Skip to content


Indices into IPS text and video materials.

Vignette Corpus Control

The primary control file for the vignette corpus was formerly a spreadsheet. Keeping the video control files in a compatible format permited merging the files by the simplest cut and paste operations, with merging accomplished through sorting rows into order by Peggy’s life day dates. This is no longer possible with the online files. The intention is to use the “tags” in the left sidebar as a tool for “Cross-linking” the text corpus and the video corpus; this will take some time, but the effort has been begun and will continue. Link to the LC3 video corpus index.
N.B. Category sums need to be reformatted and verified before use.

seq calen serial gap Wks Mnth Lng Soc SM Obj Cog Rdg PC Othr Ttl Links IPS themes in first 3 years
Vcat 0-6 mo. 0 Lng Soc SM Obj Cog Rdg PC Othr Ttl
Q1 from birth 1 2 11 8 2 0 0 4 15 Q1 Category Sums
1 1/23/78 1 0 0.1 0.0 1 1 1 1 3V0001.1 Recollections of Peggy’s birth
2 2/6/78 15 14 2.1 0.5 1 1 1 1 3V0015.1 Sheldon Wagner proposes Meltzoff Experiment
3 2/8/78 17 2 2.4 0.6 1 1 3V0017.1 Early body movements
4 2/9/78 18 1 2.6 0.6 1 1 3V0018.1 Bob comforts Peggy during the night
5 2/21/78 30 12 4.3 1.0 1 1 1 1 3V0030.1 Why we abandoned Meltzoff Experiment; Infant communication
6 2/23/78 32 2 4.6 1.1 1 1 3V0032.1 One month checkup
7 3/3/78 40 8 5.7 1.3 1 1 1 3V0040.1 Showing off Peggy at Logo; sibling reactions
8 3/15/78 52 12 7.4 1.7 1 1 1 3V0052.1 Peggy begins sleeping through the night
9 3/17/78 54 2 7.7 1.8 1 1 3V0054.1 Motor development: rolls onto her back (CF. note #19)
10 4/17/78 85 31 12.1 2.8 1 1 3V0085.1 Social development: outgoing; interactions with Gretchen
11 4/23/78 91 6 13.0 3.0 1 1 1 3V0091.1 Fussing and sleeping through: out of sequence (cf note #6)
12 4/23/78 91 0 13.0 3.0 1 1 1 3V0091.2 Peggy’s vocalizations and the social context
13 4/23/78 91 0 13.0 3.0 1 1 1 3V0091.3 Mother’s view: Peggy’s vocalizations and the social context
14 4/23/78 91 0 13.0 3.0 1 1 1 3V0091.4 Personality scale
15 4/23/78 91 0 13.0 3.0 1 1 3V0091.5 Grasping
91 13.0 3.0 2 11 8 2 0 0 4 15 Q1 Category Sums
Q2 from Day 92 12 14 18 17 0 0 2 36
16 4/24/78 92 1 13.1 3.0 1 1 1 1 1 3V0092.1 Visually tracking a conversation
17 4/26/78 94 2 13.4 3.1 1 1 1 3V0094.1 Grasping: not releasing an object
18 5/13/78 111 17 15.9 3.6 1 1 1 1 3V0111.1 Beginning of the “bathroom-robe incident”
(cf note #24
19 5/14/78 112 1 16.0 3.7 1 1 1 3V0112.1 Edie Priemer and “Here comes Charlie”
20 5/16/787 114 2 16.3 3.7 1 1 3V0114.1 Feeding Cereals
21 5/23/78 121 7 17.3 4.0 1 1 1 3V0121.1 Moving Peggy in with Miriam; verbal imitation
22 5/25/78 123 2 17.6 4.0 1 1 1 1 1 3V0123.1 Mimi Sinclair; Meltzoff move
23 5/25/78 123 0 17.6 4.0 1 1 1 1 1 1 3V0123.2 Begin “Three Years and Talking”
24 5/27/78 125 2 17.9 4.1 1 1 3V0125.1 References for “Three Years and Talking”
25 5/27/78 125 0 17.9 4.1 1 1 1 3V0125.2 Grasping and sucking “foreign” cloth materials
26 5/27/78 125 0 17.9 4.1 1 1 1 1 3V0125.3 Expecting a TV game on a display
27 5/27/78 125 0 17.9 4.1 1 1 1 1 3V0125.4 Gradual advances in time of a response
28 5/28/78 126 1 18.0 4.1 1 1 1 1 3V0126.1 Nursing: socialization and vocalizations; “Owl cup” fascination
29 5/29/78 127 1 18.1 4.2 1 1 1 1 3V0127.1 Grabbing and sucking an extended finger
30 6/2/78 131 4 18.7 4.3 1 1 3V0131.1 Peggy’s technique for eating cereal (a problem solved)
31 6/9/78 138 7 19.7 4.5 1 1 1 3V0138.1 More on heads and faces (cf note #9)
32 6/9/78 138 0 19.7 4.5 1 1 1 3V0138.2 Grasping
33 6/9/78 138 0 19.7 4.5 1 1 1 1 3V0138.3 Siblings
34 6/9/78 138 0 19.7 4.5 1 1 3V0138.4 Bronx cheer: exercising a new achievement
35 6/14/78 143 0 20.4 4.7 1 1 1 1 3V0143.1 Finger sucking game (Gretchen and Peggy) an elaboration
36 6/19/78 148 10 21.1 4.9 1 1 1 3V0148.1 Peggy rolled over ! (and again, two days later)
37 6/25/78 154 6 22.0 5.1 1 1 1 3V0154.1 Movement: body awareness and relocating an object
38 6/27/78 156 2 22.3 5.1 1 1 1 3V0156.1 Peggy has discovered her feet (cf note #32)
39 6/29/78 158 2 22.6 5.2 1 1 3V0158.1 We move back to Connecticut: major hiatus
40 7/15/78 174 16 24.9 5.7 1 1 3V0174.1 How Peggy rolls over
41 7/20/78 179 5 25.6 5.9 1 1 1 3V0179.1 Temperament: Reaction to “Hello Peggy” (cf note #21)
42 7/20/78 179 0 25.6 5.9 1 3V0179.2 Using her new teeth
43 7/20/78 179 0 25.6 5.9 1 1 1 1 3V0179.3 Splashing in the bath
44 7/22/78 180 1 25.7 5.9 1 1 1 1 3V0180.1 At the beach
45 7/22/78 180 0 25.7 5.9 1 1 1 3V0180.2 Playing “Peek a boo” begins
46 7/22/78 180 0 25.7 5.9 1 1 3V0180.3 Extensive babbling
47 7/22/78 180 0 25.7 5.9 1 1 1 3V0180.4 Babbling and playing with toes after rolling over
48 7/22/78 180 0 25.7 5.9 1 1 1 3V0180.5 Peggy and Bob sing a duet: “Going for a Ride”
49 7/22/78 180 0 25.7 5.9 1 1 3V0180.6 Precursor to the object concept: later development from “surface fascination” of early infancy
50 7/23/78 182 2 26.0 6.0 1 1 3V0182.1 Rolling over (back to side)
51 7/23/78 182 0 26.0 6.0 1 1 1 3V0182.2 Verbal imitation game: /aen/
183 26.1 6.0 5 6 8 7 0 0 1 16 Q2 Category Sums
183 26.1 6.0 12 14 17 16 0 0 2 35 Half Year Category Sums
Vcat 6-12 mo. 183 Lng Soc SM Cog Rdg PC Othr Ttl
Q3 from Day 183 29 38 12 31 0 0 1 59
52 7/30/78 189 0 27.0 6.2 1 1 1 1 3V0189.1 Rolling over
53 7/30/78 189 0 27.0 6.2 1 1 1 3V0189.2 Socialization and the use of language: /ae….ae/
54 8/10/78 200 11 28.6 6.6 1 1 1 3V0200.1 Lack of discrimination and control over objects in both hands: debugging of habits in new circumstances brings them to attention — roots of self awareness.
55 8/10/78 200 0 28.6 6.6 1 1 3V0200.2 Increasing mobility
56 8/10/78 200 0 28.6 6.6 1 1 1 3V0200.3 Change of babbling vocabulary: relation of sounds to communication protocols
57 8/10/78 200 0 28.6 6.6 1 1 1 3V0200.4 Debugging: let go before grasping.
58 8/11/78 201 1 28.7 6.6 1 1 3V0201.1 Rolling over
59 8/14/78 204 3 29.1 6.7 1 1 1 3V0204.1 Ring tower toy: beginning of sequence “putting on”
60 8/14/78 204 0 29.1 6.7 1 1 1 3V0204.2 Robby, Miriam playing with Peggy: object permanence data
61 8/15/78 205 1 29.3 6.7 1 1 1 3V0205.1 Rolling over (earlier socialization)
62 8/25/78 215 0 30.7 7.1 1 1 1 3V0215.1 Rolling Over: pulling object on a cloth (cf Pxxx)
63 8/26/78 216 1 30.9 7.1 1 1 1 3V0216.1 Object permanence (Miriam’s peek a boo game with toys)
64 8/26/78 216 0 30.9 7.1 1 1 1 3V0216.2 Social context of learning
65 8/26/78 216 0 30.9 7.1 1 1 3V0216.3 Experimental and natural life for the child
66 8/26/78 216 0 30.9 7.1 1 1 1 1 3V0216.4 Robby pretending to speak for Dapper Dan; Peggy talking to toys and Scurry
67 8/26/78 216 0 30.9 7.1 1 1 1 3V0216.5 Putting on
68 8/26/78 216 0 30.9 7.1 1 1 1 1 3V0216.6 Siblings and play
69 8/31/78 221 5 31.6 7.3 1 1 1 1 3V0221.1 Peggy at the beach
70 8/31/78 221 0 31.6 7.3 1 1 1 1 1 30V221.2 Peggy following Gretchen’s pointing to a mirror
71 8/31/78 221 0 31.6 7.3 1 1 3V0221.3 Putting on
221 31.6 7.3 7 12 9 13 0 0 1 20
72 8/31/78 221 0 31.6 7.3 1 1 3V0221.4 Peggy discovers an “inside
73 8/31/78 221 0 31.6 7.3 1 1 1 3V0221.5 Rolling objects
74 8/31/78 221 0 31.6 7.3 1 1 3V0221.6 Putting people inside boots
75 9/4/78 225 4 32.1 7.4 1 1 1 1 3V0225.1 Introducing books
76 9/4/78 225 0 32.1 7.4 1 1 1 3V0225.2 Recognition vocabulary
77 9/4/78 225 0 32.1 7.4 1 3V0225.3 Miriam giving the ring tower
78 9/4/78 225 0 32.1 7.4 1 1 1 3V0225.4 Limits of debugging and body awareness
79 9/12/78 233 8 33.3 7.7 1 1 1 3V0233.1 Peek a boo: a central game for Peggy (social
protocol extending into object permanence)
80 9/12/78 233 0 33.3 7.7 1 1 1 3V0233.2 Peek a boo and the car trunk lid (rich in MY feelings)
81 9/12/78 233 0 33.3 7.7 1 1 1 3V0233.3 Understanding the command “no”
82 9/12/78 233 0 33.3 7.7 1 1 3V0233.4 Her question /ae/? (absorbed into 3V0233.3, #81.)
83 9/12/78 233 0 33.3 7.7 1 1 1 1 3V0233.5 Miriam as instructor
84 9/12/78 233 0 33.3 7.7 1 1 1 3V0233.6 Other selves in television and the mirror
85 9/12/78 233 0 33.3 7.7 1 1 3V0233.7 Object permanence and throwing away toys
86 9/12/78 233 0 33.3 7.7 1 1 1 3V0233.8 Dancing, re-appearance behind the chimney of Robby and Miriam and issue of object permanence
87 9/12/78 233 0 33.3 7.7 1 1 3V0233.9 Debugging (major story)
88 9/13/78 234 1 33.4 7.7 1 1 1 3V0234.1 Gretchen instructing Peggy in naming
89 9/15/78 236 2 33.7 7.8 1 1 1 3V0236.1 Gretchen and Miriam with “Peggy, come here”
90 9/15/78 236 0 33.7 7.8 1 1 1 3V0236.2 Sitting up: Miriam as instructor
91 9/18/78] 239 0 34.1 7.9 1 1 1 3V0239.1 Naming “buttons”
239 34.1 7.9 8 11 2 14 0 0 0 20
92 9/19/78 240 1 34.3 7.9 1 1 1 3V0240.1 Substituting /bub/ for /ae/ in conversation with Peggy
93 9/20/78 241 1 34.4 7.9 1 1 3V0241.1 /bub//bub now Peggy’s dominant phone
94 9/22/78 243 2 34.7 8.0 1 1 3V0243.1 Surface phenomena: chewing on duck applique
95 9/24/78 245 2 35.0 8.0 1 1 1 3V0245.1 Everyday incidents of prohibition as source of naming
96 9/24/78 245 0 35.0 8.0 1 1 1 3V0245.2 COMMENT: P035 is where Peggy’s verbal imitation began
97 9/25/78 246 1 35.1 8.1 1 1 1 1 3V0246.1 Rejecting food
98 9/26/78 247 1 35.3 8.1 1 1 1 3V0247.1 Peggy names buttons as /but/ in verbal imitation
99 9/26/78 247 0 35.3 8.1 1 1 1 3V0247.2 Gretchen gave instructions in “cookie”: (absorbed into V0247.1, #98)
100 9/27/78 248 1 35.4 8.1 1 1 3V0248.1 Throwing and rolling
101 10/3/78 254 0 36.3 8.3 1 1 1 3V0254.1 Miriam naming people for Peggy
102 10/6/78 256 2 36.6 8.4 1 1 1 3V0256.1 Verbal imitation “shoe”
103 10/11/78 262 6 37.4 8.6 1 1 1 3V0262.1 Peggy quietly imitating Robby noises
104 10/11/78 262 0 37.4 8.6 1 1 3V0262.2 Wariness of strangers
105 10/12/78 263 1 37.6 8.6 1 1 1 3V0263.1 Waving: communication through imitation
106 10/12/78 263 0 37.6 8.6 1 1 1 3V0263.2 Social selection of some actions as interesting leads to their entering repertoire
107 10/16/78 267 4 38.1 8.8 1 1 1 3V0267.1 Associating sounds with people; An interesting action
108 10/16/78 267 0 38.1 8.8 1 1 1 3V0267.2 Pervasive instruction in “Hi”
109 10/18/78 269 2 38.4 8.8 1 1 3V0269.1 Standing in her crib (Miriam did it)
110 10/20/78 271 2 38.7 8.9 1 1 1 3V0271.1 A Walker: social pushiness as instruction
274 39.1 9.0 14 15 1 4 0 0 0 19
Q4 from Day 274 19 35 11 33 0 0 4 51
111 10/24/78 275 0 39.3 9.0 1 1 3V0275.1 Sitting up
112 10/26/78 277 2 39.6 9.1 1 1 3V0277.1 Rolling objects
113 10/27/78 278 1 39.7 9.1 1 1 1 3V0278.1 “Pick me up” gesture as precursor of causality
114 10/27/78 278 0 39.7 9.1 1 1 1 3V0278.2 Pipe play: giving as a communication protocol
115 10/31/78 282 4 40.3 9.3 1 1 1 3V0282.1 Spoon dropping = food rejection
116 11/1/78 283 1 40.4 9.3 1 1 3V0283.1 Trapped fingers: a real bad bug.
117 11/1/78 283 0 40.4 9.3 1 1 3V0283.2 Very clear example of object concept crudeness ->prefer gradual elaboration
118 11/5/78 287 4 41.0 9.4 1 1 1 3V0287.1 Assimilation of a pen to the pipe giving game
119 11/11/78 293 6 41.9 9.6 1 1 3V0293.1 Giving with chewing; earlier precursor possibilities
120 11/11/78 293 0 41.9 9.6 1 1 1 3V0293.2 Putting into (first success at pipe in pocket)
121 11/12/78 294 0 42.0 9.7 1 1 1 3V0294.1 The IMPURE POINT and progressive structuration
122 11/12/78 294 0 42.0 9.7 1 1 1 1 3V0294.2 Word recognition; Falling downstairs
123 11/15/78 297 3 42.4 9.8 1 1 1 3V0297.1 Pointing at Bob
124 11/18/78 300 3 42.9 9.9 1 1 3V0300.1 Pointing: no physical carryover; use as a probe ->pointing
125 11/24/78 306 6 43.7 10.1 1 1 3V0306.1 More about pointing: pointing related to sucking
126 11/24/78 306 0 43.7 10.1 1 1 1 3V0306.2 Giving dishtowels with vocal accompaniement: Hey Dad!
127 11/24/78 306 0 43.7 10.1 1 1 1 1 1 3V0306.3 Pervasive instruction:
128 11/27/78 309 3 44.1 10.2 1 1 1 3V0309.1 Standing in the crib; not knowing how to sit down
129 11/27/78 309 0 44.1 10.2 1 1 1 3V0309.2 Emergence of the pure point; social notice of progressive structuration through hand-mouth feedback leading to a more
precise discrimination of feelings and control
130 11/27/78 309 0 44.1 10.2 1 1 1 3V0309.3 Verbal imitation of “thank you”: first addition of verbal communication to object based protocol
309 44.1 10.2 7 11 4 14 0 0 0 20
131 12/5/78 317 0 45.3 10.4 1 1 1 1 3V0317.1 Temporal advancement of “thank you” on command; Persistence of “here” command
132 12/9/78 321 4 45.9 10.5 1 1 1 3V0321.1 Peggy walking solo with a tea-table as crutch
133 12/9/78 321 0 45.9 10.5 1 1 3V0321.2 Putting on and putting into
134 12/15/78 327 6 46.7 10.7 1 1 1 3V0327.1 Imitation game, Gretchen and Peggy
135 12/15/78 327 0 46.7 10.7 1 1 1 1 1 3V0327.2 Helen Keller as archetype
136 12/15/78 327 0 46.7 10.7 1 1 3V0327.3 “Trapped fingers bug” manifest again
137 12/17/78 329 2 47.0 10.8 1 1 1 1 3V0329.1 Pointing and imperative /dae/; social rich
interpretation
138 12/17/78 329 0 47.0 10.8 1 1 1 3V0329.2 Reflections on “putting”
139 12/19/78 331 2 47.3 10.9 1 1 1 1 3V0331.1 Point and naming (noses – comprehension evidence)
140 12/23/78 335 4 47.9 11.0 1 1 1 3V0335.1 Naming (Daddy’s nose grabbed – comprehension evidence)
141 12/23/78 335 0 47.9 11.0 1 1 1 3V0335.2 Trapped fingers again
142 12/25/78 337 2 48.1 11.1 1 1 1 3V0337.1 Christmas
143 1/1/79 344 7 49.1 11.3 1 1 1 3V0344.1 Words (foot)
144 1/1/79 344 0 49.1 11.3 1 1 1 3V0344.2 Picture gallery incident (a major beginning)
145 1/8/79 351 7 50.1 11.5 1 1 1 3V0351.1 Comprehension limitations (hurrah for the dishwasher)
146 1/11/79 354 3 50.6 11.6 1 1 1 3V0354.1 Functional application: using a comb
147 1/11/79 354 0 50.6 11.6 1 1 1 3V0354.2 Doctor visit
148 1/11/79 354 0 50.6 11.6 1 1 3V0354.3 Walking
149 1/11/79 354 0 50.6 11.6 1 1 1 3V0354.4 Putting into
150 1/12/79 355 1 50.7 11.7 1 1 1 3V0355.1 Putting into;
355 50.7 11.7 7 14 6 11 0 0 4 20
151 1/12/79 355 0 50.7 11.7 1 1 1 3V0355.2 Teasing Bob
152 1/12/79 355 0 50.7 11.7 1 1 1 3V0355.3 Picture gallery: extensive discussion
153 1/14/79 357 2 51.0 11.7 1 1 3V0357.1 Putting into (two incidents)
154 1/14/79 357 0 51.0 11.7 1 1 1 1 3V0357.2 Reading
155 1/15/79 358 1 51.1 11.8 1 1 1 1 3V0358.1 Over the head; body awareness
156 1/18/79 361 3 51.6 11.9 1 1 1 1 3V0361.1 Two words: /hae//thaet/;
157 1/18/79 361 0 51.6 11.9 1 1 1 3V0361.2 Tantrums
158 1/18/79 361 0 51.6 11.9 1 1 1 3V0361.3 Peggy bites
159 1/23/79 366 5 52.3 12.0 1 1 1 3V0366.1 Knowing What Peggy Wants
160 1/23/79 366 0 52.3 12.0 1 1 1 3V0366.2 Want that
161 1/24/79 367 1 52.4 12.1 1 1 1 3V0367.1 Turning a phrase around: /hae//thaet/ usuable with varying agent and patient
367 52.4 12.1 5 10 1 8 0 0 0 11
Vcat 12-18 mo 367 52.4 12.1 Lng Soc SM Cog Rdg PC Othr Ttl
Q5 from Day 367 19 15 0 24 0 0 5 39
162 1/25/79] 368 1 52.6 12.1 1 1 3V0368.1 Putting on: relation of putting self to putting objects;
163 1/25/79] 368 0 52.6 12.1 1 1 3V0368.2 putting on and putting in are distinguished
164 1/26/79 369 1 52.7 12.1 1 1 3V0369.1 More putting on: multiple objects
165 1/27/79 370 1 52.9 12.2 1 1 3V0370.1 A cold & Shampoo cocktail
166 1/28/79 371 1 53.0 12.2 1 1 1 1 3V0371.1 Three words: “I want that”: /ae//aen//thaet/ = a well formed English sentence; development of structure is progressive discrimination, conjunction, and simplification; one year
completed.
167 1/31/79 374 3 53.4 12.3 1 1 3V0374.1 Bad cold: general comments late January; nominal date added
168 2/1/79 375 0 53.6 12.3 1 1 3V0375.1 Verbal imitation [THAT.Y; cf P53]
169 2/1/79 376 1 53.7 12.4 1 1 3V0376.1 Example of insensitivity to obvious features of objects
170 2/3/79 378 2 54.0 12.4 1 1 3V0378.1 Neat phenomena and instruction: an Ale Bottle [not found: reload]
171 2/6/79 380 4 54.3 12.5 1 1 1 1 3V0380.1 Need for specificity expands repertoire of signifiers
172 2/6/79 380 0 54.3 12.5 1 1 3V0380.2 Prosodic features dominate sounds in meaning
173 2/10/79 384 4 54.9 12.6 1 1 1 3V0384.1 More verbal specificity; productive uses of signifiers
174 2/10/79 384 0 54.9 12.6 1 1 3V0384.2 Usage extension: second person agent of imperative
175 2/10/79 384 0 54.9 12.6 1 1 1 3V0384.3 Salience of her name in her interpretations; vocative dada
176 2/11/79 385 1 55.0 12.6 1 1 1 1 3V0385.1 Peggy’s nose: two element phrase from idiom variation
177 2/13/79 387 2 55.3 12.7 1 1 1 1 3V0387.1 Peggy varying elements of a transient game; like phrases
178 2/14/79 388 1 55.4 12.7 1 1 3V0388.1 Hiding from sight and relocating things
179 2/24/79 398 0 56.9 13.1 1 1 1 3V0398.1
3V0398.2
3V0398.3
Shaping and imitation
180 2/28/79 402 4 57.4 13.2 1 1 1 3V0398.2 Identifying toys and pictures of foxes; classification possible insight.
181 3/1/79 403 1 57.6 13.2 1 1 1 3V0398.3 First introduction to pictures of herself.
403 57.6 13.2 9 9 0 12 0 0 3 20
182 3/1/79 403 0 57.6 13.2 1 1 1 1 3V0403.1 “dog” used as a verbal label for Scurry
183 3/8/79 410 7 58.6 13.5 1 1 1 3V0410.1 Activity -> social game; flexible roles and naming things
184 3/10/79 412 2 58.9 13.5 1 1 3V0412.1 Putting-on; Peggy enraged (not located: 00/11/05)
185 3/11/79 413 1 59.0 13.6 1 1 1 3V0413.1 Change of fashion in Peggy’s favored sounds; cups, closing
186 3/13/79 415 2 59.3 13.6 1 1 3V0415.1 Functional classification: two examples, one in error
187 3/15/79 417 2 59.6 13.7 1 1 3V0417.1 Putting-in with no pockets! insensitive to the “obvious”
188 3/21/79 423 6 60.4 13.9 1 1 3V0423.1 Trying to stick a magnet to the butcher block
189 3/24/79 426 0 60.9 14.0 1 1 3V0426.1 Expression: verbal imitation.
190 3/27/79 429 3 61.3 14.1 1 1 1 3V0429.1 Stair gate: extends her horizon.
191 3/30/79 432 3 61.7 14.2 1 1 1 1 3V0432.1 First example of symbolic thought: doll-up for herself.
192 3/30/79 432 0 61.7 14.2 1 1 3V0432.2 Foxy Robin Hood: classification.
193 3/30/79 432 0 61.7 14.2 1 1 3V0432.3 Problem solving bad bugs; insensitivity to the “obvious”
194 4/1/79 434 2 62.0 14.3 1 1 3V0434.1 Non-standard use of name “bird”
195 4/7/79 440 6 62.9 14.5 1 1 3V0440.1 A sentence <[That’s Scurry. That’s it.]>
196 4/9/79 442 2 63.1 14.5 1 1 3V0442.1 Verbal imitation: <[Stool]>
197 4/11/79 444 2 63.4 14.6 1 1 1 3V0444.1 Playing with Scurry; tool, weapons, chimps, and Peggy
198 4/20/79 453 9 64.7 14.9 1 1 1 3V0453.1 A question: [What that is ?] interior dialogue
199 4/20/79 453 0 64.7 14.9 1 1 1 3V0453.2 [Who have bear ?]
200 4/21/79 454 1 64.9 14.9 1 1 1 3V0454.1 Functional Classification: hairbrush, handkerchief; too far
454 64.9 14.9 10 6 0 12 0 0 2 19
Q6 from Day 457 41 17 4 24 3 0 11 56
201 5/2/79 465 11 66.4 15.3 1 1 1 3V0465.1 Have Peggy”: adults adjust speech to her understanding
202 5/9/79 472 7 67.4 15.5 1 1 3V0472.1 Doing infant “headstands”
203 5/20/79 483 11 69.0 15.9 1 1 1 3V0483.1 [That’s a pup.]
204 5/21/79 484 1 69.1 15.9 1 1 3V0484.1 Observation hiatus during PhD thesis completion
205 5/22/79 485 1 69.3 15.9 1 1 1 3V0485.1 Action initiation; observations of symbolic “up” from discussions with Mimi Sinclair.
206 5/22/79 485 0 69.3 15.9 1 1 1 1 3V0485.2 Game-agent flexibility precursor to language.
207 5/22/79 485 0 69.3 15.9 1 1 3V0485.3 Open-eyed napping.
208 5/22/79 485 0 69.3 15.9 1 1 3V0485.4 Action Imitation — Helpful Peggy
209 5/28/79 491 0 70.1 16.1 1 1 3V0491.1 Peggy hiding by closing her eyes; no sense of how others see her.
210 5/28/79 491 0 70.1 16.1 1 1 3V0491.2 [Mommom,mo ]?
211 5/29/79 492 1 70.3 16.2 1 1 1 3V0492.1 New car seat opens up Peggy’s world
212 5/30/79 493 1 70.4 16.2 1 1 1 1 3V0493.1 Fragmentary sound knowledge contrast to prosodics
213 5/31/79 494 1 70.6 16.2 1 1 1 3V0494.1 Speech as intensifier of interactions; interrelations of idioms, names, prosodics.
214 5/31/79 494 0 70.6 16.2 1 1 3V0494.2 [That’s a good gir.l.]
215 6/1/79 495 1 70.7 16.3 1 1 1 3V0495.1 Spills; Peggy mopping them up.
216 6/1/79 495 0 70.7 16.3 1 1 1 3V0495.2 Pretending; incorrect choice as a joke.
217 6/1/79 495 0 70.7 16.3 1 1 3V0495.3 Putting herself into things: hats and more
218 6/1/79 495 0 70.7 16.3 1 1 1 3V0495.4 Who’s Peggy ?” (She points to herself: [That])
219 6/1/79 495 0 70.7 16.3 1 1 1 3V0495.5 Foxy
220 6/3/79 497 2 71.0 16.3 1 1 1 3V0497.1 Comprehends [Daddy have the brush]; she gets it.
497 71.0 16.3 11 9 2 7 1 0 4 20
221 06/04-5/79 498 1 71.1 16.4 1 3V0498.1 In Boston for MIT Graduation
222 6/7/79 501 3 71.6 16.5 1 1 1 3V0501.1 Peggy hugging: indirect instruction and role reversal
223 6/8/79 502 1 71.7 16.5 1 1 1 1 3V0502.1 Trash can: comprehension and generalization
224 6/8/79 502 0 71.7 16.5 1 1 1 3V0502.2 Pure verbal interpretation overwhelms context; how thought intervenes even in simple “association” of names with
referents
225 6/8/79 502 0 71.7 16.5 1 1 1 3V0502.3 TIRADES; issue: forming technical terms for phenomena appearing in observations.
226 6/9/79 503 1 71.9 16.5 1 1 1 3V0503.1 [Who have that ?] role of pragmatics; example for analysis
227 6/9/79 503 0 71.9 16.5 1 1 1 1 3V0503.2 The good bear: volatility of language application.
228 6/14/79 508 5 72.6 16.7 1 1 1 3V0508.1 Over the head: what it means to Peggy
229 6/15/79 509 0 72.7 16.7 1 1 1 3V0509.1 Writing on a paper bag.
230 6/19/79 513 4 73.3 16.9 1 1 3V0513.1 Sentence completion.
231 6/22/79 516 3 73.7 17.0 1 1 1 1 1 3V0516.1 Naming cars; relation of teaching and exploration
232 6/22/79 516 0 73.7 17.0 1 1 3V0516.2 Concrete pipe; putting in.
233 6/23/79 517 1 73.9 17.0 1 1 1 3V0517.1 Feeding the dog [Scurry… he eaten’] spontaneous production
234 6/24/79 518 1 74.0 17.0 1 1 1 3V0518.1 Naming with pointing [car]
235 6/28/79 520 2 74.3 17.1 1 1 1 3V0520.1 Naming with pointing at pictures; alternating car, dog.
236 6/28/79 522 2 74.6 17.1 1 1 1 3V0522.1 Tirades disappeared; “comments” instead
237 6/30/79 524 2 74.9 17.2 1 1 1 3V0524.1 Pragmatics and names [bring me the snuggle gruggle]
238 7/3/79 527 3 75.3 17.3 1 1 1 3V0527.1 Spontaneous naming [shoe] (2 different examples)
239 7/4/79 528 0 75.4 17.3 1 1 1 3V0528.1 Naming [shoe]#3. Silly instruction ? “Right,
that’s a shoe and you put it on your head”; [foot]…[but = clasp]
240 7/7/79 531 0 75.9 17.4 1 1 3V0531.1 Counting: beginning of notes; cookies, hands and counting
531 75.9 17.4 16 6 1 14 0 0 2 20 532
241 7/10/79 534 3 76.3 17.5 1 1 3V0534.1 Words and situations: trash can – words, like things seen can be unconsidered (CF notes #
242 7/11/79 536 2 76.6 17.6 1 1 3V0535.1 Ant versus bug: preferred naming for shared referent
243 7/12/79 536 0 76.6 17.6 1 1 1 1 3V0536.1 More words and situations: “Give this to dada” vs. “dada have that”; language role in microworld selection: role genetically prior to terminal specification though it recedes to discourse level feature (CENTRAL IDEA).
244 7/12/79 537 1 76.7 17.6 1 1 3V0536.2 [Thank you] Surprisingly crisp articulation; spontaneous
245 7/13/79 537 0 76.7 17.6 1 1 3V0537.1 Onomatopoeia [vae vae’]=barking…first use
246 7/13/79 537 0 76.7 17.6 1 1 1 3V0537.2 Imitation/repetition of sense, not syntax: “That is a bird” -> [bird, dat]
247 7/13/79 537 0 76.7 17.6 1 1 1 3V0537.3 The use Peggy makes of Language: she takes what she needs to comprehend situation and achieve her objectives.
248 7/13/79 537 0 76.7 17.6 1 1 1 3V0537.4 Physical skills; jumping, standing alternate feet; tiptoe
249 7/14/79 538 1 76.9 17.7 1 1 1 1 3V0538.1 [read the story]: real importance of communication; the function of language makes it memorable.
250 7/17/79 541 3 77.3 17.8 1 1 1 30V541.1 Scars: scrape on floor analagous to scar on her own body; Comprehension evidence for “what’s that?”. Explaining.
251 7/17/79 541 0 77.3 17.8 1 1 3V0541.2 Comprehension issue: “what’s that”
252 7/17/79 541 0 77.3 17.8 1 1 3V0541.3 [right!] Comprehension issue.
253 7/17/79 541 0 77.3 17.8 1 1 3V0541.4 Vocabulary at 18 months [summary]
254 7/20/79 544 3 77.7 17.9 1 1 1 1 3V0544.1 reading” Scientific American.
255 7/21/79 545 1 77.9 17.9 1 1 1 3V0545.1 Verbal labels; how Peggy answers “What’s that?” – label is alternative specifier when alternate object is available; names as specifiers of internal objects, ie. memories. relation to object permanence “X is a thing I recall; location now not known
256 7/21/79 545 0 77.9 17.9 1 1 3V0545.2 [vae vae’]: used as a label for an unfamiliar dog: Gretchen note
545 77.9 17.9 14 2 1 3 2 0 5 16
Vcat 18-24 mo 548 78.3 18.0 Lng Soc SM Cog Rdg PC Othr Ttl
Q7 from Day 548 89 12 2 24 0 0 14 92
257 7/26/79 550 5 78.6 18.1 1 1 3V0550.1 [is a stairs]: formula for answer to questions= “Is a X” => interprets question to mean “what are you
focussed on now ?”
258 7/26/79 550 0 78.6 18.1 1 1 3V0550.2 [vae vae’]: Peggy’s response to remote barking of a dog.
259 7/26/79 550 0 78.6 18.1 1 1 3V0550.3 Pointing at Lily pads: [what is that ?]
260 7/28/79 552 2 78.9 18.1 1 1 3V0552.1 [up stairs] in response to “Peggy, where are you going?”
261 7/31/79 555 3 79.3 18.2 1 1 1 3V0555.1 [car, car, go, go] stroller; [vae vae’] => dogs expected
262 8/1/79 556 1 79.4 18.3 1 1 1 3V0556.1 Toothbrush and functional classification
263 8/2/79 557 1 79.6 18.3 1 1 3V0557.1 [thaets]= a giving word
264 8/3/79 558 1 79.7 18.3 1 1 3V0558.1 [cookie] spontaneous use
265 8/3/79 558 0 79.7 18.3 1 1 1 3V0558.2 Hi and waving – issue of utterance and gesture
266 8/3/79 558 0 79.7 18.3 1 1 3V0558.3 [mama] change in frequency of use cited.
267 8/4/79 559 1 79.9 18.4 1 1 3V0559.1 Daddy hug Peggy”: variations; single interpretation is both hug each other.
268 8/7/79 562 3 80.3 18.5 1 1 1 1 3V0562.1 [where dada ?] later inquiries; calling for Bob
269 8/8/79 563 1 80.4 18.5 1 1 1 1 3V0563.1 Scissors: rehearsing a new word privately
270 8/11/79 566 3 80.9 18.6 1 1 1 3V0566.1 Twirling: an elaboration of her dancing
271 8/12/79 567 1 81.0 18.6 1 1 1 3V0567.1 Comprehension of complex sentences (?)
272 8/13/79 568 1 81.1 18.7 1 1 3V0568.1 Verbal confusion: lizard with scissors: issue what a word is; relation of thing knowledge to word knowledge
273 8/14/79 569 1 81.3 18.7 1 1 1 3V0569.1 [gone ?] inference from Gretchen’s action.
274 8/14/79 569 0 81.3 18.7 1 1 1 3V0569.2 Putting-on (latch hook yarn on her wrist) [on].
275 8/14/79 569 0 81.3 18.7 1 1 3V0569.3 [cup, cup…thaets (=thanks)]
276 8/18/79 573 4 81.9 18.8 1 1 3V0573.1 Meaning of /thaet/ in Peggy’s usage.
573 81.9 18.8 18 2 1 8 0 0 2 20
277 8/18/79 573 0 81.9 18.8 1 1 1 3V0573.2 Enriched phrases: [have doll; get up];/hae/thaet/ has become a two element phrase, one variable.
278 8/19/79 574 1 82.0 18.9 1 1 1 3V0574.1 Learning to sit in a chair.
279 8/19/79 574 0 82.0 18.9 1 1 1 3V0574.2 One”; with alternative expressions for specific things; world-meaningful distinctions may become attached to varying forms while keeping concrete relations.
280 8/20/79 575 1 82.1 18.9 1 1 1 3V0575.1 Duff” imitation pervasive; transient word associations; what parts of utterance Peggy is most sensitive to; she appears to a assume new word is the name of a thing she wants.
281 8/21/79 576 1 82.3 18.9 1 1 3V0576.1 [up] two examples of spontaneous use.
282 8/23/79 578 2 82.6 19.0 1 1 3V0578.1 [up] different use; spontaneous on sitting up
283 8/23/79 578 0 82.6 19.0 1 1 3V0578.2 [on] her description of dirt on her foot.
284 8/24/79 579 1 82.7 19.0 1 1 3V0579.1 [on, on, on]: command for lotion to be rubbed on her arm.
285 8/24/79 579 0 82.7 19.0 1 1 1 3V0579.2 [door shut on foot (it)]:describing incident of prior day
286 8/24/79 579 0 82.7 19.0 1 1 3V0579.3 [door] = “open the door!” of refrigerator.
287 8/26/79 581 2 83.0 19.1 1 1 1 3V0581.1 Issues: increasing Peggy’s specificity; speculations.
288 8/26/79 581 0 83.0 19.1 1 1 3V0581.2 [on]: three different applications of “on” similar to concurrent discriminating uses of [up].
289 8/27/79 582 1 83.1 19.1 1 1 3V0582.1 [up] = “on top of” in play with toy car; issues ascription of insight about “up”.
290 8/28/79 583 1 83.3 19.2 1 1 3V0583.1 [me]: contrast with relation words.
291 8/28/79 583 0 83.3 19.2 1 1 3V0583.2 [fan]: indistinct initial consonant; her accepting correction.
292 8/29/79 584 1 83.4 19.2 1 1 3V0584.1 [can]: issues: Peggy feels she has caught onto meanings ?
293 8/30/79 585 1 83.6 19.2 1 1 3V0585.1 [two]: counting puddles; spontaneous use.
294 8/31/79 586 1 83.7 19.3 1 1 3V0586.1 [me]: clear and specific example of use.
295 8/31/79 586 0 83.7 19.3 1 1 3V0586.2 /bae/bae/: general purpose word (noun) where /thaet/ was the general word of imperious force.
296 8/31/79 586 0 83.7 19.3 1 1 3V0586.3 [doos, doos] = juice
586 83.7 19.3 19 1 1 4 0 0 1 20
297 9/1/79 587 1 83.9 19.3 1 1 1 1 3V0587.1 /cul’/du/vae/vae’/: CENTRAL INCIDENT; major insight ascribed on basis of incident.
298 9/1/79 587 0 83.9 19.3 1 1 1 3V0587.2 [I threw it]:
299 9/2/79 588 1 84.0 19.3 1 1 1 3V5088.1 [mine…box]: “sentences” with pauses; precursors to standard structures.
300 9/2/79 588 0 84.0 19.3 1 1 3V0588.2 [some…/bae/bae/]: appearance of modified noun, but no clear evidence that “some” is used adjectively.
301 9/2/79 588 0 84.0 19.3 1 1 3V5088.3 /wae/thaet/: interpretation question “what’s that? ” or “wash that” (cf. note #
302 9/3/79 589 1 84.1 19.3 1 1 3V0589.1 [on] putting on clothes
303 9/3/79 589 0 84.1 19.3 1 1 1 3V0589.2 About her chair: possessiveness: [sit], [come].
304 9/5/70 591 2 84.4 19.4 1 1 1 1 3V0591.1 [on]: draw a heart on my arm.
305 9/7/79 593 0 84.7 19.5 1 1 1 1 3V0593.1 [mama take bath]: CENTRAL NOTE: first complex follow up to /cul’/du/vae/vae’/
306 9/8/79 594 1 84.9 19.5 1 1 3V0594.1 /wae/thaet/: issues: discussion of what a word is.
307 9/8/79 594 0 84.9 19.5 1 1 1 3V0594.2 [one, two]: note on standardization of Peggy’s counting.
308 9/8/79 594 0 84.9 19.5 1 1 3V0594.3 /cul’/dae/gen’/: elaboration of verbal portion of script for exploration beyond simple pragmatic requirements.
309 9/8/79 594 0 84.9 19.5 1 1 3V0594.4 [mommy, get door]: vocative action sentence.
310 9/11/79 597 3 85.3 19.6 1 1 1 3V0597.1 [sharp]: diaper pins
311 9/11/79 597 0 85.3 19.6 1 1 1 3V0597.2 Gotcha: a game – shows fluidity of actions and control over them at the complete and partial changes of rules (see also
P.85)
312 9/17/79 603 6 86.1 19.8 1 1 1 3V0603.1 [cup…mama]: word catenation used to express an instantaneous relation that later becomes syntactically expressed; Her instruction, knowledge of relations, more specific and further developed and refined than her means of expression.
313 9/19/79 605 2 86.4 19.9 1 1 1 1 3V0605.1 [kiss]: kisses doll spontaneously; verbal self-direction
314 9/23/79 609 0 87.0 20.0 1 1 3V0609.1 [light off]: complex situation represented by order free catenation of words.
315 9/23/79 609 0 87.0 20.0 1 1 3V0609.2 [pass]: desired food at table. [bark] replacing /vae/vae’/
316 9/24/79 610 1 87.1 20.0 1 1 3V0610.1 [diaper…shit]: proto-sentence.
610 87.1 20.0 20 4 0 7 0 0 4 20
317 9/25/79 611 1 87.3 20.1 1 1 1 3V0611.1 Counting cookie request [one…two…two ?]
318 9/26/79 612 1 87.4 20.1 1 1 1 3V0612.1 [kiss]: spontaneous and kisses Gretchen.
319 9/26/79 612 0 87.4 20.1 1 1 1 3V0612.2 [help…zzzzz]: ie. please wind up my toy car.
320 9/26/79 612 0 87.4 20.1 1 1 3V0612.3 [pooh pooh]: Tiger in Madeline (=> a new word = last phrase in discourse)
321 9/26/79 612 0 87.4 20.1 1 1 3V0612.4 Word practice: (“terrible” = /teh/bu/)
322 9/26/79 612 0 87.4 20.1 1 1 1 3V0612.5 More word practice and an inference:
“sleepy” is a signifier appropriate to an observed yawn.
323 9/27/79 613 1 87.6 20.1 1 1 1 3V0613.1 [please]: first time use noticed; not a family
focus.
324 9/28/79 614 0 87.7 20.2 1 1 3V0614.1 [gone]: first explicit verbal joke.
325 9/28/79 614 0 87.7 20.2 1 1 3V0614.2 [Da…door…go]: pre-sentence
326 9/29/79 615 1 87.9 20.2 1 1 1 3V0615.1 [bag gone]: hiding bag behind her; important
discussion [gone,also: reload].
327 9/29/79 615 0 87.9 20.2 1 1 3V0615.2 [ma cup]: progression toward standard order.
328 9/30/79 616 1 88.0 20.2 1 1 1 3V0616.1 Ant and fly: good example of interpretation
difficulty; evidence against topic and comment expressive structure.
329 10/3/79 619 3 88.4 20.3 1 1 1 3V0619.1 Calling Robby by name.
330 10/3/79 619 0 88.4 20.3 1 1 3V0619.2 [/cul/du/eat]: sentence.
331 10/4/79 620 1 88.6 20.4 1 1 3V0620.1 [(ice)cream]=/kim’/
332 10/4/79 620 0 88.6 20.4 1 1 3V0620.2 [memi]: calling Miriam by name.
333 10/5/79 621 1 88.7 20.4 1 1 1 3V0621.1 [gone]: joke extended; shows syngostic perspective
recently owned distanced by humor.
334 10/6/79 622 0 88.9 20.4 1 1 1 3V0622.1 [mama got eye]: MAJOR NOTE on cognitive structures
behind speech; topic and comment at “discourse” level, not a word
level.
335 10/6/79 622 0 88.9 20.4 1 1 3V0622.2 [bag…culdae gone]: extremely non-standard order.
336 10/7/79 623 1 89.0 20.5 1 1 3V0623.1 [my daddy]: first recorded use ofpossessive modifier
without hiatus and inverted order (see note #242)
623 89.0 20.5 20 4 0 2 0 0 4 20
337 10/9/79 625 2 89.3 20.5 1 1 3V0625.1 Spontaneous [wet]: G: are you wet? P:
/shen/.=”change”.
338 10/10/79 626 1 89.4 20.6 1 1 3V0626.1 [mama hurt. mama hurt. hurt head] Context permits
339 10/12/79 628 2 89.7 20.6 1 1 1 3V0628.1 [hurt…ham(mer?)]: instrumental case in presyntactic form
340 10/14/79 630 2 90.0 20.7 1 1 3V0630.1 [gotcha]: verbal accompaniment of micro-script.
341 10/16/79 632 2 90.3 20.8 1 1 1 3V0632.1 [/teh/boin/?]: speculation about remote activity=telephone; [sae/vi]=sorry after poking with a pen.
342 10/17/79 633 1 90.4 20.8 1 1 1 3V0633.1 Spontaneous identification of toy whirling-disk as a fan ?
343 10/20/79 636 0 90.9 20.9 1 1 1 3V0636.1 /kup…au.ehl/: adjective < further specification
of idiom “owl-cup”; idiom degenerates and is reconstructed from more successfully competitive /kup/ in pre-standard order MAJOR EXAMPLE
344 10/22/79 638 2 91.1 21.0 1 1 1 3V0638.1 Holophrase sequences: [goody…scurry…food…treat] see note below: # 289
345 10/22/79 638 0 91.1 21.0 1 1 1 3V0638.2 Everything’s a pen if it comes out of my pocket.
346 10/22/79 638 0 91.1 21.0 1 1 3V0638.3 Naming: metalinguistic note: changes in the name of Scurry; Naming Miriam and LaRene /nehm/.
347 10/23/79 639 1 91.3 21.0 1 1 1 3V0639.1 /gae/mmr/ = grandmother (visiting); /teh/teh/=tickle.
348 10/23/79 639 0 91.3 21.0 1 1 3V0639.2 [hold dog]:assembled command.
639 91.3 21.0 12 1 0 3 0 0 3 12
Q8 from Day 639 51 17 2 22 0 0 21 56
349 10/27/79 643 4 91.9 21.1 1 1 1 3V0643.1 Verbal imitation + action:[Shame (on scurry; kicks her)]
350 10/28/79 644 1 92.0 21.2 1 1 1 3V0644.1 [/pinsh/ (punches doll)…shame]
351 10/31/79 647 3 92.4 21.3 1 1 1 1 3V0647.1 Baby becomes a toddler on getting shoes.
352 11/3/79 650 3 92.9 21.4 1 1 3V0650.1 Diminutive “y”; is it a personal relation
indicator,
353 11/6/79 653 0 93.3 21.5 1 1 3V0653.1 [robby run] (later) [kuldah run].
354 11/13/79 660 7 94.3 21.7 1 1 3V0660.1 [with daddy]: answer to question “where’s Mimi ?”
355 11/17/79 664 4 94.9 21.8 1 1 1 3V0664.1 Important observation and speculation: hiatus in holophrastic period as structure transition indicator; its disappearance indicates a new level of organization
356 11/19/79 666 2 95.1 21.9 1 1 1 3V0666.1 [bear come peggy]: near sentence example.
357 11/21/79 668 2 95.4 21.9 1 1 1 3V0668.1 Answering questions: she interprets query as request for more information but does not interpret specific elements, for example “who” or “what”.
358 11/23/79 670 2 95.7 22.0 1 1 1 1 3V0670.1 UP & DOWN: symmetrical relations; very IMPORTANT DATA on word-thing relations: she relates words and their structures of meaning through reversibility as actions.
359 11/27/79 674 4 96.3 22.1 1 1 1 3V0674.1 COUNTING (carrying two cookies) [one, two, seven]
360 12/2/79 679 5 97.0 22.3 1 1 3V0679.1 OKAY: communication ending with acknowledgement
361 12/6/79 683 4 97.6 22.4 1 1 1 1 3V0683.1 CHIN: word learning and private review in play.
362 12/6/79 683 0 97.6 22.4 1 1 1 1 3V0683.2 Kicking and hurt feelings.
363 12/7/79 684 0 97.7 22.5 1 1 1 3V0684.1 [Bye, Culdah]
364 12/9/79 686 2 98.0 22.5 1 1 1 3V0686.1 [gone…bird] Formulation: pre-sentences as further verbal specification of a well worked out scenario of action (along with infant’s gradually increasing sense of what else it might have meant).
365 12/11/79 688 2 98.3 22.6 1 1 3V0688.1 Directions(?) and conversation: [there…up]; [throw..down]
366 12/12/79 689 1 98.4 22.6 1 1 3V0689.1 Conversation: adverbial phrase sans pause assembled from fragments of Gretchen’s phrases.
367 12/12/79 689 0 98.4 22.6 1 1 1 3V0689.2 Singing. Play [morny dew]; ride [boton…lynn]
368 12/13/79 690 1 98.6 22.7 1 1 1 3V0687.1 [gone…room] answers “what happened to your pants?” progressive specification example.
690 98.6 22.7 18 6 1 5 0 0 8 20
369 12/13/79 690 0 98.6 22.7 1 1 1 3V0690.1 Harp and Guitar: naming shows assimilation of a new object to a familiar schema with spontaneous naming, social differentiation of relations, and her locking in the relationship.
370 12/18/79 695 5 99.3 22.8 1 1 3V0695.1 Non-standard nouns [all+/i/]
371 12/19/79 696 1 99.4 22.9 1 1 3V0696.1 [run…running]: effect of variant form in parent expression; interpreted by Peggy as correction.
372 12/20/79 697 1 99.6 22.9 1 1 1 3V0697.1 [nice bear]: good example for raising issues in the further-specification model.
373 12/22/79 699 0 99.9 23.0 1 1 1 3V0699.1 Peggy’s first arch.
374 12/22/79 699 0 99.9 23.0 1 1 3V0699.2 [hat…water…drop]; [li-len run…puppy running too] (comments on book pictures).
375 12/23/79 700 1 100.0 23.0 1 1 3V0700.1 [apples…all gone]
376 12/23/79 700 0 100.0 23.0 1 1 1 3V0700.2 Knives and spoons: learning the word “fork”; called initially a spoon; when I named the object as fork,
she called it a “foon”; counting incident.
377 12/24/79 701 1 100.1 23.0 1 1 1 3V0701.1 [Mine…Peggy…Peggy’s…back]:clear use of a possessive, but one where syntactic structure is decidely subordinate to the
context.
378 12/26/79 703 2 100.4 23.1 1 1 1 1 3V0703.1 [mimi…mad…mimi…falldown] Expressed speculation.
379 12/26/79 703 0 100.4 23.1 1 1 3V0703.2 Adjectives and Causes “shitty…toilet…diaper…init.”
380 12/27/79 704 1 100.6 23.1 1 1 1 3V0704.1 Playing the piano.
381 12/28/79 705 1 100.7 23.2 1 1 3V0705.1 Social Shaping of utterance word order change
382 12/29/79 706 1 100.9 23.2 1 1 1 3V0706.1 Knock knock jokes: story used in ACR chapter of CECD.
383 12/29/79 706 0 100.9 23.2 1 1 1 1 3V0706.2 Puppy in Boston: default location of “gone” animate things
384 12/29/79 706 0 100.9 23.2 1 1 1 3V0706.3 [fork!…for-me]: example of bound preposition
385 12/30/79 707 0 101.0 23.2 1 1 1 3V0707.1 Color names: beginning of a long story.
386 1/1/80 709 2 101.3 23.3 1 1 1 1 3V0709.1 Color names: speculate learning like number names.
387 1/1/80 709 0 101.3 23.3 1 1 1 3V0709.2 [mimi did it…Peggy’s Good example; issues important; developing a vocabulary to describe observed phenomena.
709 101.3 23.3 18 4 1 6 0 0 6 19
388 1/6/80 714 5 102.0 23.5 1 1 1 3V0714.1 [own stool… on it] Example of two loosely joined tight substructures: needed descriptions of cross level tightness of binding.
389 1/7/80 715 1 102.1 23.5 1 1 1 3V0715.1 Imitation of Robby [“yes sir”, to Gretchen]
390 1/8/80 716 1 102.3 23.5 1 1 1 3V0716.1 [coming…run…(G:don’t fall)…Mimi] reference to being dropped previous day as Miriam tripped and fell on the stairs.
391 1/10/80 718 2 102.6 23.6 1 1 1 1 1 3V0718.1 Who’s there ? (Original notes on homely binding and lonely discovery)
392 1/10/80 718 0 102.6 23.6 1 1 1 1 3V0718.2 Tirades: reappearance as singing (cf P103-105); talking to Scurry.
393 1/11/80 719 1 102.7 23.6 1 1 3V0719.1 [gone…room], [found…floor] more examples of loose structures.
394 1/12/80 720 1 102.9 23.7 1 1 1 1 3V0720.1 [fork…hurts…arm…me]: Peggy’s most complex phrase construction before the upsurge of pause deletion and appearance of anchoring with variation in her verbal
395 1/12/80 720 0 102.9 23.7 1 1 1 1 3V0720.2 [joke… knock-knock]: verbally formulated classification based on a single exemplar.
396 1/12/80 720 0 102.9 23.7 1 1 3V0720.3 First time Peggy opens shape-fitting toy box.
397 1/15/80 723 3 103.3 23.8 1 1 3V0723.1 [chlokat mook] spontaneous expression of desire.
398 1/16/80 724 1 103.4 23.8 1 1 1 3V0724.1 [no…no…no] accompanies failure of trial fitting
shapes into holes of box.
399 1/20/80 728 4 104.0 23.9 1 1 1 1 3V0728.1 [robby…lookit] vocative + verb example (plus others)
400 1/20/80 728 0 104.0 23.9 1 1 1 1 3V0728.2 CAUSE – toilet training; cause, agent, effect
401 1/20/80 728 0 104.0 23.9 1 1 1 1 1 3V0728.3 [take X] Central note on syntax development: Anchored on verb “take”; following agent is variable. The phrases (sentences) made of two elements; they have internal pauses deleted.
402 1/20/80 728 0 104.0 23.9 1 1 1 3V0728.4 [to-me]: another bound preposition
403 1/21/80 729 1 104.1 23.9 1 1 1 3V0729.1 [bye, X] -> [bye chair]…[bye table]…[by stairs]…(as bedroom entered) [bye bed] [bye culdy]…bye robby… bye mimi…(bob, from afar, “what about daddy?”) bye daddy] [bye house…bye car…bye trees…bye house (a neighbor, the car now moving
404 1/23/80 731 2 104.4 24.0 1 1 1 3V0731.1 At the Children’s Museum
731 104.4 24.0 15 7 0 11 0 0 7 17
VCat: 24 30 mo 731 Lng Soc SM Cog Rdg PC Othr Ttl
Q9 from Day 731 86 27 0 27 31 0 18 94
405 1/25/80 733 2 104.7 24.1 1 1 1 1 1 3V0733.1 [chin hurts] Variation anchor, abetted by questioning.
406 1/25/80 733 0 104.7 24.1 1 1 3V0733.2 More variations (Gretchen)
407 1/25/80 733 0 104.7 24.1 1 1 3V0733.3 More variations and pause deletions; noun-noun structure
408 1/28/80 736 3 105.1 24.2 1 1 3V0736.1 [pick oo up]
409 1/28/80 736 0 105.1 24.2 1 1 3V0736.2 Culdy’s mouse; apparent possessive
410 1/30/80 738 2 105.4 24.2 1 1 3V0738.1 [pocket…in…into pocket]
411 2/3/80 742 4 106.0 24.4 1 1 3V0742.1 Partly pause-deleted phrases
412 2/4/80 743 1 106.1 24.4 1 1 3V0743.1 Scurry” for the first time.
413 2/4/80 743 0 106.1 24.4 1 1 3V0743.2 More already compacted phrases; an invention
414 02/05-23/80 744 1 106.3 24.4 1 1 3V0744.1 Catalog of the kinds of things Peggy says
415 2/8/80 747 3 106.7 24.5 1 1 3V0747.1 [Culdy me… bite]; very non-standard form
416 2/8/80 747 0 106.7 24.5 1 1 3V0747.2 Pause deletion and practice
417 2/8/80 747 0 106.7 24.5 1 1 3V0747.3 Number/temporal names
418 2/9/80 748 0 106.9 24.6 1 1 3V0748.1 [Where pony is ?]
419 2/10/80 749 1 107.0 24.6 1 1 1 1 1 3V0749.1 Words and Numbers; primary roots of discrimination
420 2/15/80 754 5 107.7 24.8 1 1 3V0754.1 [Robby offa chair]
421 2/16/80 755 1 107.9 24.8 1 1 3V0755.1 [offa Daddy]
422 2/16/80 755 0 107.9 24.8 1 1 1 3V0755.2 Many Lawlers
423 2/18/80 757 2 108.1 24.9 1 1 1 1 3V0757.1 [not found] The Implicit Subject
757 108.1 24.9 17 3 0 5 1 0 2 19
424 2/18/80 757 0 108.1 24.9 1 1 3V0757.2 [Where Mimi is ?]
425 2/23/80 762 5 108.9 25.0 1 1 1 3V0762.1 [Robby… com-po-si-tion]
426 2/25/80 764 2 109.1 25.1 1 1 1 3V0764.1 Many Lawlers: extended family
427 2/26/80 765 1 109.3 25.1 1 1 3V0765.1 [I’m cold]?
428 2/26/80 765 0 109.3 25.1 1 1 3V0765.2 [Hurts…neck]
429 2/28/80 767 5 109.6 25.2 1 1 1 1 3V0767.1 Don’t rub your eyes”; imitation as analysis by
synthesis
430 3/1/80 769 2 109.9 25.3 1 1 1 3V0769.1 Miriam’s Pillow; idea: function words as pause fillers
431 3/1/80 769 0 109.9 25.3 1 1 1 3V0769.2 “cake tastes good”
432 3/1/80 769 0 109.9 25.3 1 1 1 1 3V0769.3 Reading Hop on Pop
433 3/1/80 769 0 109.9 25.3 1 1 1 1 1 3V0769.4 Contrast: reading Cat in the Hat
434 3/3/80 771 2 110.1 25.3 1 1 3V0771.1 Reflexive reference: [me do it self]
435 3/3/80 771 0 110.1 25.3 1 1 3V0771.2 Scurry and cookies
436 3/4/80 772 1 110.3 25.4 1 1 1 3V0772.1 month long reading record: March 1980
437 3/5/80 773 1 110.4 25.4 1 1 3V0773.1 “Nice poo”
438 3/6/80 774 0 110.6 25.4 1 1 1 1 3V0774.1 Jokes as communication protocols
439 03/6-8/80 774 0 110.6 25.4 1 1 3V0774.2 Keeping warm
440 3/7/80 775 1 110.7 25.5 1 1 1 1 3V0775.1 [not found] “Write Peggy Lawler?”
441 3/7/80 775 0 110.7 25.5 1 1 1 3V0775.2 Repetition and further specification
442 3/7/80 775 0 110.7 25.5 1 1 1 3V0775.3 Who’s that? — syngnostic use
775 110.7 25.5 16 6 0 7 3 0 5 19
443 3/8/80 776 1 110.9 25.5 1 1 1 1 3V0776.1 [not found] Semantic shwa
444 3/8/80 776 0 110.9 25.5 1 1 1 1 3V0776.2 An inference
445 3/9/80 777 1 111.0 25.5 1 1 1 1 1 3V0777.1 Analogies — their incomprehension; deep role in
cognition.
446 3/11/80 779 2 111.3 25.6 1 1 1 3V0779.1 Reading
447 3/12/80 780 1 111.4 25.6 1 1 1 3V0780.1 Conversation at dinner: multiple “thanks”
448 3/12/80 780 0 111.4 25.6 1 1 1 3V0780.2 Inquiry: first normal interrogative [where’s Cat a Hat ?]
449 3/12/80 780 0 111.4 25.6 1 1 1 1 3V0780.3 Shoe Daddy off: clear example of non-standard syntax
450 3/13/80 781 1 111.6 25.7 1 1 1 1 1 1 3V0781.1 “Peggy Lawler” – what symbols mean to her
451 3/17/80 785 4 112.1 25.8 1 1 3V0785.1 New toys
452 3/17/80 785 0 112.1 25.8 1 1 3V0785.2 Girl go in moto-cycle
453 03/17-22/80 785 0 112.1 25.8 1 1 1 1 3V0785.3 Letters in cards
454 3/17/80 785 0 112.1 25.8 1 1 1 3V0785.4 Me dumb dog — a joke by Peggy
455 3/19/80 787 2 112.4 25.9 1 1 1 3V0787.1 Knock-knock variations
456 3/20/80 788 1 112.6 25.9 1 1 1 3V0788.1 Knock-knock again
457 3/20/80 788 0 112.6 25.9 1 1 3V0788.2 Peggy love bear — any way will do
458 3/21/80 789 0 112.7 25.9 1 1 1 3V0789.1 Peggy Lawler again
459 3/21/80 789 0 112.7 25.9 1 1 3V0789.2 Robby Scared
460 3/21/80 789 0 112.7 25.9 1 1 3V0789.3 Word order variations ( — loves — )
461 3/22/80 790 1 112.9 26.0 1 1 1 1 3V0790.1 Name: [Daddy name Bob]
790 112.9 26.0 18 5 0 8 7 0 5 19
462 3/23/80 791 1 113.0 26.0 1 1 3V0791.1 Peggy’s now is when?
463 3/23/80 791 0 113.0 26.0 1 1 1 3V0791.2 Book all words
464 3/23/80 791 0 113.0 26.0 1 1 3V0791.3 Amplification, apparently temporal
465 3/24/80 792 1 113.1 26.0 1 1 1 1 3V0792.1 Context appropriate verbal accompaniment: remembered rhyme
466 3/26/80 794 2 113.4 26.1 1 1 3V0794.1 Birdies
467 3/27/80 795 1 113.6 26.1 1 1 3V0795.1 Non-standard sentence [me out go side]
468 3/27/80 795 0 113.6 26.1 1 1 3V0795.2 Standard sentence [I want baby diapers (paper ones)]
469 3/29/80 797 2 113.9 26.2 1 1 1 3V0797.1 Expression of temporal order
470 3/29/80 797 0 113.9 26.2 1 1 1 3V0797.2 The Scottie in Madeline: [that scurry. that name
scurry.]
471 3/30/80 798 1 114.0 26.2 1 1 3V0798.1 Relation of heard imperative and reconstructed declarative
472 3/31/80 799 1 114.1 26.2 1 1 3V0799.1 Walking something like a dog
473 3/31/80 799 0 114.1 26.2 1 1 3V0799.2 Unfamiliar phrase reaction
474 3/31/80 799 0 114.1 26.2 1 1 1 3V0799.3 Wanting present mommy
475 4/2/80 801 2 114.4 26.3 1 1 3V0801.1 Counting
476 4/3/80 802 1 114.6 26.3 1 1 3V0802.1 “Hot dogs cooked by Daddy”
477 4/4/80 803 1 114.7 26.4 1 1 3V0803.1 Agent, patient, and word order: [Peggy hurt — ]
478 4/5/80 804 0 114.9 26.4 1 1 1 1 3V0804.1 Directed speech
479 4/6/80 805 1 115.0 26.4 1 1 1 3V0805.1 Language as formulating experience
480 4/6/80 805 0 115.0 26.4 1 1 3V0805.2 Aspect: [ I get the socks… I got one.]
805 115.0 26.4 17 2 0 4 3 0 2 19
481 4/10/80 809 4 115.6 26.6 1 1 1 1 3V0809.1 Letters and words: [QNA = “Peggy Lawler”]
482 4/10/80 809 0 115.6 26.6 1 1 1 1 3V0809.2 Imitation and microscript inception
483 4/12/80 811 2 115.9 26.6 1 1 1 1 3V0811.1 Peggy writing ‘Daddy Lawler’
484 4/12/80 811 0 115.9 26.6 1 1 1 1 3V0811.2 ‘That’s what’ — a microscript
485 4/12/80 811 0 115.9 26.6 1 1 1 1 3V0811.3 Correction
486 4/12/80 811 0 115.9 26.6 1 1 1 1 1 1 3V0811.4 Surprising syngnosticity
487 4/12/80 811 0 115.9 26.6 1 1 1 1 3V0811.5 Multiple farewells
488 4/12/80 811 0 115.9 26.6 1 0 1 3V0811.6 Birds
489 4/14/80 813 2 116.1 26.7 1 1 1 1 1 3V0813.1 Why because
490 4/18/80 817 4 116.7 26.8 1 1 1 1 3V0817.1 No function words
491 4/19/80 818 1 116.9 26.9 1 1 1 1 30V818.1 Directed speech (cf. 4/5)
492 4/20/80 819 1 117.0 26.9 1 1 1 1 1 3V0819.1 Progressive Verbs
493 4/20/80 819 0 117.0 26.9 1 1 1 1 3V0819.2 She-teddy
494 4/20/80 819 0 117.0 26.9 1 1 1 1 3V0819.3 I believe it”
495 4/21/80 820 1 117.1 26.9 1 1 1 3V0820.1 Pronouns
496 4/21/80 820 0 117.1 26.9 1 1 1 3V0820.2 Past form
497 4/22/80 821 1 117.3 27.0 1 1 1 3V0821.1 Varying “why?” : [why to distraction]
498 4/23/80 822 0 117.4 27.0 1 1 1 1 3V0822.1 Why did it?”
822 117.4 27.0 18 11 0 3 17 0 4 18
Q10 from Day 822 36 24 0 21 30 0 4 42
499 4/25/80 824 2 117.7 27.1 1 1 1 1 3V0824.1 The joke’s on us: [that’s What !]
500 4/25/80 824 0 117.7 27.1 1 1 1 3V0824.2 Hide and seek
501 4/26/80 825 1 117.9 27.1 1 1 1 1 3V0825.1 Words and pictures: [Peggy read pictures. Daddy read words.]
502 4/28/80 827 2 118.1 27.2 1 1 1 1 3V0827.1 Reading: naming and describing
503 4/30/80 829 2 118.4 27.2 1 1 1 1 3V0829.1 Counting; conventional now to six
504 5/1/80 830 1 118.6 27.3 1 1 1 3V0830.1 Limit to script competence
505 5/2/80 831 1 118.7 27.3 1 1 1 3V0831.1 Names as unique identifiers: Rob is a person; she is a toddler, not a person.
506 5/3/80 832 0 118.9 27.3 1 1 1 3V0832.1 Peggy’s Typer:
507 5/4/80 833 1 119.0 27.4 1 1 1 3V0833.1 “Meaning”: asking about unknown references
508 5/7/80 836 3 119.4 27.5 1 1 1 1 1 3V0836.1 Imitation of role: (bob in chair, chasing away kids)
509 5/10/80 839 3 119.9 27.6 1 1 1 1 3V0839.1 Assimilation example: dragon/’snake’
510 5/10/80 839 0 119.9 27.6 1 1 1 3V0839.2 L” missing
511 5/11/80 840 1 120.0 27.6 1 1 1 3V0840.1 Using “then”: example of suitable temporal
conjunction
512 5/12/80 841 1 120.1 27.6 1 1 1 3V0841.1 Causation: {Scurry did it. She bumped my head.}
513 5/17/80 846 5 120.9 27.8 1 1 1 1 3V0846.1 Third person for intense emphasis: commands to
Scurry
514 5/17/80 846 0 120.9 27.8 1 1 1 1 1 3V0846.2 Directed speech: Peggy in multiple roles and reading
515 5/22/80 851 5 121.6 28.0 1 1 1 1 3V0851.1 Inappropriate color names: red and blue are green
also
516 5/22/80 851 0 121.6 28.0 1 1 1 1 3V0851.2 Lonely discovery: another microscript {This little
piggy…]
517 5/23/80 852 1 121.7 28.0 1 1 1 1 3V0852.1 Verbal aspect: self correction I do -> I did
852 121.7 28.0 18 7 0 10 13 0 3 19
518 5/23/80 852 0 121.7 28.0 1 1 1 1 1 3V0852.2 More imitation: (Bob with cast on leg, using Rob’s boot)
519 5/27/80 856 4 122.3 28.1 1 1 1 1 3V0856.1 Anticipating trouble; the unusual is forbidden
520 5/27/80 856 0 122.3 28.1 1 1 3V0856.2 Need to document funny reasons: we should do this
521 6/2/80 862 6 123.1 28.3 1 1 1 1 1 3V0862.1 Roots of reading
522 6/2/80 862 0 123.1 28.3 1 1 1 1 1 3V0862.2 Beginning reading: reading from Puppies book
523 6/4/80 864 2 123.4 28.4 1 1 1 3V0864.1 More on aspect: peculiar verbs
524 6/5/80 865 1 123.6 28.4 1 1 1 3V0865.1 Counting with Mimi: alternate counting game
525 6/13/80 873 8 124.7 28.7 1 1 1 3V0873.1 Funny verbs: [I be a small-ey]
526 6/16/80 876 0 125.1 28.8 1 1 1 1 1 3V0876.1 More role articulation: (toilet training)
527 6/16/80 876 0 125.1 28.8 1 1 1 1 3V0876.2 Roots of reading: recapitulation of Benj. Bunny
528 6/20/80 880 4 125.7 28.9 1 1 1 1 3V0880.1 Using “shame on you” (cf. notes of 6/16)
529 6/20/80 880 0 125.7 28.9 1 1 1 1 3V0880.2 Reading a word/image: lighting & thunder from Tintin
530 6/20/80 880 0 125.7 28.9 1 1 1 1 3V0880.3 Crack” and “bang”: correction by Miriam; that say “Peggy Lawler”
531 6/22/80 882 2 126.0 29.0 1 1 1 1 3V0882.1 More on “crack” and “bang”: [It DOES say ‘crack’]
532 6/22/80 882 0 126.0 29.0 1 1 3V0882.2 Counting: pauses at places where sequence goes wrong
533 6/22/80 882 0 126.0 29.0 1 1 1 1 3V0882.3 Reading as VERY specific knowledge: The Calculus Affair
534 6/28/80 888 6 126.9 29.2 1 1 1 1 3V0888.1 Reading” two words: [That say ‘no’. (in No more tangles)]
535 7/3/80 893 5 127.6 29.3 1 1 1 1 1 3V0893.1 Excuses: [No. I’m keeping my ears warm.]; Imitating an excuse: second write-up of same incident
536 7/6/80 896 3 128.0 29.4 1 1 1 1 3V0896.1 Letters as symbols for people’s names
896 128.0 29.4 16 15 0 8 16 0 0 19
537 7/9/80 899 3 128.4 29.5 1 1 1 3V0899.1 Toilet training: a first success
538 7/18/80 908 9 129.7 29.8 1 1 1 3V0908.1 A swimming pool: caution at first encounter
539 7/20/80 910 0 130.0 29.9 1 1 1 3V0910.1 Color names again — properly typed but idiosyncratically applied
540 07/20-24/80 910 0 130.0 29.9 1 1 1 1 3V0910.2 Possessive pronouns: non-standrd forms [he lives in he’s house.]
910 130.0 29.9 2 2 0 3 1 0 1 4
VCat: 30-36 mo 913 Lng Soc SM Cog Rdg PC Othr Ttl
Q11 from Day 913 46 26 2 31 44 1 22 53
541 7/24/80 914 4 130.6 30.0 1 1 3V0914.1 Pouring: example of action looking for objects
542 7/26/80 916 2 130.9 30.1 1 1 1 1 1 1 1 3V0916.1 Commitment to an interpretation: [go pick the lady grass.]
543 7/27/80 917 1 131.0 30.1 1 1 1 1 3V0917.1 Egocentricity and agent expression: non-standard usage
544 7/28/80 918 1 131.1 30.2 1 1 1 3V0918.1 Non standard sentence: [Toast. That feel better me.]
545 7/28/80 918 0 131.1 30.2 1 1 1 1 3V0918.2 Self-classification: “I daughter.”
546 8/3/80 924 6 132.0 30.4 1 1 1 1 3V0924.1 Meta-linguistic reflexion: “I sorry.”
547 8/3/80 924 0 132.0 30.4 1 1 1 1 1 1 3V0924.2 Watching Videotapes: single letters as name symbols
548 08/08+/80 929 5 132.7 30.5 1 1 1 1 3V0929.1 Language Rules used to construct new forms
549 8/10/80 931 2 133.0 30.6 1 1 3V0931.1 Generalization; logical thinking accidentally wrong: pennies and quarters.
550 8/11/80 932 1 133.1 30.6 1 1 1 1 3V0932.1 Reading aloud to herself: characterization; French also
551 8/11/80 932 0 133.1 30.6 1 1 1 1 3V0932.2 Bouncing imagined; nonstandard pronoun usage
552 8/12/80 933 1 133.3 30.7 1 1 1 1 1 3V0933.1 Describing actions: fluid script applications
553 8/12/80 933 0 133.3 30.7 1 1 1 1 1 3V0933.2 Fixity of Part Relations: idioms are central
554 8/12/80 933 0 133.3 30.7 1 1 1 1 1 3V0933.3 Nouns and adjectives: non-standard usage
555 8/14/80 935 2 133.6 30.7 1 1 1 1 3V0935.1 Reading About Letters
556 8/14/80 935 0 133.6 30.7 1 1 1 1 1 3V0935.2 Time: “Tomorrow went BOOP; Mimi did it.”
557 8/14/80 935 0 133.6 30.7 1 1 1 1 3V0935.3 Growing big to be a daddy
558 8/14/80 935 0 133.6 30.7 1 1 1 3V0935.4 Metalinguistic knowledge: “‘belongs’, I know
that word”
559 8/14/80 935 0 133.6 30.7 1 1 1 1 3V0935.5 Knock-knock: “timber” precedes “timber who ?”
935 133.6 30.7 17 10 0 7 17 1 8 19
560 8/17/80 938 3 134.0 30.8 1 1 1 1 1 3V0938.1 My-best-friend: early phrases as unstructured idioms; early variations: very important issue.
561 8/19/80 940 2 134.3 30.9 1 1 1 1 1 1 3V0940.1 GSB : letters as symbols for people: “This say Mommy, Scurry, Daddy”
562 8/19/80 940 0 134.3 30.9 1 1 1 1 3V0940.2 Left and right: convincing discrimination
563 8/20/80 941 1 134.4 30.9 1 1 1 1 1 3V0941.1 I taller him”: words and intonations
564 8/21/80 942 1 134.6 30.9 1 1 1 1 1 3V0942.1 If “P” means Peggy, what is “eggy” ?
565 8/21/80 942 0 134.6 30.9 1 1 1 1 3V0942.2 Counting letters: social context of alphabet learning
566 8/23/80 944 2 134.9 31.0 1 1 1 1 3V0944.1 Blue Moon: Color names: for Peggy “blue” means white, color of eye-ball
567 8/28/80 949 5 135.6 31.2 1 1 1 1 1 1 3V0949.1 Roles involving three people: (correcting me about Gretchen)
568 8/28/80 949 0 135.6 31.2 1 1 1 1 1 3V0949.2 five pages long list of books read to Peg in March: should be inserted at 3/4 date
569 8/29/80 950 1 135.7 31.2 1 1 1 3V0950.1 Tracing letters
570 9/4/80 956 6 136.6 31.4 1 1 1 1 1 3V0956.1 Meaning more than she can say
571 9/4/80 956 0 136.6 31.4 1 1 1 3V0956.2 Odd turns of speech: Gretchen
572 9/9/80 961 5 137.3 31.6 1 1 1 1 3V0961.1 An old joke, naturally arising – the “wrong feet”: Gretchen
573 9/11/80 963 2 137.6 31.6 1 1 1 3V0963.1 [not found] I infer Peggy built a lego tower: Gretchen
574 9/13/80 965 2 137.9 31.7 1 1 1 1 3V0965.1 BANG and RING: extending word knowledge
575 9/18/80 970 5 138.6 31.9 1 1 1 3V0970.1 Singing: expression, not communicaton
576 9/19/80 971 1 138.7 31.9 1 1 1 1 1 1 3V0971.1 In my lap: repertoire of three character scripts
577 9/20/80 972 1 138.9 31.9 1 1 1 3V0972.1 At the Guilford Fair
578 9/21/80 973 0 139.0 32.0 1 1 1 1 3V0973.1 I found another Mommy-letter”
973 139.0 32.0 17 9 2 14 15 0 6 19
579 9/21/80 973 0 139.0 32.0 1 1 1 1 3V0973.2 Letters and Counting
580 9/22/80 974 1 139.1 32.0 1 1 1 1 1 3V0974.1 The Pig in the book: what does Peggy mean by what she says ?
581 9/23/80 975 1 139.3 32.0 1 1 1 1 3V0975.1 Reading to herself
582 9/25/80 977 2 139.6 32.1 1 1 1 1 1 1 3V0977.1 Reading words to Peggy: unintended instruction
583 9/26/80 978 1 139.7 32.1 1 1 1 1 3V0978.1 BANG vs. RING: limits of word recognition
584 9/29/80 981 3 140.1 32.2 1 1 1 1 1 3V0981.1 Meta-linguistic knowledge: “I can’t read words”
585 9/29/80 981 0 140.1 32.2 1 1 1 1 1 3V0981.2 Talking about places: complexity of Peggy’s interpretive situation
586 10/2/80 984 3 140.6 32.3 1 1 1 3V0984.1 Weak verb ending back formation: “leaved”
587 10/6/80 990 6 141.4 32.5 1 1 1 3V0990.1 Non-standard word order
588 10/11/80 995 5 142.1 32.7 1 1 1 1 1 1 3V0995.1 Excuses and implausible threats
589 10/12/80 996 1 142.3 32.7 1 1 3V0996.1 Using incomprehensible numbers: “Eighty”
590 10/13/80 997 1 142.4 32.8 1 1 1 3V0997.1 Lost in the woods: a bad scare for all of us
591 10/17/80 1001 4 143.0 32.9 1 1 1 1 3V1001.1 Letter names: beyond those important as people symbols
592 10/20/80 1004 0 143.4 33.0 1 1 1 1 1 1 3V1004.1 Role Reversal: reading to others
593 10/20/80 1004 0 143.4 33.0 1 1 1 1 3V1004.2 Horse and Cash register as typewriter
1004 143.4 33.0 12 7 0 10 12 0 8 15
Q12 from Day 1005 46 26 1 53 44 0 23 69
594 10/22/80 1006 2 143.7 33.0 1 1 1 1 3V1006.1 “When Mimi was my age, Christina was my age too”
595 10/22/80 1006 0 143.7 33.0 1 1 1 1 1 3V1006.2 One to one correspondence: words and things (very impt)
596 10/26/80 1010 4 144.3 33.2 1 1 1 3V1010.1 Playing with coins: progressive discrimination
597 10/26/80 1010 0 144.3 33.2 1 1 1 1 1 1 3V1010.2 Singing
598 10/26/80 1010 0 144.3 33.2 1 1 1 1 3V1010.3 Reading “good grief” in Peanuts book
599 10/27/80 1011 1 144.4 33.2 1 1 1 1 1 3V1011.1 Jumping Jacks and Counting
600 10/29/80 1013 2 144.7 33.3 1 1 1 1 3V1013.1 One to one correspondence
601 10/29/80 1013 0 144.7 33.3 1 1 1 1 3V1013.2 Past tenses: self-correction after pause
602 11/2/80 1015 0 145.0 33.3 1 1 1 1 3V1015.1 Like a birdy: concrete inspiration of observation
603 11/9/80 1022 7 146.0 33.6 1 1 1 1 3V1022.1 Like a birdy (2)
604 11/12/80 1025 3 146.4 33.7 1 1 1 1 1 3V1022.2 Appetite for Reading: (in text between two notes written up on 11/12)
605 11/12/80 1025 0 146.4 33.7 1 1 1 3V1025.1 86 dollars
606 11/12/80 1025 0 146.4 33.7 1 1 3V1025.2 Counting on her fingers
607 11/12/80 1025 0 146.4 33.7 1 1 1 3V1025.3 Commitment to her own knowledge: we only sleep when it’s dark
608 11/13/80 1026 1 146.6 33.7 1 1 1 1 1 3V1026.1 “walrus”: Peggy’s assertion that graphic symbols name things
609 11/16/80 1029 3 147.0 33.8 1 1 1 1 3V1029.1 Graphics as names
610 11/20/80 1033 4 147.6 33.9 1 1 1 1 1 1 3V1033.1 Holophrastic verbs: imitation of Peggy by Miriam as confirmation
611 11/22/80 1035 2 147.9 34.0 1 1 1 1 1 1 3V1035.1 Constructive reading: Reading pictures and her own memories
612 11/30/80 1043 0 149.0 34.3 1 1 1 1 1 3V1043.1 Singing “offstage”: The Fox
613 11/30/80 1043 0 149.0 34.3 1 1 3V1043.2 Shooting Monsters
1043 149.0 34.3 14 9 0 18 14 0 9 20
614 11/30/80 1043 0 149.0 34.3 1 1 1 3V1043.3 Singing “nonsense”
615 12/1/80 1044 1 149.1 34.3 1 1 3V1044.1 Despair: sparseness of observation
616 12/1/80 1044 0 149.1 34.3 1 1 1 3V1044.2 Position and relative names: up and down
617 12/3/80 1046 2 149.4 34.4 1 1 1 3V1046.1 Jumping jacks: analogy
618 12/6/80 1049 3 149.9 34.5 1 1 1 1 3V1049.1 Finger counting: [I want fifteen childs]
619 12/6/80 1049 0 149.9 34.5 1 1 1 1 3V1049.2 Put Me in the Zoo: tracing words in the title
620 12/6/80 1049 0 149.9 34.5 1 1 1 3V1049.3 Holophrastic verbs
621 12/6/80 1049 0 149.9 34.5 1 1 1 1 3V1049.4 Letters and words: “P” is no longer /peggi/ by itself
622 12/6/80 1049 0 149.9 34.5 1 1 1 3V1049.5 More complicated verbs: “could” used correctly
623 12/6/80 1049 0 149.9 34.5 1 1 3V1049.6 Finger Counting: 1-1 correspondence, up to 2
624 12/7/80 1050 1 150.0 34.5 1 1 1 1 3V1050.1 Put Me in the Zoo: reading every occurrence of “zoo”
625 12/11/80 1054 4 150.6 34.6 1 1 1 3V1054.1 Generalizations: “nightgowns has no pockets on them”
626 12/13/80 1056 2 150.9 34.7 1 1 3V1056.1 Counting objects for herself
627 12/15/80 1058 2 151.1 34.8 1 1 3V1058.1 Counting objects: near standard sequence with ommissions
628 12/20/80 1063 5 151.9 34.9 1 1 1 1 3V1063.1 Hop on Pop: the right phrase; the wrong orthographic order
629 12/20/80 1063 0 151.9 34.9 1 1 1 3V1063.2 Reciting number names: varied responses to correction
630 12/22/80 1065 2 152.1 35.0 1 1 1 1 1 1 3V1065.1 Past two months: PUPPY DOG: an invented game/role
631 12/22/80 1065 0 152.1 35.0 1 1 1 1 3V1065.2 I thought I saw a pussy cat”
632 12/23/80 1066 0 152.3 35.0 1 1 1 1 3V1066.1 Reading letters: new development
633 12/24/80 1067 1 152.4 35.1 1 1 1 1 3V1067.1 I wonder I’m hungry”: idioms and structure
1067 152.4 35.1 14 3 1 13 12 0 4 20
634 12/26/80 1069 2 152.7 35.1 1 1 1 1 1 3V1069.1 Planning a trip: to B-A-S-T-G-A-K
635 12/26/80 1069 0 152.7 35.1 1 1 1 1 1 1 3V1069.2 Counting and one-to-one correspondence
636 12/26/80 1069 0 152.7 35.1 1 1 1 1 1 1 3V1069.3 Her first orthographic word: “by” (very impt)
637 12/27/80 1070 1 152.9 35.2 1 1 3V1070.1 Counting: scrambled eggs super ?
638 12/28/80 1071 2 153.0 35.2 1 1 1 1 3V1071.1 Correcting me: example of reasonably mature speech
639 12/28/80 1071 0 153.0 35.2 1 1 1 3V1071.2 Self-reference: [I’m feeding me. I won’t be any hungry more.]
640 12/28/80 1071 0 153.0 35.2 1 1 1 3V1071.3 Sentences in juxtapositions with implications: [I won’t be hungry any more. The raisens box.]
641 12/28/80 1071 0 153.0 35.2 1 1 1 3V1071.4 Diminutives: bookie, cribbie, handie
642 12/28/80 1071 0 153.0 35.2 1 1 1 1 1 3V1071.5 Holophrastic verbs; also pretending to sleep
643 12/28/80 1071 0 153.0 35.2 1 1 1 1 1 1 3V1071.6 Reading words (a few days ago): instruction in 1-1
correspondence
644 12/28/80 1071 0 153.0 35.2 1 1 1 1 1 3V1071.7 Confronting the illogical: “I’m not here.”
645 12/29/80 1072 1 153.1 35.2 1 1 3V1072.1 Trying to wake up Robby.
646 12/30/80 1073 1 153.3 35.2 1 1 1 1 3V1073.1 Preposition discrimination: “OUT” and “OF”
647 12/31/80 1074 1 153.4 35.3 1 1 1 3V1074.1 Counting: for hide and seek
648 1/2/81 1076 2 153.7 35.3 1 1 3V1076.1 `Puzzles at the Library
649 1/2/81 1076 0 153.7 35.3 1 1 1 1 3V1076.2 Counting Popsicle Sticks: pauses/errors in sequences
650 1/3/81 1077 1 153.9 35.4 1 1 1 1 1 3V1077.1 Two Related Sentences
651 1/10/81 1084 7 154.9 35.6 1 1 3V1084.1 Counting Irregularities
652 1/11/81 1085 0 155.0 35.6 1 1 1 1 1 3V1085.1 Correct use of present progressive aspect: [I keep finding it hot]
653 1/11/81 1085 0 155.0 35.6 1 1 1 1 1 1 3V1085.2 Context and two more sentences: [(Negotiating for a cookie. Hiccup).Can I have some ? Hiccups make me hungry.]
1085 155.0 35.6 15 9 0 15 15 0 7 20
654 1/13/81 1087 2 155.3 35.7 1 1 3V1087.1 Trip to North Guilford Nursery School
655 1/13/81 1087 0 155.3 35.7 1 1 3V1087.2 Can I read that after you ?”
656 1/15/81 1089 2 155.6 35.8 1 1 1 3V1089.1 Explanation by wrong causal inference. [Cold hands. Because the wood is cold.]
657 1/15/81 1089 0 155.6 35.8 1 1 1 3V1089.2 Thursday question about experiment on Sunday
658 1/15/81 1089 0 155.6 35.8 1 1 1 1 1 3V1089.3 A trick on Robby
659 1/17/81 1091 2 155.9 35.8 1 1 1 1 1 3V1091.1 Breaking up an idiomatic expression: [By Beatrix Potter]
660 1/19/81 1093 2 156.1 35.9 1 1 1 3V1093.1 Games: (with doll) this little pig went to market
661 1/19/81 1093 0 156.1 35.9 1 1 3V1093.2 Analogy question: [do you ever peel oranges like apples ?]
662 1/22/81 1096 3 156.6 36.0 1 1 1 1 1 3V1096.1 Time sensitivity: When vs. Before
1096 156.6 36.0 3 5 0 7 3 0 3 9
VCat: 36-42 mo 1099 Lng Soc SM Cog Rdg PC Othr Ttl
Q13 from Day 1099 36 28 2 43 35 6 27 58
663 1/26/81 1100 0 157.1 36.1 1 1 1 1 1 3V1100.1 What words mean: example: graphics mean the name of the thing
664 1/27/81 1101 1 157.3 36.2 1 1 1 1 3V1101.1 Case inflections: reasonable non-standard pronouns
665 1/28/81 1102 1 157.4 36.2 1 1 1 1 3V1102.1 Playing with toys: using animals as manipulatable
actors
666 1/29/81 1103 1 157.6 36.2 1 1 1 3V1103.1 Peer interactions
667 1/30/81 1104 1 157.7 36.3 1 1 1 1 3V1104.1 Gepeters” [computers]
668 1/30/81 1104 0 157.7 36.3 1 1 1 1 3V1104.2 Solla Sollew: just how long is the title ?
669 1/31/81 1105 1 157.9 36.3 1 1 3V1105.1 [I think the rubic’s cube is Mimi’s, but I’m not sure.]
670 1/31/81 1105 0 157.9 36.3 1 1 1 1 1 3V1105.2 What we observe is not what she intends [Woodstock is patting his tail with the monsters.]
671 01/late/81 1105 0 157.9 36.3 1 1 1 1 1 3V1105.3 Meta-cognitive observations: [I think my jokes are funny.]
672 01/late/81 1105 0 157.9 36.3 1 1 1 1 1 3V1105.4 Generalized arguments to avoid rejection: [some little kids like candy.]
673 2/4/81 1109 0 158.4 36.4 1 1 3V1109.1 Peer avoidance at story hour
674 02/4-5/81 1109 0 158.4 36.4 1 1 1 1 1 3V1109.2 Trip to Logo: typical stories
675 2/10/81 1115 6 159.3 36.6 1 1 1 1 3V1115.1 Metalinguisticc questions: “How do you spell —– ?”
676 2/11/81 1116 1 159.4 36.7 1 1 1 3V1116.1 Flash cards: “What do you think this says?”
677 2/15/81 1120 4 160.0 36.8 1 1 1 1 1 3V1120.1 Peggy’s invented games: extensive notes on animal play
678 2/15/81 1120 0 160.0 36.8 1 1 1 1 1 3V1120.2 Squirting (skunks; rabbits squirt with their ears.)
679 2/17/81 1122 2 160.3 36.9 1 1 1 3V1122.1 Same vs Different: different animals, same activities
680 2/19/81 1124 2 160.6 36.9 1 1 1 3V1124.1 Singing: quiet activities of self-construction
681 2/28/81 1133 9 161.9 37.2 1 1 1 1 3V1133.1 A Gymnastic Show
1133 161.9 37.2 10 12 1 14 10 2 7 19
682 3/2/81 1135 2 162.1 37.3 1 1 3V1135.1 The Animal Game
683 3/2/81 1135 0 162.1 37.3 1 3V1135.2 Daddy dum dum
684 3/3/81 1136 1 162.3 37.3 1 1 1 1 3V1136.1 Imperfectly articulated script: [Which hand ? This one ?]
685 3/6/81 1139 3 162.7 37.4 1 1 1 1 3V1139.1 Advance in articulation: [Which hands is it now ?]
686 3/6/81 1139 0 162.7 37.4 1 1 1 1 1 3V1139.2 [not found]Daddy dum-dum Generalized: [Peggy dum-dum. Not, that’s not right.]
687 3/7/81 1140 1 162.9 37.5 1 1 1 1 1 3V1140.1 Letter names as entities separated from signifiers of people
688 3/8/81 1141 1 163.0 37.5 1 1 1 1 1 3V1141.1 French: [I can speak French – “Cat twank” ]
689 3/12/81 1145 4 163.6 37.6 1 1 1 1 1 1 3V1145.1 What doers spelling mean to Peggy ? [“How do you spell ‘boat’ ?”]
690 3/13/81 1146 1 163.7 37.6 1 1 1 1 3V1146.1 Dead flowers: [They been shot.]
691 3/13/81 1146 0 163.7 37.6 1 1 1 1 3V1146.2 Dancing and whooping: a new script for animal play
692 3/13/81 1146 0 163.7 37.6 1 1 3V1146.3 Dancing: we need to document her interest and activity
693 3/14/81 1147 0 163.9 37.7 1 1 1 3V1147.1 Letter H: “Is this for jump ?”
694 3/15/81 1148 1 164.0 37.7 1 1 1 1 3V1148.1 “Tendy”
695 3/16/81 1149 1 164.1 37.7 1 1 1 3V1149.1 Drawing on Peggy: drawing on her arms and more
696 3/17/81 1150 1 164.3 37.8 1 1 1 1 3V1150.1 A Tricycle at last: lost observation opportunity
697 3/19/81 1152 2 164.6 37.8 1 1 1 1 3V1152.1 Letters: [N…G…Y.. spell N…G…Y…spell.]
698 3/19/81 1152 0 164.6 37.8 1 1 1 1 1 3V1152.2 More names of French numbers: [Cat…twank]
699 3/20/81 1153 1 164.7 37.9 1 1 1 1 3V1153.1 Peggy volunteers a spelling: letters instead of words
700 3/22/81 1155 2 165.0 37.9 1 1 3V1155.1 Cuisenaire rods: playing with them after experiments
1155 165.0 37.9 11 12 1 12 10 0 6 19
701 3/22/81 1155 0 165.0 37.9 1 1 1 3V1155.2 Auxilliary introduced in non-std. way: “Should”
702 3/22/81 1155 0 165.0 37.9 1 1 1 3V1155.3 New question form during March and April: [Can we x — yes or no ?]
703 3/23/81 1156 0 165.1 38.0 1 1 1 1 1 3V1156.1 Spelling a word: “B-E-R” for bear, from “BearHug”
704 3/27/81 1160 4 165.7 38.1 1 1 1 1 1 3V1160.1 Imperfectly articulated Guessing Games
705 3/27/81 1160 0 165.7 38.1 1 1 1 1 1 3V1160.2 Subject and aspect: repetition expresses continued activity
706 3/29/81 1162 2 166.0 38.2 1 1 1 1 1 3V1162.1 Not quite right, even yet: “By” in Hop on Pop
707 4/5/81 1169 7 167.0 38.4 1 1 1 1 1 3V1169.1 Recognizing “By” in another context: Asterix book
708 4/6/81 1170 1 167.1 38.4 1 1 1 1 1 3V1170.1 Reflexive pronoun means symetrical directed action: “The guys are killing themselves” (we would say “each other”.)
709 4/7/81 1171 1 167.3 38.5 1 1 1 1 1 3V1171.1 Letter names versus Meanings: now even “the mommy letter” is blind coded.
710 4/7/81 1171 0 167.3 38.5 1 1 1 1 3V1171.2 Letter roller: compared to Rubik’s cube
711 4/7/81 1171 0 167.3 38.5 1 1 1 1 1 3V1171.3 Counting in french: “Quatorze” (+ dog)
712 4/9/81 1173 2 167.6 38.5 1 1 1 1 3V1173.1 Typing “Bear” variously as “BAER” and “BERA”
713 4/15/81 1179 0 168.4 38.7 1 1 3V1179.1 Counting Plates with numbers in various ranges
714 4/17/81 1181 2 168.7 38.8 1 1 1 1 3V1181.1 Blocks microworld: “Clever little blocks”
715 4/17/81 1181 0 168.7 38.8 1 1 1 3V1181.2 Anything can represent anything: Forks and Bottlecaps
716 4/20/81 1184 3 169.1 38.9 1 1 1 1 1 3V1184.1 Blocks microworld: Moving Blocks
717 4/21/81 1185 1 169.3 38.9 1 1 1 1 1 1 1 3V1185.1 Computer at home: TI-99
718 4/22/81 1186 1 169.4 39.0 1 1 1 1 1 3V1186.1 Learning by observation during Story hour
719 4/24/81 1188 2 169.7 39.0 1 1 1 3V1188.1 Piecemeal discovery from playing with TI BLOCKS
1188 169.7 39.0 14 3 0 16 14 4 13 19
720 4/24/81 1188 0 169.7 39.0 1 1 1 1 1 1 3V1188.2 You can spell everything, not merely
“French”
Q14 from Day 1190 27 17 0 8 25 22 13 40
721 4/27/81 1191 3 170.1 39.1 1 1 3V1191.1 Nightmare: looking for Miriam
722 4/27/81 1191 0 170.1 39.1 1 1 1 1 3V1191.2 Cutting up a Tree: an old joke
723 4/28/81 1192 0 170.3 39.2 1 1 1 1 1 3V1192.1 Issues in learning graphical language: Logo logon
messages
724 4/28/81 1192 0 170.3 39.2 1 1 1 1 3V1192.2 Unusual construction: “I won’t make sure I’ll
slip.”
725 5/5/81 1199 7 171.3 39.4 1 1 3V1199.1 Bizarre reason
726 5/5/81 1199 0 171.3 39.4 1 1 1 3V1199.2 Two Drawings (with Polaroid sample) and
“wwords”
727 5/5/81 1199 0 171.3 39.4 1 1 3V1199.3 P’s on the computer with drawing program
728 5/7/81 1201 2 171.6 39.5 1 1 3V1201.1 Spontaneous Anthropomorphizing with computer
729 5/10/81 1204 3 172.0 39.6 1 1 3V1204.1 Note for Bob: A bug or is it a feature ?
730 5/18/81 1212 8 173.1 39.8 1 1 1 1 1 1 3V1212.1 Writing words: in order to load programs (very impt.)
731 5/21/81 1215 3 173.6 39.9 1 1 3V1215.1 Peggy in Cambridge for Greg’s Farewell party
732 5/23/81 1217 2 173.9 40.0 1 1 1 1 1 3V1217.1 The Alphabet Song: letters change but the melody lingers on
733 5/23/81 1217 0 173.9 40.0 1 1 1 1 1 3V1217.2 Spelling “load” and being grown-up; contrast toilet training
734 5/24/81 1218 1 174.0 40.0 1 1 1 1 1 3V1218.1 Spelling a second word: “loadshapes” after “load”
735 5/29/81 1223 5 174.7 40.2 1 1 1 1 3V1223.1 Preferring a private, idiosyncratic word
736 5/29/81 1223 0 174.7 40.2 1 1 1 1 3V1223.2 Duets
737 6/5/81 1230 7 175.7 40.4 1 1 1 3V1230.1 Xylopipes and letters
738 6/5/81 1230 0 175.7 40.4 1 1 1 3V1230.2 Writing What ?
739 6/8/81 1233 3 176.1 40.5 1 1 1 1 1 1 1 3V1233.1 Peggy’s first Word World: a summary description
1233 176.1 40.5 13 10 0 3 12 10 3 19
740 6/9/81 1234 1 176.3 40.5 1 1 1 1 1 3V1234.1 A New Way of Presenting Words
741 6/9/81 1234 0 176.3 40.5 1 1 1 1 1 3V1234.2 Peggy’s Reception of Card-words
742 6/9/81 1234 0 176.3 40.5 1 1 1 1 1 3V1234.3 Reading: one word at a time
743 6/13/81 1238 0 176.9 40.7 1 1 1 1 3V1238.1 Debugging Spellings
744 6/13/81 1238 0 176.9 40.7 1 1 1 1 1 3V1238.2 Recalling a Word
745 6/14/81 1239 1 177.0 40.7 1 1 1 1 1 3V1239.1 Discovering “Turn”
746 6/21/81 1246 7 178.0 40.9 1 1 1 1 1 3V1246.1 Edit Shape 16: Miriam makes a pony shape for Peggy
747 6/22/81 1247 1 178.1 41.0 1 1 1 1 1 3V1247.1 Computer as Word-tester
748 6/22/81 1247 0 178.1 41.0 1 1 1 1 1 3V1247.2 Past tense and conditionals
749 6/27/81 1252 5 178.9 41.1 1 1 1 1 3V1252.1 Pure Conditionals
750 7/9/81 1264 12 180.6 41.5 1 1 1 3V1264.1 TI Speech Editor
751 7/10/81 1265 1 180.7 41.6 1 1 3V1265.1 Fireman’s Bazaar: a broken heart for Daddy
752 7/11/81 1266 1 180.9 41.6 1 1 3V1266.1 Implicit Instruction: speech generated alphabet
753 7/12/81 1267 0 181.0 41.6 1 1 1 1 3V1267.1 Computer-based cuisenaire rods
754 7/15/81 1270 3 181.4 41.7 1 1 1 1 3V1270.1 Alphabets: the litany and “A is for Apple…”
755 7/16/81 1271 1 181.6 41.8 1 1 1 3V1271.1 Singing: [Come down the stairs…I never did intend to marry a soldier]
756 7/20/81 1275 4 182.1 41.9 1 1 1 1 3V1275.1 Computer “rods”
757 7/22/81 1277 2 182.4 42.0 1 1 1 1 3V1277.1 First nearly complete Alphabet song
1277 182.4 42.0 13 5 0 4 12 12 10 18
758 7/29/81 1284 7 183.4 42.2 1 1 1 3V1284.1 “Supposed to”
759 7/31/81 1286 2 183.7 42.2 1 1 1 3V1286.1 Singing: a mnemonic method for Peggy; her catalog
760 8/2/81 1288 2 184.0 42.3 1 1 3V1288.1 Pathetique Sonata: Peggy’s valuation
VCat: 42mo-end 1288 184.0 42.3 Lng Soc SM Cog Rdg PC Othr Ttl
Q15 from Day 1288 2 1 0 0 2 1 0 2 extended 1 week, hiatus at seq. 760
761 9/5/81 1322 34 188.9 43.4 1 1 1 3V1322.1 Making up Names: frequent activity of uncertain import
762 9/11/81 1328 6 189.7 43.6 1 1 3V1328.1 Peggy’s First Day at School
763 09/15?/81 1332 0 190.3 43.8 1 1 3V1332.1 More Singing: “ahem, ahem”
764 9/23/81 1340 8 191.4 44.0 1 1 3V1340.1 Concrete situation and recalling lyrics from “The Jug of Punch”
765 10/17/81 1364 24 194.9 44.8 1 1 3V1364.1 The Effect of my New York Job
766 10/21/81 1368 4 195.4 44.9 1 1 3V1368.1 Tri-color Ribbon
767 11/2/81 1380 12 197.1 45.3 1 1 1 1 3V1380.1 Drawing and Writing
768 12/1/81 1409 29 201.3 46.3 1 1 3V1409.1 Focus on the BLOCKS World
769 12/01+/81 1409 0 201.3 46.3 1 1 1 3V1409.2 Doing School Work
770 12/6/81 1414 5 202.0 46.5 1 3V1414.1 Review of collapse of the Peggy study’s naturalistic observation
771 12/7/81 1415 1 202.1 46.5 1 1 1 1 3V1415.1 Reading Vocabulary
772 12/8/81 1416 1 202.3 46.5 1 1 3V1416.1 A Big Penny and a Little One
773 12/12/81 1420 0 202.9 46.6 1 1 1 1 3V1420.1 Turn” vs “Truck”
774 12/13/81 1421 1 203.0 46.7 1 1 1 1 3V1421.1 Reading Test (in P203/K27)
775 12/17/81 1425 4 203.6 46.8 1 3V1425.1 Singing: [If all the young girls were hares on the mountain…]
776 12/17/81 1425 5 203.6 46.8 1 1 1 1 3V1425.2 Writing: sending a letter through the mail
1425 203.6 46.8 6 8 0 2 6 4 0 16
777 12/17/81 1425 0 203.6 46.8 1 1 1 3V1425.3 Puzzle: Donald Duck
778 3/1/82 1499 74 214.1 49.2 1 1 3V1499.1 no detail: Use of speech generators by Peggy:
779 3/12/82 1510 11 215.7 49.6 1 1 1 3V1510.1 no detail: Can’t read “book words”; can read “computer words”
780 3/23/82 1521 11 217.3 50.0 1 1 1 3V1521.1 no detail: KATE: verbal imitation as a “tickle me” command
783 4/5/82 1534 13 219.1 50.4 1 1 1 1 3V1534.1 [not found]no detail: introduction with her name PEG-GY to words that can have parts, each separately represented
784 4/5/82 1534 0 219.1 50.4 1 1 1 3V1534.2 no detail: Spontaneous observation that “recalling” has “recall” in it. (TI tape loading display)
781 04/12/82 1541 7 220.1 50.6 1 1 1 3V1541.1 no detail: Using object impermanence: Miriam and Peggy going around me — hiding by my obstructing Katy’s line of sight — as a game all delighted in: THEME: the Permanent person precedes the permanent
object.
782 4/14/82 1543 2 220.4 50.7 1 1 3V1543.1 no detail: Peggy is ready for liquid conservation test: pouring soda, she observed that her glass is taller than Robby’s
785 7/5/82 1625 82 232.1 53.4 1 1 3V1625.1 The Last Gasp…when leaving for Paris
786 11/29/82 1772 147 253.1 58.2 1 1 1 1 1 1 1 3V1772.1 Beginning Again: Paris…Nov. 29, 1982
787 11/29/82 1772 0 253.1 58.2 1 1 1 1 3V1772.2 What Do We Do ? [no text]
788 11/29/82 1772 0 253.1 58.2 1 1 1 3V1772.3 LEFT
789 11/30/82 1773 1 253.3 58.2 1 1 3V1773.1 LEFT
790 11/30/82 1773 0 253.3 58.2 1 1 1 1 1 3V1773.2 Time and Days
791 11/30/82 1773 0 253.3 58.2 1 1 1 3V1773.3 At the Center with Peggy’s Headmistress
792 11/30/82 1773 0 253.3 58.2 1 1 1 3V1774.1 Reading to me
793 12/5/82 1779 6 254.1 58.4 1 1 1 1 3V1779.1 Summary from the week
794 12/6/82 1780 1 254.3 58.5 1 1 1 1 1 3V1780.1 Peggy Paris 10
795 12/10/82 1784 4 254.9 58.6 1 1 1 1 3V1784.1 last note
1784 254.9 58.6 8 9 0 10 9 4 6 19
END 12/10/82
Print Friendly, PDF & Email