Bibliographie

Albrecht, D., & O’Brien, E. J. (1993). Updating a mental model: Maintening both local and global coherence. Journal of Experimental Psychology: Learning, Memory and Cognition, 19, 1061-1070.
Anderson, A., Garrod, S., & Sanford, A. J. (1983). The accessibility of pronominal antecedents as a function of episode shifts in narrative text. Quarterly Journal of Experimental Psychology, 35,427-440.
Baddeley, A. (1992). La mémoire humaine, théorie et pratique. Grenoble : Presses Universitaires de Grenoble.
Bert-Erboul, A. (1979). Les inférences: leur rôle dans la compréhension et la mémorisation. L’Année Psychologique, 79, 657- 680.
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.
Blanc, N. (2006). Inférences émotionnelles et compréhension de textes narratifs : lorsque la perspective du lecteur diverge de celle du protagoniste. Psychologie française.
Blanc, N., & Tapiero, I. (2001). Updating spatial situation models: Effects of prior knowledge and task demands. Discourse Processes, 31, 241-262.
Blanc, N., & Tapiero, I. (2002). Construire une représentation mentale à partir d’un texte: Le rôle des illustrations et de la connotation des informations. Bulletin de Psychologie, 461, 525-534.
Bower G. H. (1981). Mood and memory. American Psychologist, 36, 129-148.
Bower G. H., Gilligan S. G., Monteiro K. P. (1981). Selectivity of learning caused by affective states. Journal of Experimental Psychology: General, 110, 451-473.
Caillies, S., & Tapiero, I. (1997). Structures textuelles et niveaux d'expertise. L'Année psychologique, 97, 611- 639.
Campion, N., & Rossi J. P. (1999). Inférences et compréhension de textes. L’Année Psychologique, 99, 493- 527.
Carreiras, M., Gernsbacher, M. A., & Villa, V. (1995). The advantage of first mention in Spanish, Psychonomic Bulletin & Review, 2(1), 124-129.
Clark, D. M. & Teasdale, J. D. (1985). Constraints on the effects of mood on memory. Journal of Personality and Social Psychology, 48(6), 1595-1608.
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.
Collins, A.M. & Loftus, E.F. (1975). A spreading activation theory of semantic memory. Psychological Review, 82, 407-428.
Denhière, G. (1984). Il était une fois.... Compréhension et souvenir de récits. Lille,
Presses Universitaires de Lille.
Denhière, G., & Baudet, S. (1992). Lecture, compréhension de texte et science cognitive. Paris: PUF.
Denhière, G., & Legros, D. (1983). Comprendre un texte : Construire quoi ? avec quoi ? Comment ? Revue Française de Pédagogie, 65, 19-29.
Denhière, G., & Le Ny, J.-F. (1980). Relative importance of meaningful units in comprehension and recall of narrative by children and adults. Poetics, 9, 147–161.
Denis, M., & de Vega M. (1993). Modèles mentaux et imagerie mentale, in M. –F. Ehrlich, H. Tardieu et M. Cavazza (Édit.), Les modèles mentaux : approche cognitive des rerpésentations, Paris, Masson, 79-100.
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.
de Vega M., Diaz J. M. & Leon I. (1997). To know or not to know : comprehending protagonist’beliefs ad their emotional consequences. Discourse Processes, 23, 169-192.
de Vega M., Leon I., Diaz J. M. (1996).The representation of changing emotions in reading comprehension. Cognition and Emotion, 10(3), 303-321.
Dijkstra, K., Zwaan, R. A., Graesser, A. C., & Magliano, J. P. (1994). Character and reader emotions in literary texts. Poetics, 23, 139-157.
Dopkins, S. (1996). Representation of Superordinate Goal Inferences in Memory. Discourse Processes, 21, 85-104.
Eich, E., & Macaulay, D. (2000). Are real moods required to reveal mood-congruent and mood-dependant memory ? American Psychological Society, 11(3), 224-248.
Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102(2), 211-245
Fletcher, C. R., & Bloom, C. P. (1988). Causal reasoning in the comprehension of simple narrative texts. Journal of Memory And Language, 27, 235-244.
Fletcher, C. R., & Chrysler, S. T. (1990). Surface Forms, Textbases, and Situation Models: Recognition Memory for Three Types of Textual Information. Discourse Processes, 13, 175- 190.
Garnham, A., & Oakhill, J.V. (1996). The mental models theory of language comprehension. In B.K. Britton and A.C. Graesser (Eds.), Models of Understanding Text (p. 313-339). Hillsdale, NJ: Lawrence Erlbaum Associates.
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.
Gernsbacher, M. A. (1990). Language comprehension as structure building. Hillsdale, NJ: Lawrence Erlbaum Associates.
Gernsbacher, M. A., Goldsmith, H. H., & Robertson, R. W. (1992). Do readers mentally represent character’s emotional states ? Cognition and Emotion, 6(2), 89-111.
Gernsbacher, M. A., & Hargreaves, D. (1988). Accessing sentence participants : The advantage of first mention. Journal of Memory and Language, 27, 699-717.
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 (p. 83-116). Philadelphia : John Benjamins.
Gernsbacher, M. A., Hallada, B. M., & Robertson, R. R. W. (1998). How automatically do readers infer fictional character’s emotional States ? Scientific Studies of Reading, 2(3), 271-300.
Gernsbacher, M. A., & Robertson, R. W. (1992). Knowledge activation versus sentence mapping when representing fictional character’s emotional states. Language and Cognitive Processes, 7, 353-371.
Gerrards-Hesse, A., Spies K., Hesse F. W. (1994). Experimental inductions of emotional states and their effectiveness: A review. British Journal of Psychology, 85, 55-78.
Graesser, A. C., Klettle, B. (2001). Plot, agency, and a structural affect theory of literacy short story comprehension. In S. Steen et D. Schram (Eds.), Psychology and Sociology of Literature.
Graesser, A. C., & Wiemer-Hastings, K. (1999). Situation models and concepts in story comprehension. In S. R. Goldman, A. C. Graesser & P. van den Broek (Eds.), Narrative comprehension, causality, and coherence : Essays in honor of Tom Trabasso (p. 55-75). Hillsdale, NJ: Lawrence Erlbaum Associates.
Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing Inferences during Narrative Text Comprehension. Psychological Review, 101, 371- 395.
Guéraud, S. & Tapiero, I. (2001). Construction d’une représentation cohérente en mémoire : Influence de la valence des informations textuelles sur le processus de résonance. In Cognito, 23, 51-60.
Guindon, R. & Kintsch, W. (1984). Priming macropropositions: Evidence for the primacy of macropropositions in the memory for text. Journal of Verbal Learning and Verbal Behavior, 23, 508-518.
Gygax, P., Garnham, A. & Oakhill, J. (2003). Emotion in text comprehension: Do readers infer specific emotions. Cognition and Emotion, 17(3), 413-428.
Gygax, P., Oakhill, J. & Garnham, A (2004). Understanding emotions in text: Readers do not represent specific emotions. Language and Cognitive Processes, 19(5), 613-638.
Gygax, P., Tapiero, I. & Carruzzo, E. (2007). Emotion inferences during reading comprehension: What evidence can the self-pace reading paradigm provide? Discourse processes, 44 (1), 33-50
Gyselinck, V. (1996). Illustration et modèles mentaux dans la comprehension de textes. L’année Psychologique, 96, 495-516.
Haberlandt, K., & Bingham, G. (1978). Verbs contribute to the coherence of brief narratives. Journal of Verbal Learning and Verbal Behavior, 17(4), 419-426.
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.
Johnson - Laird, P. N. (1983). Mentals Models: towards a cognitive science of language, inference, and consciousness. (p. 155- 156; 377- 382). Cambridge: Cambridge University Press.
Keenan, M.F., 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.
Kintsch, W. (1988). The role of knowledge in Discourse Comprehension: A Construction Integration Model. Psychological Review, 95, 163- 182.
Kintsch, W. (1998). Comprehension: A Paradigm for Cognition. Cambridge: Cambridge University Press.
Kintsch, W., & Keenan, J. M. (1973). Reading rate as a function of number of propositions in the base structure sentences. Cognitive Psychology, 6, 257-274.
Kintsch, W. & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363- 394.
Kintsch, W., Welsch, D. M., Schmalhofer, F. & Zimny, S. (1990). Sentence memory : A theoretical analysis. Journal of Memory and Language, 29, 133-159.
Kneepkens, E. W. E. M., & Zwaan, R. A. (1994). Emotions and Literary Text Comprehension. Poetics, 23, 125- 138.
Laird, J. D., Wagener, J. J., Halal, M., & Szegda, M. (1982). Remembering what you feel : Effects of emotion on memory. Journal of Personality and Social Psychology, 42, 646-657.
Le Bouédec, B. (1983). Les inférences dans la mémorisation. Cahier de Psychologie Cognitive, 3, 273- 293.
Legros, D. (1988). Rôle d’un procédé de dramatisation sur la mémorisation d’un récit. L’Année Psychologique, 88, 196-214.
Legros, D. (1989). Étude 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.
LeNy, J. F. (1979). La sémantique psychologique. Paris: PUF.
LeNy, J. F. (1989). Science cognitive et compréhension du langage. Paris: PUF.
Mannes, S. M., & Kintsch, W. (1987). Knowledge organization and text organization. Cognition and Instruction, 4, 2, 91-115.
Martins, D. (1982). Influence of affect in comprehension of a text. Text, 2, 141-154.
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 textes. Cahier de Psychologie Cognitive, 4, 495- 510.
Martins, D., & Le Bouédec, B. (1998). La production d’inférences lors de la compréhension de textes chez des adultes: une analyse de la littérature. L’Année Psychologique, 98, 511- 543.
Martins, D. (1993). Valeur affective et importance des informations textuelles: leur influence sur la compréhension et la mémorisation de textes & Conditions de traitement et interêt cognitif. Les facteurs affectifs dans la compréhension et la mémorisation de textes. (p. 107- 180). Paris: PUF.
McKoon, G., & Ratcliff, R. (1992). Inference during Reading. Psychological Review, 99, 440- 466.
Mc Namara, D. S., & Kintsch, W. (1996). Learning from Texts: Effects of Prior Knowledge and Text Coherence. Discourse Processes, 22, 247- 288.
Miall, D. S. (1988). Affect and narrative: A model of response to stories. Poetics, 17, 259-272.
Moore, P. J, & Skinner, M. J. (1985). The effects of illustrations on children’s comprehension of abstract and concrete passages. Journal of Research in Reading, 8(1), 45-56.
Morrow, D.G., Bower, G.H., & Greenspan, S.L. (1989). Updating situation models during narrative comprehension. Journal of Memory and Language, 28, 292-312.
O’Brien E. J., & Albrecht J. E. (1992). Comprehension strategies in the development of a mental model. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 777-784.
Olafson , K. M, & Ferraro, F. R (2001). Effects of Emotional State on Lexical Decision Performance. Brain & Cognition, 45, 15-20.
Passerault, J. M. (1984). Niveau, importance relative et rappel des éléments d’un texte: Résultats et interprétations. L’Année Psychologique, 84, 251- 266.
Peeck, J. (1994). The perspective inducing function of text illustration. In Herre Van Oostendorp & Rolf A. Zwaan (Eds.), Naturalistic Text Comprehension. New Jersey.
Pecho, W. (1989). Importance relative de l’information et rappel de récits. Étude comparative inter-langues. Questions de logopédie, 21, 75-79.
Perrig, W. J., & Kintsch, W. (1985). Propositionnal and situational representation of text. Journal of Memory and language, 24, 503-518.
Perrig, W. J., & Perrig, P. (1988). Mood and memory: Mood-congruity effects in absence of mood. Memory and Cognition, 16(2), 102-109.
Plutchik, R. (1980). Emotion: A psychoevolutionary synthesis. New York: Harper and Row.
Rinck, M., Glowalla, U., & Schneider, K. (1992). Mood-congruent and mood-incongruent learning. Memory and Cognition, 20(1), 29-39.
Rossi, J. P. & Bert-Erboul, A. (1991). Sélection des informations importantes et compréhension de textes. Psychologie Française, 36(2), 135-142.
Russel, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39, 1161-1178.
Sanford, A. J., & Garrod, S. C. (1981). Understanding written language. New York: Wiley.
Schmalhofer, F., & Glavanov, D. (1986). Three components of understanding programmer’s manual: Verbatim, propositional and situational representations. Journal of Memory and Language, 25, 279-294.
Syssau, A., & Brouillet, D. (1996). Rôle de la valeur affective et de la nature du texte dans la récupération du souvenir chez les personnes âgées. L’année psychologique, 96, 85-112.
Tan, S. (1994). Story Processing as an Emotion Episode. In H. V. Oostendorp & P. A. Rolf. (Eds.), Naturalistic Text Comprehension. New Jersey.
Tapiero, I. (1991). Acquisition de connaissances à l'aide de textes et transfert : Influence des connaissances initiales. Psychologie Française, 36-2, 412-427.
Tapiero, I. (1992). Traitement cognitif du texte narratif et expositif et connexionnisme: Expérimentations et simulations. Thèse de Doctorat Nouveau Régime, Université de Paris-8.
Tapiero, I., & Blanc, N. (2001). Vers la prise en compte de la caractéristique multidimensionnelle des représentations mentales construites à partir de textes narratifs: apports théoriques, empiriques et questions. L'Année psychologique, 101, 655- 682.
Tapiero, I., & Denhière, G. (1997). Contribution des différents niveaux de représentation à l’élaboration de la représentation finale: Expérimentations et simulations. Revue internationale de systémique, 11, 69-93.
van den Broek, P. (1990). Causal inferences and the comprehension of narrative text. In A. C. Graesser & G. H. Bower (Eds.), Inference and text comprehension (p. 175-196). San Diego, CA:Academic Press.
van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T. (1999). The Landscape Model of Reading: Inferences and the Online Construction of a Memory Representation. The Construction of Mental Representation during Reading. New Jersey. Lawrence Erlbaum Associates.
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.
van den Broek, P., Lorch, R. F., Linderholm, T., & Gustafson, M. (2001). The effects of readers’goals on inference generation and memory for text. Memory and Cognition, 29(8), 1081-1087.
van Dijk, T. A. (1977). Macro-structures, knowledge frames and discourse comprehension. In M.A. Just & P. Carpenter (Eds.), Cognitive processes in comprehension. Hillsdale, NJ: Erlbaum.
van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
Ze’ev A. (2001). The subtlety of emotions. Psycholoquy, 12(007).
Zwaan, R. A. (1999). Five dimensions of situation-model construction. In S. R. Goldman, A.C. Graesser, & P. van den Broek (Eds.). Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso (pp.93-110). Mahwah, NJ: Erlbaum.
Zwaan, R. A (1999). Five dimensions of narrative comprehension : The Event-Indexing Model.
Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123, 162-185.
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, 292-297.