This study investigates the comprehension of a dosage according to the desi
red aim before reading. The results of the two experiments carried out indi
cate that only the cognitive activities underlying the performance of the i
nstructions (versus comprehension/memorisation) require the transformation
of the declarative representation into a procedural one. The inferences gen
erated attest a result/procedurerelation and a hierarchical organisation of
the planification of actions brought into play. Moreover, information whic
h is directly goal-related receives more extensive treatment than other inf
ormation.