Source monitoring refers to mental processes leading to attributions regarding the origin of information. We tested Johnson, Hashtroudi, and Lindsay's (1993) assumption that prior source-relevant knowledge is used in some source-monitoring tasks. In two experiments using different domains of schematic knowledge, two sources presented information that was expected for one source and somewhat unexpected for the other. In a later source-monitoring test, participants decided whether items had been presented by Source A,by Source B, or were new. The results of both experiments show that source identification is better for expected items than for somewhat unexpected items. Multinomial modeling analyses revealed that when participants do not remember the source of information, they guess that it was presented by the expected source. These results provide evidence for the claim that source monitoring can be based on prior knowledge and support a guessing hypothesis.

Controversy remains as to the scope of advanced planning in language production. Smith and Wheeldon (1999) found significantly longer onset latencies when subjects described moving picture displays by producing sentences beginning with a complex noun phrase than for matched sentences beginning with a simple noun phrase. While these findings are consistent with a phrasal scope of planning, they might also be explained on the basis of: 1) greater retrieval fluency for the second content word in the simple initial noun phrase sentences and 2) visual grouping factors. In Experiments 1 and 2, retrieval fluency for the second content word was equated for the complex and simple initial noun phrase conditions. Experiments 3 and 4 addressed the visual grouping hypothesis by using stationary displays and by comparing onset latencies for the same display for sentence and list productions. Longer onset latencies for the sentences beginning with a complex noun phrase were obtained in all experiments, supporting the phrasal scope of planning hypothesis. The results indicate that in speech, as in other motor production domains, planning occurs beyond the minimal production unit. Evidence for a Phrasal Scope of Planning in Speech ProductionIn cognitive tasks involving motor output, be it language production, problem solving, or skilled motor performance (such as playing a musical instrument), people must execute a sequence of actions toward some goal. Crucial issues in all these cognitive domains concern the levels of representation at which advance planning takes place and the extent or scope of such planning (e.g., Catrambone, 1998;Rosenbaum, 2010;Smith & Wheeldon, 1999). There are major benefits to planning ahead -such as avoiding mistakes. One can insure that in problem solving, for instance, one will not end up in a game position from which there is no legal move without backtracking. In piano playing one can avoid choosing fingering for the first notes of a run that would impede rapid execution of the entire arpeggio. In language production, one can avoid becoming tongue-tied because of the difficulty in finding an appropriate word or phrase to complete a thought given what has already been produced. Advance planning has its downsides as well. Advance planning at multiple levels is

SUMMARYWe examine comprehension skill differences in the processes of word-to-text integration, the connection of the meaning of a word, as it is read, to a representation of the text. We review two 'on-line' integration studies using event related potentials (ERPs) to provide fine-grain temporal data on the word-to-text processes of adult readers. The studies demonstrate indicators for word-to-text integration and show differences in these indicators as a function of adult reading comprehension skill. For skilled comprehenders, integration processes were reflected in N400 indicators when a critical word had an explicit link to a word in the prior text and by both N400 and P300 indicators when its meaning was a paraphrase of a prior word. When forward inferences were required for subsequent word-to-text integration, effects for skilled comprehenders were not reliable. Less skilled comprehenders showed delayed and less robust ERP effects, especially when meaning paraphrase was the basis of the integration. We discuss the significance of skill differences in integration processes with a focus on the use of context-dependent word meaning as a possible source of these differences. Copyright # 2008 John Wiley & Sons, Ltd. Text integration processes are essential to reading comprehension skill. Indeed, a widely shared view in reading education is that there are children who read words seemingly without comprehending them. Such readers are said to have good word-level and decoding skills, reading each successive word as if it were unrelated to the words already read. This description also may fit at least some adults with comprehension problems.As a generalization on comprehension skill, however, word level skill is typically not very strong in readers who have problems in comprehension (Perfetti, 1985) and word level skill is sometimes overestimated in research that targets comprehension-specific reading problems (Perfetti, 1995). Nevertheless, the evidence seems clear that there are both children (Cain & Oakhill, 1999;Nation & Snowling, 1998;Stothard & Hulme, 1992) and adults (Hart, 2005; whose problems with comprehension are not associated with word level decoding.Our purpose here is to examine a specific sense in which this characterization of comprehension problems might be understood: Some readers fail to effectively integrate words with prior context. Furthermore, this integration failure may involve word processing-not decoding, but the ability to link word meanings appropriately in sentence contexts. APPLIED COGNITIVE PSYCHOLOGY

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