The authors investigated the effects of experimentally induced mood states on the identification of contradictions in text passages and ratings of comprehension in 3 experiments. Mood impaired comprehension in college students across a variety of passages, as evidenced by a depressive impairment in contradiction identification and an increased number of false identifications among depressed participants. Additionally, depressed individuals were less accurate in their judgments of passage difficulty. These findings are consistent with the resource allocation model of mood effects, which attributes impaired comprehension to the activation of intrusive, irrelevant thoughts during reading of the passage. It is further argued that these results cannot be explained simply by a deficit in motivation of the depressed participants.