Forty-eight pairs of children between the ages of 4 and 8 were the subjects of this study of the development of referential communication skills and the use of technology to structure interactions between people. A communication game device was used to present children with sets of four referents on separate screens. The referents were either nameable pictures, abstract figures, people figures, or relational figures. One child of each pair described a referent, and the other child selected the referent described to him by pushing the button under the correct figure. The only variable pertaining to the subjects which was found to be significant was age. Sex, I.Q., birth order, and socioeconomic level were not related to performance. Large individual differences in performance were noted and suggested as a base for further study. Errors varied according to referent type. Context redundancy and descriptive salience reduced errors. Errors decreased across trials for the people referents. Cautious optimism is expressed regarding the training of referential communication skills. The game device was felt to be an effective method of structuring educational interactions. (JG)