Textbase and situation model representations as educational constructs

Abstract

ABSTRACT The distinction proposed by Walter Kintsch and colleagues between textbase and situation model representations has had a profound influence on theory and research in discourse processing over the past four decades. However, this distinction also has implications for education that have been less widely recognized. We describe a number of practical applications that can be adopted by college instructors and students alike to enhance learning outcomes. We describe how these two levels of mental representation relate to college and university instruction, studying, and assessment. We also consider how certain topics and study strategies that align with this distinction are easier for students to grasp if this framework is already in place.