Abstract
Previous research has shown that writers and editors of all ages and abilities have trouble correcting errors in texts. In this study, we were interested in discovering whether people do not correct these errors mainly because (1) they do not have the knowledge to correct them, or because (2) even though they do have the knowledge to correct the errors, they do not use it. The first case would point to aknowledge deficit, or a deficit at the cognitive level; the second case would point to aprocessing deficit, or a deficit at the metacognitive level. The study compared the number and type of implanted errors corrected by high school and college subjects working on two different texts under three different conditions. We found that, for both ages, the biggest stumbling block in correcting errors was not the knowledge of how to correct them, but rather a failure to detect them: They did not use their available knowledge to find the errors. This processing deficit may be the result of a dearth of available error-finding strategies, or knowledge may not be activated because of lack of motivation or because of a failure to perceive the nature of the task.
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