Computational cognitive models of summarization assessment skills

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