Experimental research has shown that people miss apparently obvious visual discontinuities -- a phenomenon known as "change blindness." For example, in one experiment, subjects watching a brief film of a conversation between two actors did not notice that in some shots one actor appeared wearing a large, colorful scarf and in other shots she wore no scarf; in another experiment, subjects did not even notice when one actor was replaced by another between shots. Moreover, when told what they had missed, many subjects were incredulous, and occasionally even insisted that the film they had seen had not included anything unusual ("change blindness blindness"). This kind of conflict between actual and presumed cognitive functioning has been analyzed in other areas of metacognition; the contributors to Thinking and Seeing explore the implications for vision, which have remained largely unexamined. Doing so, they make important connections among diverse areas in cognitive science and provide a starting point for new research on how people think about seeing.Demonstrating the interdisciplinary nature of the work in this field, the contributors draw on developing theories of the mind to explore the foundations of metacognitive understanding in children and metacognition errors by adults; on traditional metacognition research to analyze potential connections between research on problem solving and vision; on research in folk psychology and concepts to examine "the illusion of explanatory depth" and how systematic our understanding of seeing is; and on an understanding of the relationship between consciousness and cognitive control of ongoing tasks.

1 Development of Knowledge about Vision
John H. Flavell

2 Action Analysis and Change Blindness: Possible Links
Megan M. Saylor and Dare A. Baldwin 37

3 Young Children's Awareness of Their Own Lexical Ignorance: Relations to Word Mapping, Memory Processes, and Beliefs about Change
William E. Merriman and John M. Marazita 57

4 Visual Metacognition and the Development of Size Constancy
Carl E. Granrud 75

5 The Odd Belief That Rays Exit the Eye during Vision
Gerald A. Winer and Jane E. Cottrell 97

6 Thinking about Seeing: Spanning the Difference between Metacognitive Failure and Success
Daniel T. Levin and Melissa R. Beck 121

7 "Change Blindness" Blindness: An Implicit Measure of a Metacognitive Error
Brian J. Scholl, Daniel J. Simons and Daniel T. Levin 145

8 Individual Differences in the Visual Representation of Scenes
Heather L. Pringle, Arthur F. Kramer and David E. Irwin 165

9 Visual versus Verbal Metacognition: Are They Really Different?
Rachel A. Diana and Lynne M. Reder 187

10 Zoning Out while Reading: Evidence for Dissociations between Experience and Metaconsciousness
Jonathan W. Schooler, Erik D. Reichle and David V. Halpern 203

11 What Lies Beneath? Understanding the Limits of Understanding
Frank C. Keil, Leonid Rozenblit and Candice M. Mills 227

12 Misunderstanding Ability, Misallocating Responsibility
Jeffrey J. Rachlinski 251 
 

Daniel T. Levin is Associate Professor of Psychology and Human Development at Vanderbilt University.

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