States that although the think-aloud method (TAM) is being used with increasing frequency in studying text comprehension, some skepticism of its value remains. Discusses assumptions behind TAM, aspects of comprehension it can reveal, and directions for research using TAM. Argues that TAM is a useful technique for tracking changes in the contents…

Illustrates the existence of meanings in conversation that are not based on the listener's interpretations by analyzing the conversations from a family therapy session. Transcripts of the conversations are appended. (HTH)

Discusses previous articles in this journal and calls for a new theory of story grammar. (FL)

Assesses three papers in this volume, those by Wellman and Estes, Olson and Torrance, and Hall and Nagy, for their treatment of the following: (1) definition of semantic space, (2) defining children's processes of understanding that space, and (3) describing the contexts in which cognitive language is used. (AEW)

Examines two texts showing that the relational propositions (frequently implicit) that arise out of a combination of independent clauses involve every clause and that they occur in a pattern of propositions that connects all of the clauses together. Shows how relational propositions are essential to the functioning of the text. (HTH)

Suggests the contribution of analogies to text comprehension. Demonstrates that analogies are not functional in text comprehension, but instead they impair recall and inhibit processing. Considers the possible role of analogies as contributors to the aesthetics of an informative text. (HB)

Discusses focusing, the manner in which speakers center attention on a particular element of discourse, and describes a process model of focusing that specifies what syntactic, semantic, and world knowledge constraints are needed for a hearer to track a speaker's focus in a discourse. (FL)

Discusses previous articles in this journal issue and addresses issues concerning the acquisition of specific social knowledge. (FL)