Adults and third, fifth, and eighth graders read stories implying a consequence and were asked questions about the stories. Results indicated that subjects were not as likely to generate elaborative inferences as inferences that were necessary for story comprehension. Some age differences were found. (BC)

Determines the nature of time constraints under which readers generate superordinate goal inferences. Provides support for a global-coherence model of inference generation which argues for the importance of causal information in constructing a coherent text representation. (HB)

Investigates the hypothesis that one of the processes used in situation model development is an inferential process in which the reader employs knowledge to form expectations when predictive text opportunities arise. Suggests that predictions are available to the reader at an abstract level of representation. (HB)

Outlines three basic views of how readers infer causal connections and how they generate causal inferences. Evaluates these three hypotheses with reference to current research in the field. (HB)

Discusses the differences among current researchers interested in inferences, including the types of inferences studied and the methodologies used. Presents a theoretical and methodological framework for organizing empirical investigations of inferential processes of reading. (HB)

Considers the difference between commonplace inferences versus more elusive inferences in reading processes. Claims that higher level inferences may be restricted in part because they do not operate in response to simple memory symbols but depend on complex compositional representations not always available. (HB)

Suggests that the term "inference" itself has had a negative effect on the study of how information is elaborated and reduced in text processing. Discusses some of the current views of inferencing in text comprehension. Suggests viewing information reduction processes within the same framework as information accretion. (HB)

Significance tests are often used inappropriately in counseling research. In addition to comments on the significance test controversy (Vacha-Haase and Nilsson, this issue), a wider historical context and personal experiences are provided. The controversy is discussed, and seven recommendations for using significance tests are included. (EMK)

Three experiments investigated children's understanding of inference as a knowledge source. Most 4- to 6-year-olds did not rate a puppet as more certain of a toy's color after the puppet looked at the toy or inferred its color than they did after the puppet guessed the color. Most 8- and 9-year-olds distinguished inference and looking from…

Describes the logic of statistical testing in the Fisher and Neyman-Pearson approaches. Reviews some common misinterpretations of basic concepts behind statistical tests. Analyzes the philosophical and psychological issues that can contribute to these misinterpretations. Suggests possible ways in which statistical education might contribute to the…

Two experiments and two questionnaire studies investigated the processing of sluiced sentences among college student participants. Results show that, because the interpretation of a sluiced constituent takes place at the representational level of logical form (LF), implicit arguments are not made explicit at LF, but focus is important in the…

Introduces the three subsequent articles from this special section, which extend the discussion of future prospects for progress in the reporting and interpreting of effect sizes by researchers. The authors of these pieces represent diverse views. (SLD)

Provides a rationale for using verbal protocols in discourse processing. Argues that readers construct a text representation and then use it to "tell a story" about their understanding--this story reveals important information about the processes involved in text comprehension as well as about constructing a message to be understood in a…

Discusses a game and related activities to help students develop observation and inference skills. (MKR)

This article addresses issues in model building and statistical inference in the context of student modeling. The use of probability-based reasoning to explicate hypothesized and empirical relationships and to structure inference in the context of proportional reasoning tasks is discussed. Ideas are illustrated with an example concerning…