Knowledge that Transforms

When participants search for a target letter while reading for comprehension, they miss more instances if the target letter is embedded in frequent function words than in less frequent content words. This phenomenon, called the missing-letter effect, has been considered a window on the cognitive mechanisms involved in the visual processing of written language. In the present study, one group of participants read two texts for comprehension while searching for a target letter, and another group listened to a narration of the same two texts while listening for the target letter's corresponding phoneme. The ubiquitous missing-letter effect was replicated and extended to a missing-phoneme effect Item-based correlations between the reading and listening tasks were high, which led us to conclude that both tasks involve cognitive processes that reading and listening have in common and that both processes are rooted in psycholinguistically driven allocation of attention.

The article discusses the value of replication in psychological research studies in response to a commentary to the author's paper on the use of effect-size estimates in testing psychological theories. Topics addressed include the use of the small-telescopes approach in explaining a psychological phenomena, the role of manipulation checks for the small-telescopes test and hypothesis testing. The role of readers in emphasizing the importance of replication is reiterated.