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.