Yes, this seems plausible, and it gives a fascinating insight, for me, into how other people process language. I've been noticing lately how frequent wrong homophones are in writing; in fact I just encountered one--are for our--in a textbook I'm currently working through (Lawvere & Schanuel's Conceptual Mathematics). This is a type of mistake I can't imagine myself making. But if, for many people, the textual encoding is not maintained, in parallel with the audial, when spoken competence increases past some threshold, the phenomenon is explained.
What can be done to help correct this bug?
I don't think it's a very pressing concern. Spelling errors impede understanding very rarely, and they don't lower your status as long as they plausibly look accidental.
Here's another related example I found fascinating. It was only recently that I realized that "rose" in its two different meanings (the flower and the past tense of "rise") is in fact pronounced the same by native speakers. Yet I somehow managed to register these pronunciations as totally different. When I introspected about it, I realized that my mind had them stored s...
There's been a recent heavily upvoted and profusely commented post about things people want to learn. It's close to having so many comments in a single day that it should probably have a part 2.
However, the subject seems to inspire thoughts about what *other* people ought to know, and while that's got a good bit of overlap, it's emotionally rather different.
So, what do you think other people ought to know? Any theories about why they haven't learned it already? Any experience with getting someone else to learn something when it started out as your project rather than theirs, especially if the other person was an adult?