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3V0247.01 Naming buttons in verbal imitation.
Gretchen’s instruction “cookie”: 9/26/78;

The older children in school and Gretchen chauffeuring a house guest to the bus depot, Peggy was left alone in my care for a few hours today. After her nap and my tending to a variety of her needs, Peggy decided my lap was the place to be. In no time at all, she was investigating my buttons. My flannel overshirt was a rich field — buttons up the middle, on the pockets, and even (ahah!) on the cuffs. I attracted Peggy’s attention to those on her sleep suit. “Those are BUTTONS, Peggy, BUTTONS.” She paused, then “/b/\t/.” When I pointed to those on my shirt and said, “BUTTONS, Peggy, BUTTONS” she repeated, “/b/\t/.”

RELEVANCE — In this incident we can see coming together the labeling instruction that Ninio provoked and Gretchen more spontaneously provided with the verbal imitation first documented in session P 35 (9/24). The initial and final consonants are not the same as were all the examples of P 35. I would make no claim at this point that Peggy associates her production /b/\t/ with buttons, but it must be absolutely clear that through such situations as this Peggy will come to make naming associations. (Down stairs, now, I hear Gretchen feeding Peggy: Peggy, would you like a COOKIE, COOK-IE.” I assume she talks to herself partly for her own amusement at a monotonous task — as in this case she was partly imitating Sesame Street’s cookie monster.)

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