Language comprehension: Archival memory or preparation for situated action?

Current paradigms study language comprehension as if archival memory were i ts 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 in teractions among agents. Rather than simply being tested on memory for ling uistic materials, participants also produce actions and enter into group in teractions. Although these researchers focus their attention on specific ge nres-the comprehension of verbal instructions and the comprehension of scie ntific theories-their methods and findings have wider implications. In part icular, the primary function of comprehension is not to archive information but is instead to prepare agents for situated action. Arguments from the e volution of cognition and language are brought to bear on this thesis, and perceptual simulation is proposed as a mechanism well suited for supporting situated comprehension. Finally, it is conjectured that studying comprehen sion in the context of situated action is likely to produce significant sci entific progress.