The study contrasted the learning of the Rebus and Bliss symbol systems by language-delayed preschoolers. Subjects included 26 black preschool children, aged 4-6. Results showed that Rebus pre-test and post-test scores were significantly higher than Bliss pre-test and post-test scores. Results also showed a 35% improvement in identification of…

Discusses research results that demonstrate that nonlinguistic symbolic deficits of language-impaired children may actually reflect resource allocation constraints and cross-modality deficits. Discusses implications of studies that contrast symbolic action development in normally developing children with that in children with specific language…

The study compared play among five groups of children (ages 3-7 years): normal children (N=41); those diagnosed with language delays (N=241), those with autism but normal intelligence (N=71), those with autism and mental retardation (N=97), and those with nonautistic mental deficiency (N=86). Each child was evaluated using a 25 minute structured…