Argues that literacy has indirect cognitive effects through the conceptual distinctions and social practices that it fosters. Examines the distinction between what is given in a text and what is inferred by readers. Argues that children's acquisition of this distinction is decisive in the development of a literary thought mode. (JD)

Hypothesizes that typographic cues structured according to a defined set of common attributes within textbooks enable readers to discriminate between various levels of information and to make generalizations about the information contained in each level. Proposes a method of identifying and ranking categories of information. (KEH)