ABSTRACT
A satisfactory model of executive control processes during reading must account for inference generation. Unfortunately, however, cognitive psychologists do not have a fine-grained understanding of inference generation, compared to their understanding of processing components that are directly linked to explicit text. This chapter reports some data and aspires to clarify two important questions regarding the relationship between inference generation and executive control processes. First, how do variations in executive control processes influence the generation of knowledge-based inferences during reading? Second, what is the impact of inference generation and world knowledge on reading time?
