This document briefly critiques some of the basic theories upon which art education studies are often based, summarizes the research generalizations that may be made at this time, and reviews pertinent experiments that hold promise for future research. The Haptic-Visual Theory of Perceptual Development (Lowenfeld, 1957), the Differentiation Theory of Perceptual Development (Arnheim, 1964), the Perception-Delineation Theory (McFee, 1970), and Gibson's perceptual psychology viewpoint of perceptual learning and development (1969) are examined to determine whether (1) they point out what is learned and (2) they elaborate the principles for learning. It is concluded that the more useable theoretical constructs are found in the field of perceptual psychology, and, in addition, that three general criticisms of perceptual development theory can be made: (1) the existence of prior capabilities is slighted or ignored in most of these theoretical descriptions; (2) the assessment of primary capabilities that may play a sequential role in subsequent learning is largely ignored; and (3) the presence of a performance does not make it possible to conclude that learning has occurred; for this a change in performance is necessary. Learning variables relevant for experimental study are identified as: (1) assessment of what capabilities play a part in determining subsequent learning; (2) evaluation of the initial capabilities of the learner; and (3) determining the stimulus conditions for learninq existing outside the learner. (MJB)