Language comprehension: Archival memory or preparation for situated action?

Current paradigms study language comprehension as if archival memory were its primary function. Participants only receive linguistic material and are later tested on memory for its contents. In contrast, the 2 target articles in this issue—Glenberg and Robertson, and Roth—examine comprehension as if preparing for situated action were its primary function. Besides receiving linguistic materials as input, participants study objects, actions, and...