The tracking behavior of Infants up to 5 months of age was studied using linear and circular trajectories, with partial occlusion of the trajectories. Results indicate that it is not until the age of about 16 weeks that infants can be said to be tracking a moving object as an object. (Author/WY)

Consistent age changes suggest 2 overlapping developmental dimensions: (1) The ability to deal with visible versus invisible displacements, and (2) with nonsequential versus sequential displacements. Other findings are included. (MH)

In order to build programs in aesthetic education that are both scholarly and democratic, it is necessary for educators to learn to think in modes other than their own. (CK)

In order to bridge the gap between knowing something and applying it, students must truly understand the concept. Elements of understanding include attention, consideration of meanings, and conceptualization. (CL)

Introduces the articles that follow on empathic listening. Points out the need for communication teachers to rethink the fundamental nature of the listening process in order to improve listening research and teaching. (PD)

Twenty-one mentally retarded children (8- to 16-year-olds) were asked to make various types of comparisons between sets and subsets of objects. Results showed that they succeeded when the comparison involved numerically unequal subsets of objects within the same set. (Author)

Samples of children and young adolescents were asked what the word "Change" meant to them and their responses were analyzed to discover the degree of understanding shown by different age groups. Results are reported and discussed. (Author/CT)

The development of concepts of both the mind and brain is examined in subjects from preschool age through adulthood. While young children begin with undifferentiated conceptions of the mind and brain, in subsequent developments these concepts are differentiated along ontological and functional lines. (Author/RH)

Presents a case for the approach to thinking which takes logicality for granted and studies understanding. Argues that description of the qualitatively different ways in which people experience and understand various aspects of reality make up an autonomous field of inquiry, called phenomenography. (NEC)