Abstract
In two experiments, we investigated how readers use information about temporal and spatial distance to focus attention on the more important parts ofthe situation model that they create during narrative comprehension. Effects 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 inserted in the narrative. Story time distance was manipulated by stating that the intervening episode lasted for either minutes or hours. Discourse time-that is, time spent reading from prime to test-was manipulated by describing the intervening episode either
briefly or at length. Clear effects of story time distance and spatial distance on accessibility were found, whereas discourse time distance did not affect accessibility. The results are interpreted as supporting constructionist theories of text comprehension.
