ABSTRACT
The study of text comprehension has developed from its fundamental but highly general question-how do people understand what they read?-to include more refined questions about the components and mechanisms of comprehension. What are the conditions that enable inferences and related processes that involve going beyond the literal text information? How do readers immediately link the meaning of a word in relation to its context? How does understanding proceed from a text-propositional level to a situation model level? (Or does it?) Is comprehension grounded in biological experience? What kinds of explicit models can account for comprehension processes?
