ABSTRACT
In the C–I theory and the KIWi model it is therefore assumed that a test probe is indeed compared to all memory traces. In learning from text, the task of summarizing the text text summarization or text summary (TS) readers and the task of applying knowledge in concrete problem situations knowledge application or acquire knowledge (KA) readers may be seen as different types of tasks. This attunement yields a composite memory trace of verbatim and propositional text representations together with a situation representation. In order to examine whether or not the construction of verbatim and propositional text representations on the one hand, and representations of the situations referred to by a text on the other, depend on the specific learning goal, Schmalhofer and Glavanov performed some experiments. The significant interaction between learning goal and cognitive representation shows that TS and KA readers emphasized different components of text processing.
