Now and then, however, the movements are still confounded. Upon "no! no!" follows the touching of the head; upon "please," the shaking of the head; upon "rogue," the putting of the hands together, etc. These errors become frequent when a new impression diverts the attention. They become more and more rare through repetition of the right movements made for the child to see and through guiding the limbs of the child. A further evidence of the increased ability to learn toward the end of the month is the fact that the hands are raised in the attitude of begging not only at the command "Please," but also at the question, "How does the good child behave?" Thus, the experience is beginning to become a conscious one that, in order to obtain anything, the begging attitude is useful. The fifteenth month brought no new definite independent utterances of sound with the exception of _wa_. Sensations and emotions, however, are indicated more and more definitely and variously by sounds that are inarticulate and sometimes unintelligible. Thus, astonishment is expressed by _h[=a]-[=a] [)e][=a]-[)e]_; joy by vigorous crowing in very high tones and more prolonged than before; further, very strong desire by repeated _haeoe_, _hae-[)e]_; pain, impatience, by screaming in vowels which pass over into one another. The only word that is unquestionably used of the child's own motion to indicate a class of perceptions is still _atta_, _ha-atta_, which during the following month also is uttered softly, for the most part, on going out, and which signifies "away" or "gone" (weg), and still continues to be used also as it was in the eleventh month, when a light is dimmed (by a lamp-shade). Beyond this no syllable can be named that marked the dawn of mental independence, none that testified to the voluntary use of articulate sounds for the purpose of announcing perceptions. For the _brrr_, the frequent _dakkn_, _mamam_, _moemoe_, and _papap_, are without significance in the monologues. Even the saying of _atta_, with turning of the head toward the person going away, has acquired the meaning of "away" (fort) only through being repeatedly said to the child upon his being carried out; but no one said the word when the lamp was extinguished. Here has been in existence for some time not only the formation of the concept, but also the designation of the concept by syllables. The similarity in the very different phenomena of going away and of the dimming of the light, viz., the disappearance of a visual impression, was not only discovered, but was named by the child entirely independently in the eleventh month, and has kept its name up to the present time. He has many impressions; he perceives, he unites qualities to make concepts. This he has been doing for a long time without words; but only in this _one_ instance does the child express one of his concepts in language after a particular instance had been thus named for