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The current research explores the role of lexical representations and processing in the recognition of phonological variants. Two alternative approaches for variant recognition are considered: a representational approach that posits frequency-graded lexical representations for variant forms and inferential processes that mediate between the spoken variant and the lexical representation. In a lexical decision task (Experiment 1) and in a phoneme identification task (Experiment 2) using real words, low-frequency variants, but not high-frequency variants, show improved recognition rates following additional experience with the variants. This knowledge generalized to novel variant forms. Experiment 3 replicated these results using an artificial lexicon and showed that recognition of low-frequency variants was influenced by similarity to a high-frequency variant form. Similarity to a high-frequency variant alone, however, was insufficient to explain recognition of the infrequent variants (Experiments 4 and 5). The results support a hybrid account of variant recognition that relies on both multiple frequency-graded representations and inference processes.

The Decoding the Disciplines methodology aims to teach students to think like experts in disciplinespecific tasks. The central aspect of the methodology is to identify a bottleneck in the course content: a particular topic that a substantial number of students struggle to master. The current study compared the efficacy of standard lecture and readings (Control) to the Decoding the Disciplines methodology in teaching Introductory Psychology students about the scientific process. Relative to the Control group (N ¼ 45), students taught using the Decoding the Disciplines methodology (N ¼ 46) created better hypotheses and operational definitions and correctly identified more variables. These results suggest that using the Decoding the Discipline methodology may facilitate student learning about scientific inquiry.

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