Abstract
PREG is a conceptual model of human question asking. The model contains a set of production rules that specify the conditions under which children and adults ask questions when they read expository texts. The essence of PREG's question-asking mechanism is the existence of discrepancies between the representation of text information and the reader's world knowledge, with a mediating role of pragmatics and metacognition. Both the explicit text and the world knowledge are represented in the form of a conceptual graph structure. Comparisons between text representations and readers' knowledge are carried out by examining the 3 components of conceptual graph structures: words, statements, and links between statements. Some of the predictions of PREG were tested on a corpus of questions generated by 8th-grade and 12th-grade students who read short scientific texts. These predictions were empirically supported when assessed on 2 criteria. First, the model was sufficient because it was able to account for nearly all of the questions produced by the students. Second, the model was discriminating; when signal detection analyses were applied to the data, PREG could identify the conditions in which particular classes of questions are or are not generated.
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