The Landscape Model

This computational approach to the complexity of text comprehension is useful for describing the cognitive processes involved.

A computational approach

The complexity of text comprehension suggests that a computational approach is useful for describing the cognitive processes involved, along with their necessary interactions. The computational implementation of the Landscape Model of reading was designed to meet that need. This model captures both on-line comprehension processes during reading and the off-line memory representation after reading is completed, incorporating both memory-based and coherence-based mechanisms of comprehension. Several studies comparing computational and behavioural data indicate that the implemented model is able to account for cycle-by-cycle comprehension processes and memory for a variety of text types and reading situations.

Examples of the model

For a detailed description of the model’s architecture, basic settings, and applications we recommend the following papers:

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. Behavioral Research Methods, Instruments & Computers, 37, 277-286.

van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T. (1999). The landscape model of reading. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 71-98). Mahwah, NJ: Erlbaum.

Linderholm, T., Virtue, S., Tzeng, Y., & van den Broek, P. (2004). Flunctuations in the availability of information during reading: Capturing cognitive processes using the Landscape Model. Discourse Processes, 37, 165-186. 

van den Broek, P., Rapp, D. N., & Kendeou, P. (2005). Integrating memory-based and constructionist approaches in accounts of reading comprehension. Discourse Processes, 39, 299-316.

Applications in research

Blanc, N., Kendeou, P., van den Broek, P., & Brouillet, D. (2008). Updating situation models: Empirical data and simulations. Discourse Processes, 45, 103-121.

van den Broek, P., & Kendeou, P. (2008). Cognitive processes in comprehension of science texts: The role of co-activation in confronting misconceptions. Applied Cognitive Psychology, 22, 335-351.

Tzeng, Y. (2007). Memory for narrative texts: How do parts of the Landscape Model work. Chinese Journal of Psychology, 49, 245-269.

Contact information

The Brain and Education Lab
Faculty of Social and Behavioural Sciences
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