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<Paper uid="J79-1070">
  <Title>American Journal of Cornput ational Linguistics TEXT UiiDERSTANDING: A SURVEY</Title>
  <Section position="19" start_page="11" end_page="11" type="ackno">
    <SectionTitle>
4.0 FINAL OBSERVATIONS
</SectionTitle>
    <Paragraph position="0"> The following points are accepted by most researchers concerned with text understanding:  1. Much information implicit in texts is explicit in an understanding of that text.</Paragraph>
    <Paragraph position="1"> 2. There is some type of hier; rchical or multi-level organization(s) of the understanding of a text.</Paragraph>
    <Paragraph position="2"> 3. Organized, pre-exi5tent knowledge is requlred to achieve this type of  understanding.</Paragraph>
    <Paragraph position="3"> The study of knowledge represcntation,and the nature of knowledge structures is a primary concern. Many computational problems have not been resolved. A particularly important question for text understanding concerns the necessity of redundantly copying general knowledge for specific instantiations. Fahlman (773 discusses this problem in detail, and offers some ways in which to avoid unnecessary redundancy. The relationship of the content and the form of texts needs additional clarification. Similarly, the relationship of general content structures to representations for plans and intentions needs study to see how distinct these are. And of course, the large areas of learning and forgetting are importaht, but missing, components of a text understanding model. In addition to these open problems, attempts to apply the combined insights of the diverse research perspectives to actual texts is a necessary step in evaluating the adequacy of current text understanding models. Page 92</Paragraph>
  </Section>
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