Reviews the research on children's understanding of the intent of advertising, the persuasive impact of television commercials, and children's cognitive defenses and resistance to such persuasion. Concludes that any model which tries to account for advertising's influence on children must incorporate affective as well as cognitive components. (PD)

Argues that the mystery surrounding comprehension development can be dispelled by an understanding of schema theory and linguistic theory and especially by an understanding of W. Kintsch's model of comprehension, which draws from those bodies of theory. Describes teaching methods based upon Kintsch's model. (FL)

The performance of two groups of elementary school children on a modified cloze test under two different conditions demonstrated that lexical information was retained in memory, thus supporting the claim that lexical information persists in memory representations of meaning. Includes extensive tables of data. (FL)

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)