The development status of the communicatory behavior of 11 autistic children (4 to 9 years old) was assessed during free play sessions under two conditions: when teachers were present to direct the children's behavior and when teachers were absent and the children played among themselves. (Author)

Preschool students were given picture symbol prereading activities instead of traditional prereading activities. Results indicate that picture prereading activities have a positive effect on preschool children's attitudes toward books. (NH)

The perceptions of a group of 5-6-year olds were tested against two disparate hypotheses, one for nested hierarchies, the other for symbolic representations in language and learning. There is evidence that young children have the foundation for tackling more sophisticated and challenging ideas than is usually recognised. Linguistically, children…

Background: Understanding the relationship between preverbal skills and language development has important implications for identifying communication delay/disorders and for early childhood intervention. In the case of children with Down syndrome, it is well established that symbolic play is associated with the emergence of language. However, the…

This article reflects one session of a course in thinking and communicating for Pace University (New York) faculty. The purpose of the course was to heighten awareness that language can seriously misrepresent events which it describes, thus affecting students' ability to perceive, evaluate, and make day-to-day decisions. Beginning with a concrete…

This article, which sheds light on the variety of symbol use among children, discusses the need to investigate each symbolic medium separately and to integrate cognitive and affective aspects underlying artistic production. (Editor/RK)

This theoretical paper deals with a comparison of the structure and content of primary and secondary thought processes. While secondary processes (cognitive thinking) are effectively dealt with and taught in schools, there is little or no relating to the primary processes (affective thinking). This is due in part to teachers' own difficulties in…

Through the use of learned symbols, two chimpanzees accurately specified 11 foods by name to one another when the food item's identity was known by only one and requested specific food of one another by name. Requests resulted in cooperative and reciprocal symbolically mediated food exchange. (Author/MA)

Students were measured on eleven aptitudes from Guilford's structure-of-intellect cube, and randomly assigned to symbolic or figural instructional modes for a unit on functions. Achievement was measured and compared for students with different aptitudes. (SD)

Advocates a change in educational emphasis in which humanism is seen not as an alternative but as a given. Suggests switching focus from measuring end-results to providing options which emphasize process and which reflect two themes, namely active learning from concrete experience and the symbolization of that experience through sensory means. (BR)

Presents a way to teach energy, economics, systems and environment as a whole, using symbols. Symbolic representations of energy systems and several teaching activity suggestions are included. (MR)

Studies the processing of pictures and words as symbols. Shows that the superiority of pictures results from the fact that pictures are interpreted more quickly than words, but that after the interpretation is made, processing is the same. Also gives evidence that pictures and words are both processed in terms of linguistic codes rather than…

Using data from 14 weeks of participant observation, this study examines three kindergartners' behaviors during common beginning literacy activities (i.e., copying and free composition). Results focus on the children's understanding of how written symbols and orally read messages are related and have implications for the use of teaching…