The authors investigated the perceived relationship between spelling errors and cognitive abilities in a series of 3 experiments. Specifically, they examined whether college students' ratings of an author's intellectual ability, logical ability, and writing ability were affected by the presence of spelling errors. In the 1st experiment, the presence of 4 spelling errors in a short essay did not significantly affect the ratings. The spelling ability of college students, as measured by a standard oral dictation spelling test, was moderately conelated with a brief test of intelligence. In a 2nd experiment, college students rated the author of a short essay as having lower ability when there was a large number of spelling errors. The effect was more pronounced on the ratings of writing ability than it was on the ratings of logical ability or intellectual ability. This finding was replicated in a 3rd experiment, in which the essay contained misspellings actually made by writers. The results suggest that spelling errors can affect how people perceive writers, particularly when there are many spelling errors. College students appear to attribute spelling errors more to writing ability than they do to general cognitive abilities such as intelligence and logical ability.