysis, a computational model of the representation of the meaning of words and sentences. Models' performances are compared with data from an experiment conducted with 278 middle school students. The general model was implemented in a learning environment designed for helping students to write summaries."
altloc:
  - http://www-leibniz.imag.fr/~blemaire/cogsci05.pdf
chapter: ~
commentary: ~
commref: ~
confdates: July 2005
conference: 27th Annual Meeting of the Cognitive Science Society
confloc: 'Stresa, Italy'
contact_email: ~
creators_id: []
creators_name:
  - family: Lemaire
    given: Benoit
    honourific: ''
    lineage: ''
  - family: Mandin
    given: Sonia
    honourific: ''
    lineage: ''
  - family: Dessus
    given: Philippe
    honourific: ''
    lineage: ''
  - family: Denhière
    given: Guy
    honourific: ''
    lineage: ''
date: 2005
date_type: published
datestamp: 2005-09-18
department: ~
dir: disk0/00/00/45/36
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editors_id: []
editors_name:
  - family: Bara
    given: Bruno
    honourific: ''
    lineage: ''
  - family: Barsalou
    given: Lawrence
    honourific: ''
    lineage: ''
  - family: Bucciarelli
    given: Monica
    honourific: ''
    lineage: ''
eprint_status: archive
eprintid: 4536
fileinfo: /style/images/fileicons/application_pdf.png;/4536/1/cogsci05.pdf
full_text_status: public
importid: ~
institution: ~
isbn: ~
ispublished: pub
issn: ~
item_issues_comment: []
item_issues_count: 0
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keywords: 'summarization, macrorules, cognitive modeling, computer environment, latent semantic analysis'
lastmod: 2011-03-11 08:56:10
latitude: ~
longitude: ~
metadata_visibility: show
note: ~
number: ~
pagerange: 1266-1271
pubdom: FALSE
publication: ~
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refereed: TRUE
referencetext: |-
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  Kintsch, W. (1998). Comprehension, a Paradigm for Cognition. Cambridge: Cambridge University Press.
  Kintsch, W. (2002). On the notions of theme and topic in psychological process models of text comprehension. In M. Louwerse & W. van Peer (Eds.), Thematics: Interdisciplinary Studies (pp. 157-170). Amsterdam: Benjamins.
  Kintsch, E., Steinhart, D., Stahl, G., LSA Research Group, Matthews, C., & Lamb, R. (2000). Developing summarization skills through the use of LSA-based feedback. Interactive Learning Environments, 8, 87-109.
  Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363-394.
  Landauer, T. K. (2002). On the computational basis of learning and cognition: Arguments from LSA. The Psychology of Learning and Motivation, 41, 43-84.
  Landauer, T. K., & Dumais, S. T. (1997). A solution to Plato's problem: the Latent Semantic Analysis theory of acquisition, induction and representation of knowledge. Psychological Review, 104, 211-240.
  Pinto Molina, M. (1995). Documentary abstracting : toward a methodological model. Journal of the American Society for Information Science, 46, 225-234.
  Thiede, K. W., & Anderson, M. C. M. (2003). Summarizing can improve metacomprehension accuracy. Contemporary Educational Psycholy, 28, 129-160.
  Wade-Stein, D., & Kintsch, E. (2004). Summary Street: Interactive computer support for writing. Cognition and Instruction, 22, 333-362.
  Williams, J. P., Taylor, M. B., & de Cani, J. S. (1984). Constructing macrostructure for expository text. Journal of Educational Psycholy, 76, 1065-1075.
relation_type: []
relation_uri: []
reportno: ~
rev_number: 12
series: ~
source: ~
status_changed: 2007-09-12 17:00:37
subjects:
  - comp-sci-lang
  - psy-ling
  - cog-psy
succeeds: ~
suggestions: ~
sword_depositor: ~
sword_slug: ~
thesistype: ~
title: Computational Cognitive Models of Summarization Assessment Skills
type: confpaper
userid: 4300
volume: ~
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