Tzeng, Y., Van den Broek, P., Kendeou, P., & Lee, C. (2005). The computational implementation of the landscape model: Modeling inferential processes and memory representations of text comprehension. *Behavior Research Methods*, *37*(2), 277-286. https://doi.org/10.3758/bf03192695

The computational implementation of the landscape model: Modeling inferential processes and memory representations of text comprehension

van den Broek, P. (2010). Using texts in science education: Cognitive processes and knowledge visualization. *Science*, *328*(5977), 453–456. https://doi.org/10.1126/science.1182594

Using texts in science education: Cognitive processes and knowledge visualization

San Jose State University

Model for visualizing and understanding how readers ingest and comprehend a text. In the model, reading is envisioned as a cyclical process by which a reader engages with ideas in the text. Each cycle represents a new sentence or proposition. During a cycle concepts fluctuate into activation when they obtain the attention of the reader. Concepts that are activated throughout the cycles that occur while reading result in an episodic memory representation of the text or situation model. 


Landscape Model

- Text input in current cycle
- Residual information from the previous cycle
- Current episodic representation
- Prior knowledge

Sources of Activations

A mental understanding of the concepts and their relationships within a text that is developed by the reader. This is also called a situation model.


Learn Before

Related

Learn After