Reports on an experiment in which performance on abstract and concrete sentences was compared in a sentence meaning classification task and in a free recall task. Results show that concrete sentences were classified significantly faster than abstract ones. (CLK)

This study examined how people use inferences to aid comprehension of connected discourse. (Author/RM)

Reports a study testing a hierarchical theory postulating that the literal reading comprehension process can be divided into separate skills that are distinguishably different from each other and which are hierarchically related. (TO)

Adapted from "Work in Progress" n5, 1972, Department of Linguistics, University of Edinburgh. (DD)

Research supported by grants from the National Institute of Mental Health and the National Science Foundation. (DD)

Research supported by a grant from the National Science Foundation to the University of Texas at Austin. (DD)

Research supported in part by a United States Public Health Service Grant from the National Institute of Mental Health. (VM)

Two experiments were conducted to test a number of predictions derived from a cognitive theory of humor. (Author)

Context speeds up the processing of the basic semantic relationships of a sentence. But the presence of context requires an additional process: context-sentence integration. (Author)

Applies a previously described theory of comprehension to a specific lesson, showing how 10 defined skills can be taught through reading a single selection. (MD)

Reviews research on viewers' understanding and retention of television news broadcasts; discusses the cognitive processes of memory and comprehension; and develops two models, one based on episodical memory and the other on semantic networks. Guidelines are offered for research based on both of these models. More than 40 sources are cited. (EAO)