BIBLIOGRAPHIE

1. Albrecht, J. E. & Myers, J. L. (1995). The role of context in accessing distant information during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 1459-1468.
2. Albrecht, J. E. & Myers, J. L. (1998). Accessing distant text information during reading: Effects of contextual cues. Discourse Processes, 26(2&3), 87-107.
3. Albrecht, J. E., & O’Brien, E. J. (1991). Effects of centrality on the retrieval of text-based concepts. Journal of Experimental Psychology : Learning, Memory and Cognition, 17, 932-939.
4. Albrecht, J. E.,& O’Brien, E. J. (1993). Updating a mental model: Maintaining both local and global coherence. Journal of Experimental Psychology: Learning, Memory and Cognition, 19(5), 1061-1070.
5. Albrecht, J. E., O’Brien, E. J., Mason, R.A., & Myers, J. L. (1995). The role of perspective in the accessibility of goal during reading. Journal of Experimental Psychology: Learning, Memory and Cognition, 21(2), 364-372.
6. Anderson, A., Garrod, S. C., & Sanford, A. J. (1983). The accesibility of pronominal antecedents as a function of episode shifts in narrative texts. Quarterly Journal of Experimental Psychology, 35A, 427-440.
7. Aurouer, E. (2002). Étude du mécanisme de récupération en mémoire à long terme en compréhension : caractérisitques du processus de résonance. Mémoire de Maîtrise de Psychologie, Option Neurosciences Cognitives, Université Lumière Lyon 2.
8. Black, J. B., & Bower, G. H. (1980). Story understanding and problem solving. Poetics, 9, 223-250.
9. Black, J. B., Turner, T. J., & Bower, G. H. (1979). Point of view in narrative comprehension, memory, and production. Journal of Verbal Learning and Verbal Behavior, 18, 187-198.
10. Blanc, N., & Tapiero, I. (2000). Mode de présentation et organisation de l’information dans l’acquisition de connaissances spatiales. L’Année Psychologique, 100, 241-264.
11. Bloom, C. P., Fletcher, C. R., van den Broek, P. W., Reitz, L., & Shapiro, B. P. (1990). An online assessement of causal reasoning during reading. Memory & Cognition, 18, 65-71.
12. Bower, G. H., & Morrow, D. (1990). Mental models in narrative comprehension. Science, 247, 44-48.
13. Carreiras, M. Gernsbacher, M. A., & Villa, V. (1995). The advantage of first mention in Spanish. Psychonomic Bulletin & Review, 2, 124-129.
14. Chafe, W. (1972). Discourse structure and human knowledge, In J.B. Carroll & R.O. Freedle (Eds.), Language Comprehension ans the Acquisition of Knowledge, Washington, Winston.
15. Clark, H. H., & Sengul, C.J. (1979).In search of referents for nouns and pronouns. Memory and Cognition, 7, 35-41.
16. Cohen, J., MacWinney, B., Flatt, M., & Provost, J. (1993). PsyScope: An interactive graphic system for designing and controlling experiments in the psychology laboratory using Macintosh computers, Behavior Researsh Methods, Instruments, and Computers, 25, 257-271.
17. Content, A., Mousty, P., & Radeau, M. (1990). Brulex : Une base de données lexicales informatisée pour le francais écrit et parlé. L'Année Psychologique, 90, 551--566.
18. Cook, A. E., Halleran, J. G., & O’Brien, E. J. (1998). What is readily available during reading ? A memory- based view of text processing. Discourse Processes, 26, 109-129.
19. Deaton, J. A., & Gernsbacher, M. A. (in press). Causal conjunctions and implicit causality cue mapping in sentence comprehension. Journal of Memory and Language.
20. de Vega, M. (1995). Backward updating of mental models during continuous reading narratives. Journal of Experimental Psychology: Learning, Memory and Cognition, 21(2), 373-385.
21. Dopkins, S., Klin, C., & Myers, J. L. (1993). Accessibility of information about goals during the processing of narrative texts. Journal of Memory and Language, 19, 70-80.
22. Ericsson, K. A., & Kintsch, W. (1995). Long-terme working memory. Psychological Review, 102, 211-245.
23. Fischer, B., & Glanzer, M. (1986). Short-term storage and the processing of cohesion during reading. Quaterly Journal of Experimental Psychology, 38A, 431-460.
24. Fletcher, C. R., & Bloom, C. P. (1988). Causal reasoning in the comprehension of simple narrative texts. Journal of Memory and Language, 27, 235-244.
25. Fodor, J. D. (1989). Empty categories in sentence processing. Language and Cognitive Processes, 4, 155-209.
26. Garrod, S. C. (1995). Distinguishing between explicit and implicit focus during text comprehension. In G. Rickheit & C. Habel (Eds.), Focus and coherence in discourse processing (pp. 3-17). Berlin, Germany : de Gruyter.
27. Garrod, S. C., O’Brien, E. J., Morris, R. K., & Rayner, K. (1990). Elaborative inferencing as an active or passive process. Journal of Experimental Psychology, 16, 250-247.
28. Garrod, S. C., & Sanford, A. J. (1990). Referential processes in reading: Focusing on roles of individuals. In D. A. Balota, G. B. Flores d’Arcais, & K. Rayner (Eds.), Comprehension processes in reading (pp.465-485). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
29. Gernsbacher, M. A. (1984). Cross-disciplinary approaches to language processing. In Proceedings of the Sixth Annual conference of the Cognitive Science Society (pp. 82-88). Hillsdale, NJ : Erlbaum.
30. Gernsbacher, M. A. (1989). Mechanisms that improve referentiel access. Cognition, 32, 99-156.
31. Gernsbacher, M. A. (1990). Language comprehension as structure building. Hillsdale N.J. : Erlbaum.
32. Gernsbacher, M.A. (1991). Comprehending conceptual anaphors. Language and Cognition Processes, 6, 81-105.
33. Gernsbacher, M. A. (1995). The structure building framework : What it is, what it might also be, and why, in B. K. Britton & A. C. Graesser (Eds.), Models of text understanding (pp. 289-311), Hillsdale N. J. : Erlbaum.
34. Gernsbacher, M. A. (1996). Coherence cues mapping during comprehension. In J.Costermans, & M. Fayol (Eds.), Processing interclausal relationships in the production and comprehension of text (pp. 3-21). Hillsdale, NJ : Erlbaum.
35. Gernsbacher, M. A. (1997). Two decades of structure building framework, Discourse Processes, 23, 265-304.
36. Gernsbacher, M. A., & Givon, T. (Eds.). (1995). Coherence in spontaneous text. Philadelphia, PA : John Benjamins.
37. Gernsbacher, M. A., Goldsmith, H. H., & Robertson, R. R. W. (1992). Do readers mentally represent characters’ emotionnal states ? Cognition and Emotion, 6 (2), 89-111.
38. Gernsbacher, M. A., & Faust, M. (1991). The mechanism of suppression : A component of general comprehension skill. Journal of Experiemental Psychology : Learning, Memory, and Cognition, 17(2), 245-262.
39. Gernsbacher, M. A., & Hargreaves, D. (1988). Accessing sentence participants : The advantage of first mention. Journal of Memory and Language, 27, 699-717.
40. Gernsbacher, M. A., & Hargreaves, D. (1992). The privilege of primacy : Experimental data and cognitive explanations. In D. L. Payne (Ed.), Pragmatics of word order flexibility (pp. 83-116). Philadelphia : John Benjamins.
41. Gernsbacher, M. A., & Robertson, R.R.W. (1999).The role of suppression in figurative language comprehension. Journal of Pragmatics, 31, 1619-1630.
42. Gerrig, R. J. & McKoon G. (1998). The readiness is all: The functionality of memory-based text processing. Discourse Processes, 26(2&3), 67-86.
43. Gillund, G., & Shiffrin, R. M. (1984). A retrieval model for both recognition and recall. Psychological Review, 91, 1-67.
44. Glanzer, M., Dorfman, D., & Kaplan, B. (1981). Short-term storage in the processing of text. Journal of Verbal Learning and Verbal Behavior, 20, 656-670.
45. Glanzer, M., Fischer, B., & Dorfman, D. (1984). Short-term storage in reading. Journal of Verbal Learning and Verbal Behavior, 23, 467-486.
46. Glenberg, A. M., & Langston, W. E. (1992). Comprehension of illustrated text: Pictures help to build mental models. Journal of Memory and langage, 31, 129-151.
47. Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 3, 371-395.
48. Grenne, S. B., Gerrig, R., McKoon, G., & Rartcliff, R. (1994). Unheralded pronouns and the management of common ground. Journal of Memory and Language, 33, 511-526.
49. Haberlandt, K., & Bingham, G. (1978). Verbs contribute to the coherence of brief narratives : Reading related and unrelated sentence triples. Journal of Verbal Learning and Verbal Behavior, 17, 419-425.
50. Haenggi, D., Kintsch, W., & Gernsbacher, M. A. (1995). Spatial situation models and text comprehension. Discourse Processes, 19, 173-199.
51. Hakala, C. M., & O’Brien, E. J. (1995). Strategies for resolving coherence breaks in reading. Discourse Processes, 20, 167-185.
52. Haviland, S. E., & Clark, H. H. (1974). What’s new ? Acquiring new information as a process in comprehension. Journal of Verbal Learning and Verbal Behavior, 13, 512-521.
53. Hintzman, D. L. (1986). “Schema abstraction” in a multiple-trace memory model. Psychological Review, 93, 411-428.
54. Huitema, J. S., Dopkins, S., Klin, C. M., & Myers, J. L. (1993). Connecting goals and actions during reading. Journal of Experimental Psychology: Learning, Memory and Cognition, 19(5), 1053-1060.
55. Johnson, H. M., & Seifert, C. M. (1993). Correcting causal explanations in memory. Proceedings of the 15th Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Erlbaum.
56. Johnson, H. M., & Seifert, C. (1994). Sources of the continued influence effect: When misinformation in memory affects later inferences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(6), 1420-1436.
57. Johnson-Laird, P. N. (1983). Mental models: Toward a cognitive science of langage, inference, and consciousness. Cambridge, MA: Harvard University Press.
58. Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension : individual differences in working memory. Psychological Review, 99(1), 122-149.
59. Kintsch, W. (1982). Memory for text. Discourse Procesing, Advances in Psychology, 8, 186-204.
60. Kintsch, W. (1988). The use of knowledge in discourse processing: A construction-integration model. Psychological Review, 95, 163-182.
61. Kintsch, W. (1998). Comprehension : A paradigm for cognition. New York : Cambridge university press.
62. Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363-394.
63. Kintsch, W., & Vipond, D. (1979). Reading comprehension and readibility in educational practice and psychological theory. In L. G. Nilsson (Ed.), Perspectives on memory research. Hillsdale, N. J. : Erlbaum.
64. Keenan, J. M., Baillet, S. D., & Brown, P. (1984). The effects of causal cohesion on comprehension and memory. Journal of Verbal Learning and Verbal Behavior, 23, 115-126.
65. Langston, M., & Trabasso, T. (1998). Modeling Causal Integration and availibility of information during comprehension of narrative texts. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp.29-69). Mahwah, NJ: Lawrence Erlbaum Associates.
66. Lea, R. B., Mason, R. A., Albrecht, J. E., Birch, S. L., & Myers, J. L. (1998). Who knows what about whom : What role does common ground play in accessing distant information ? Journal of Memory and Language, 39, 70-84.
67. Legros, D. (1988). Etude de l’effet d’un procédé de dramatisation sur la mémorisation d’un récit journalistique. L’Année Psychologique, 88, 197-214.
68. Legros, D. (1989). Etude de l’effet d’un procédé de dramatisation sur la mémorisation d’un récit : implications pour l’élaboration de matériels de diagnostic cognitif. Questions de logopédie, 21, 93-103.
69. Long, D. L., & Chong, J. L. (2001). Compehension skill and global coherence : A paradoxal picture of poor comprehender’ abilities. Journal of Experimental Psychology : Learning, Memory and Cognition, 27(6), 1424-1429.
70. Long, D. L., & Golding, J. M. (1993). Superordinate goal inferences: Are they automatically generated during comprehension? Discourse Processes, 16, 55-73.
71. Long, D. L., Golding, J. M., & Graesser, A. C. (1992). The generation of goal related inferences during narrative comprehension. Journal of Memory and Language, 5, 634-647.
72. Lorch, R. F. (1998). Memory-based text processing: Assumptions and issues. Discourse Processes, 26(2&3), 213-221.
73. Lutz, M. F., & Radvansky, G. A. (1997). The fate of completed goal information in narrative comprehension. Journal of Memory and Language, 36, 293-310.
74. Magliano, J. P., & Radvansky, G. A. (2001).Goal coordination in narrative comprehension. PsychonomicBulletin & Review, 8(2), 372-6.
75. Magliano, J. P., Zwaan, R. A., & Graesser, A. C. (1999). The role of situational continuity in narrative understanding. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representation during reading (pp. 219-245). Hillsdale, NJ: Erlbaum.
76. Mandler, J. M., & Goodman, M. S. (1982). On the psychological validity of story structure. Journal of Verbal Learning and Verbal Behavior, 21, 507-523.
77. Martins, D. (1984).Influence de l’importance, de l’intensité affective des paragraphes et de l’émotion ressentie lors de leur lecture, dans la compréhension de texte. Cahiers de Psychologie Cognitive, 4(5), 495-510.
78. Martins, D. (1993).Valeur affective et importance des informations textuelles: leur influence sur la compréhension et la mémorisation de textes. Les facteurs affectifs dans la compréhension et la mémorisation de textes. Paris: P.U.F, 107-139.
79. Matthews, A., & Chodorow, M. (1988). Pronoun resolution in two-clause sentences: Effect of ambiguity, antecedent location and depth of embedding. Journal of Memory and Language, 27, 245-260.
80. McKoon, G., Gerrig, R. J., & Greene, S. B. (1996). Pronouns Resolution without Pronouns: Some consequences of memory-based text processing. Journal of Experimental Psychology: Learning, Memory and Cognition, 22(4), 919-932.
81. McKoon, G., & Ratcliff, R. (1992). Inferences during reading. Psychological Review, 99, 440-466.
82. Minsky, M. A. (1975). A framework for representing knowledge. In P. Winston (Ed.), The psychology of computer vision. New York : McGraw-Hill.
83. Morrow, D. J., Bower, G. H. & Greenspan, S. L. (1989). Updating situation models during narrative comprehension. Journal of Memory and Langage, 28, 292-312.
84. Morrow, D. J., Greenspan, S. L., Bower, G. H. (1987). Acessibility and situation models in narrative comprehension. Journal of Memory and Langage, 76,165-187.
85. Myers, J. L. (1990). Causal reladness and text comprehension. In D.A. Balota, G.B. Flores d’Arcais, & K. Rayner (Eds.), Comprehension processes in reading (pp.361-375). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
86. Myers, J. L., & O’Brien, E. J. (1998). Accessing the discourse representation during reading. Discourse Processes, 26(2&3), 131-157.
87. Myers, J. L., O’Brien, E. J., Albrecht, J. E., & Mason, R. A. (1994). Maintening global coherence during reading. Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 876-886.
88. Noordman, L. G. M., & Vonk, W. (1998). Memory-based processing in understanding causal information. Discourse Processes, 26(2&3), 191-212.
89. O’Brien, E. J. (1987). Antecedent search processes and the structure of text. Journal of Experimental Psychology: Learning, Memory and Cognition, 13, 278-290.
90. O’Brien, E. J. (1995). Automatic Components of Discourse comprehension. In R.F. Lorch & E.J. O’Brien (Eds), Source of coherence in reading (pp.159-176). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
91. O’Brien, E. J., & Albrecht, J. E. (1991). The role of context in accessing antecedents in text. Journal of Experimental Psychology: Learning, Memory and Cognition, 17 (1), 94-102.
92. O’Brien, E. J., & Albrecht, J. E. (1992). Comprehension strategies in the development of mental model. Journal of Experimental Psychology: Learning, Memory and Cognition, 18(4), 777-784.
93. O’Brien, E. J., Albrecht, J. E., Hakala, C. M., & Rizzella, M. L. (1995). Activation and suppression of antecedents during reinstatement. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21 (3), 626-634.
94. O’Brien, E. J., & Myers, J. L. (1987). The role of causal connection in the retrieval of text. Memory and Cognition, 15, 419-427.
95. O’Brien, E. J., & Myers, J. L. (1999) Text Comprehension : A view from the bottom Up. In S. R. Goldman, A. C. Graesser, & P. van des Broek (Eds.), Narrative comprehension, causality, and coherence (pp.35-53). Mahwah, NJ: Lawrence Erlbaum Associates.
96. O’Brien, E. J., Plewes, S., & Albrecht, J. E. (1990). Antecedent retrieval processes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 241-249.
97. O’Brien, E. J., Raney, G. E., Albrecht, J. E., & Raney, K. (1997). Processes involved in the resolution of explicit anaphors. Discourse Processes, 23, 1-24.
98. O’Brien, E. J., Rizzella, M. L., Albrecht, J. E., & Halleran, J. G. (1998). Updating a situation model : A memory-based text processing view. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24(5), 1200-1210.
99. Quintana, M-P., (2000). Influence des forces de connexion causale sur la construction d’une représentation en mémoire sous forme de réseau : Etude de la nécessité et de la suffisance. Thèse de Doctorat de Psychologie, Mention Psychologie Cognitive, Université Lumière Lyon 2.
100. Ratcliff, R. (1978). A theory of memory retrieval. Psychological Review, 85, 59-108.
101. Rinck, M., Williams, P., Bower, G. H., & Becker, E. S. (1996). Spatial situation models and narrative understanding : Some generalizations and extensions. Discourse Processes, 21, 23-55.
102. Rizzella, M. R., & O’Brien, E. J. (1996). Accessing global causes during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 1208-1218.
103. Rumelhart, D., & Norman, D. A. (1978). Accretion, tuning and restructuring : Three modes of learning. In J.W. Cottin, & R. Klatzky (Eds.), Semantic factors of cognition. Hillsdale, NJ: Lawrence Erlbaum
104. Sanford, A. J., & Garrod, S. C. (1981). Understanding written language: Explorations in comprehension beyond the sentence. New York: Wiley
105. Sanford, A. J., & Garrod, S. C. (1998). The role of scenario mapping in text comprehension. Discourse Processes, 26(2&3), 159-190.
106. Schank, R. C., & Abelson, R. P. (1977). Scripts, plans, goals and understanding. Hillsdale, NJ: Lawrence Erlbaum.
107. Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In, R. Freedle (Eds.). Discourse processing : Multi-disciplinary perspectives. Norwood, NJ : Ablex.
108. Stevenson R. J. (1986). The time course of pronoun comprehension. Paper presented at The Eighth Annual Conference of Cognitive Science Society, Amherst, Ma.
109. Suh, S. Y., & Trabasso, T. (1993). Inferences during reading : Converging evidence from discourse analysis, talk-aloud protocols, and recognition priming. Journal of Memory and Language, 32, 279-300.
110. Tapiero, I., & Denhière, G. (1997). Contribution des différents niveaux de représentation à l'élaboration de la représentation finale : Expérimentations et simulations. Revue Internationale de systèmique, vol. 11(1), 69-93.
111. Tapiero, I., & Otero, J. (1999). Distinguishing between textbase and situation model in the processing of inconsistent information: Elaboration versus tagging. In H. van Oostendorp & S.R. Goldman (Eds.), The construction of mental representation during reading (pp. 341-365). Hillsdale, NJ: Erlbaum.
112. Tapiero, I., van den Broek, P., & Quintana, M-P. (2002). The mental representation of narrative texts as networks : The role of necessity and sufficiency in the detection of different types of causal relations. Discourse Processes, 34(3), 237-258.
113. Trabasso, T. (1991). The development of coherence of narratives by understanding international action. In G. Denhiere, & J.-P. Rossi (Eds.), Text and Text Processing, 79, (pp. 297-317). Amsterdam, North Holland..
114. Trabasso, T., Secco, T., van den Broek, P. (1984). Causal cohesion and story coherence. In H. Mandl, N. L. Stein, & T. Trabasso (Eds.), Learning and Comprehension of Text. Hillsdale, NJ : Lawrence Elrbaum Associates.
115. Trabasso, T., & Suh, S. Y. (1993). Using talk-aloud protocols to reveal inferences during comprehension of text. Discourse Processes, 16, 3-34.
116. Trabasso, T., & van den Broek, P. (1985). Causal thinking and representations of narrative events. Journal of memory and Language, 24, 612-630.
117. Trabasso, T., van den Broek, P., & Suh, S. Y. (1989). Logical necessity and transitivity of causal relations in stories. Discourse Processes, 12, 1-26.
118. van den Broek, P. (1988). The effects of causal relations and hierarchical position on the importance of story statements. Journal of Memory and Language, 27, 1-22.
119. van den Broek, P. (1990). Causal inferences and the comprehension of narrative text. In A. C. Graesser & G. H. Bower (Eds.), Inferences and text comprehension (pp. 175-196). San Diego, CA: Academic Press.
120. van den Broek, P., & Gustafson, M. (1999). Comprehension and Memory for texts: Three generation of reading research. In S. R. Goldman, A. Graesser, & P. van den Broek (Eds.), Narrative comprehension, causality, and coherence (pp.15-34). Mahwah, NJ: Lawrence Erlbaum Associates.
121. van den Broek, P., & Lorch, R. F. (1993). Network representations of causal relations in memory for narrative texts: Evidence from primed recognition. Discourse Processes, 16, 75-98.
122. van den Broek, P., Risden, K., Fletcher, C. R., & Thurlow, R. (1996). A “ landscape ” view of reading: Fluctuating patterns of activation and the construction of a stable memory representation. In B. K. Britton & A. C. Graesser (Eds.), Models of understanding text (pp.165-187). Mahwah, NJ: Lawrence Erlbaum Associates.
123. van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T. (1998). The Landscape model of reading: Inferences and online construction of a memory representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp.71-98). Mahwah, NJ: Lawrence Erlbaum Associates.
124. van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic.
125. van Oostendorp, H. (1996). Updating situation models derived from newspaper articles. Medien Psychologie, 8, 21-33.
126. Warren, W. H., Nicolas, D. W., & Trabasso, T. (1979). Event chain and inferences in understanding narratives. In R. O. Freedle (Eds.), New directions in discourse processing. Hillsdale, NJ: Erlbaum.
127. Zwaan, R. A. (1999). Five dimensions of narrative comprehension : The event-indexing model. In S.R. Goldman, A.C. Graesser, & P.W. van des Broek (Eds.), Narrative comprehension, causality, and coherence (pp.93-110). Mahwah, NJ: Lawrence Erlbaum Associates.
128. Zwaan, R.A. (in press). The immersed experiencer: toward an embodied theory of language comprehension. In: B.H. Ross (Ed.), The Psychology of Learning and Motivation, 44. New York: Academic Press.
129. Zwaan, R. A., Langston, M. C., & Graesser, A. C. (1995). The construction of situation models in narrative comprehension : An event-indexing model. Psychological Science, 6 (5), 292-297.
130. Zwaan, R. A., Magliano, J. P., & Graesser, A. C. (1995). Dimensions of situation models construction in narrative comprehension. Journal of Experimental Psychology : Learning, Memory, and Cognition, 21 (2), 386-397.
131. Zwaan, R. A., & Radvansky ,G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 2, 162-185.
132. Zwaan, R. A., Radvansky, G. A., Hilliard, A. E., & Curiel, J. M. (1998). Constructing multidimensional situation models during reading. Scientific Studies of Reading, 2 (3), 199-220.
133. Zwaan, R. A., & van Oostendorp, H. (1993). Do readers construct spatial representations in naturalistic story comprehension? Discourse processes, 16, 125-143.