Temporal and spatial distance in situation models

In two experiments, we investigated how readers use information about tempo ral and spatial distance to focus attention on the more important parts of the situation model that they create during narrative comprehension. Effect s of spatial distance were measured by testing the accessibility in memory of objects and rooms located at differing distances from the protagonist's current location. Before the test probe, an intervening episode was inserte d in the narrative. Story time distance was manipulated by stating that the intervening episode lasted for either minutes or hours. Discourse time-tha t is, time spent reading from prime to test-was manipulated by describing t he intervening episode either briefly or at length. Clear effects of story time distance and spatial distance on accessibility were found, whereas dis course time distance did not affect accessibility. The results are interpre ted as supporting constructionist theories of text comprehension.