LC0aR6

LC0aR6: A Paper Inspired by Seymour Papertfor the Online Journal, Learning Landscapes The paper was published on July 15, 2013. Lawler, Robert. (2013). Getting Intelligence into the Minds of People LEARNing Landscapes. Advance online publication.

P050

Peggy Study, Panel P50 Themes: Pointing and Talking, Object Knowledge, Book related behavior Source: (Lawler); date: 1/8/1979 Title: Text commentary: These clips show ??; Why important ?? P50A In the High Chair, 29mb P50B Pointing & Talking, 22mb P50C1 Blocks and Boxes, 10mb P50C2 Peggy in the TV, 6mb P50D1 Standard Objects, 16mb P50D2 Standard …

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P049

Peggy Study, Panel P49 Themes: Communication & Pointing, Object Exploration, Family Interactions Source: (Lawler); date: 1/1/1979 Title: Text commentary: These clips show ??; Why important ?? P49A1 Body Parts w/GPL, 8mb P49A2 Pointing w/GPL, 11mb P49A3 Body Parts w/GPL, 4mb P49B1 Pointing with Miriam, 10mb P49B2 Enter Scurry (the dog), 10mb P49C In the Walker,with …

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P044

Peggy Study, Panel P044 Themes: Pointing/Communication, Object Exploration Source: (Lawler); date: 11/27/1978 Title: Text commentary: These clips show ??; Why important ?? P44A1 Pointing, 21mb P44A2 Pointing, 24mb P44B Ball and Ring Tower, 29mb P44C1 Cups and Blocks, 18mb P44C2 Cups and Blocks, 20mb P44D Nesting Boxes, 20mb

P042

Peggy Study, Video P042 Themes: Language Development, pre-Pointing, Object Exploration Source: (Lawler); date: 11/13/1978 Title Text commentary: what this video shows; why it is important P42A1 pre-Conversation, 19mb P42A2 pre-Conversation, 20mb P42B Choice and Pointing, 15mb P42C1 Blocks Box, 16mb P42C2 Blocks Box, 19mb P42D Giving a Ball, with GPL, 15mb P42E1 Standard Objects, 19mb …

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P040

Peggy Study, Panel P040 Themes: Social Interactions, Communications, and Object Interaction Source: (Lawler); date: 10/31/1978 Title: Pre-Language Communication and Object Understanding Text commentary: GPL feeds Peggy in her usual fashion, then urges Peggy to choose between two objects. Peggy does NOT understand what is expected of her but vaguely suggests some preference for the doll …

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P026

Peggy Study, Panel P026 Themes: Pre-Conversation, Object Play, Sibling Play Source: (Lawler); date: 7/24/1978 Title Text commentary: these clips capture what was everyday and what uncommon in Peggy’s context; Peggy at six months. P26A1 Pre-Conversation, 24mb P26A2 Mirror Baby, 13mb P26A3 Using Her Spoon, 14mb P26B1 Objects On The Floor, 28mb P26B2 Objects On The …

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LC3cA35

LC3cA35 The Genesis of Symbolic Thought Learning, in General Let us begin by going beyond a “stimulus-response” couple to a stimulus-response arc. That “arc,” represented as a link between input and output (more generally stimulus — which may be entirely interior — and response — which may be entirely interior) is the site for attachment …

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3V1780.1

3V1780.01 Peggy Paris 10 (12/6/82) Three segments, first reading “Hop on Pop”; second on left and right; third on using phrases with CITY micro-world. Lack of translation from text to speech & vice versa is deep: no 1-1 correspondence at verbal level; lack of letter-sound correspondence; left-right distinction is firm (now with the sign correct) …

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3V1779.1

3V1779.01 Summary from the Week (12/5/82) Tuesday, with both Miriam and Peggy complaining of their schools, it struck me both would be happier at the Thomas Jefferson School AND if both went it would be possible for Peggy (as well as a novel opportunity for Miriam). After a call to Jean Jacques Greif (and William …

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3V1773.3

3V177303 At the Center (11/30/82) Barbara Porter came yesterday with five kids (one mine) to the Center. Peggy brought Wendy with her and acted very friendly with her. Barbara brought sons Gregoire and Laurant and Gregoire’s friend Alden. The kids, of course, played differently. The three boys were aggressive and Laurant (older by a couple …

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3V1772.2

3V1772.02 The result of isolation (11/29/82) text not available.

3V1543.1

3V1543.01 Peggy is ready for liquid conservation test: pouring soda, she observed that her glass is taller than Robby’s; no detail (4/14/82)

3V1541.1

3V1541.01 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;.no detail (4/12/82) no more detail.

3V1425.3

3V1425.03 Puzzle: Donald Duck (12/17/81) Putting together a 48 piece Donald Duck puzzle has been one of Peggy’s main entertainments lately. At first she would simply grab a piece, wave it around, and ask, “Where does this go?” Someone would help her, and we would try to give her good tips — do the outside …

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3V1416.1

3V1416.01 A Big Penny and a Little One (12/8/81) We went to Boston this day for a pre-Christmas visit. Rob hung around LCSI with me. Miriam took Peggy over to the Childrens Museum. Late in the day, the kids were going out with Greg to buy sodas and Peggy — of course — wanted to …

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3V1409.2

3V1409.02 Doing School Work (12/1/81) As Robby and Miriam worked at completing their second Calvert Text, Peggy decided she too should do school work when they did. Consequently, she found (or was given) a work book and was given a set of crayons which she applied there to. She even remarked to Gretchen at one …

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3V1286.1

3V1286.01 Singing: a mnemonic method for Peggy; her catalog (1/31/81) This is a very important method of recalling, perhaps even thinking, for Peggy. Let’s try to list her songs: The FOX – her oldest favorite; well known lines and jungles The Old Woman Who Swallowed a Fly (Burl Ives movie sound track) New York, New …

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3V1275.1

3V1275.01 Computer “rods” (7/20/81) Seeing the trouble she had with the rods always falling over, I asked is a Rods microworld would be easier to manipulate and thus intellectually more accessible to her. So I proceeded to make one, substituting (a later idea) the blinking of numbers in place of partial blanks — that is …

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3V1267.1

3V1267.01 Computer-based cuisenaire rods (7/12/81) Peggy enjoyed playing with the Cuisenaire rods during out experiment P181. Either in that one or the next P182, Peggy first accomplished a set of “stairs.” After the end of the experiment, she continued playing with rods and I heard her mention (at a point where she omitted the 3-length …

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3V1252.1

3V1252.01 Pure Conditionals (6/27/81) Last observation was not accurate or complete. This becomes clear from a very surprising thing Peggy said as she and I had breakfast this morning (actually, I believe she finished first, then returned to the table): “Dad, if I want some orange juice?” I looked at her and asked, “What was …

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3V1247.2

3V1247.02 Past tense and conditionals (6/22/81) For the past month or so, Peggy has been forming past tenses in the typical non-standard way — ie. RUN, RUNNED. (I will have to see if I can get her to discuss this in the next session, P181 now) — to get at the question raised by Seigler …

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3V1233.1

3V1233.01 Peggy’s first Word World: a summary description (6/8/81) Objects: SUN (base color) (via UPx N) (help with WALK/SLOWERx2) GIRL (base color) (Via DOWN x N=4 (started at road) CAR (help with GREEN) (help with MOVE) (via DOWN x 5) (help with WALK/ FAST) DOG (base color) (help with MOVE) (via DOWN x 1) HOUSE …

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3V1199.1

3V119901 Bizarre reason (5/5/81) Peggy often asks which shoe goes on which foot. Today I saw her putting her sandal on the correct foot and asked how she picked THAT foot. Peggy answered, “‘Cause it was the funny one.”

3V1191.2

3V119102 Cutting up a Tree: an old joke (4/27/81) Robby and I were hauling hickory back from the site where I recently felled a tree. When Peggy came to watch us, I introduced her to a joke, a simple absurdity of the language. She knows one cuts down a tree (she has seen this twice …

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3V1188.2

3V1188.02 You can spell everything, not merely “French” (4/24/81) Peggy is apparently coming to realize that all words can be spelled (not merely “French”). The cause of this conjecture I can’t document, but she sat in my lap this afternoon and asked me to spell word after word…. words with no apparent connection, ending up …

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3V1188.1

3V1188.01 Piecemeal discovery from playing with TI BLOCKS (4/24/81) Peggy’s grasp of what she could do with this micro-world has been delightfully piece meal. The first and most striking thing was learning to make the blocks walk. I seem to recall this happened in the first session. The next discovery was the BACK command. It …

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3V1186.1

3V1186.01 Learning by observation during Story hour (4/22/81) Today was the last in a series of story hours for Three Year Olds given weekly at the local library. The Childrens’ Librarian would take a group of children (maybe 10 to 12) into a meeting room where they might sing a little song or play a …

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3V1185.1

3V1185.01 Computer at home: TI-99 (4/21/81) I finally brought home a TI-99 from the Logo lab. The machine’s storage extension is very flakey and the tape recorder would not work well for the first week or so. Consequently it was hard to program little systems for Peggy. We began using the computer in experiments with …

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3V1184.1

3V1184.01 Blocks microworld: Moving Blocks (4/20/81) Peggy has experienced a number of insights in her developing control of the little blocks microworld. The record of her discovery of “BK” is in P169. This is a significant and meaningful operation for her when the block has a forward velocity. In the case “BK” interrupts the velocity …

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3V1181.2

3V1181.02 Anything can represent anything: Forks and Bottlecaps (4/17/81) Anything can represent anything. Sitting in the chair beside [me] at the end of supper this evening, Peggy began playing with a dinner fork and a cake fork (the smaller of the two). They became me and her, going for a ride in the car. The …

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3V1181.1

3V1181.01 Blocks microworld: “Clever little blocks” (4/17/81) Peggy was introduced to computers with P168 and P169. We talked a little today about what she was doing with the computer upstairs. She replied that she was “making the blocks walk.” I asked if she was able to make the blocks turn yet. She replied, “No, they …

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3V1179.1

3V1179.01 Counting Plates with numbers in various ranges (4/15/81) Peggy loves to help empty the dishwasher. After stacking the small plates on the shelves, she began counting: 1, 2, 3, 4, 5, 6, 9, etc…18… She continued from stack to stack, using ‘big’ numbers as well, “eighty, ninety, tendy” repeating them as well as smaller …

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3V1173.1

3V1173.01 Typing “Bear” variously as “BAER” and “BERA” (4/9/81) Peggy sat playing quietly with her typewriter a few feet from where I was working. I don’t recall that her BearHug was with her, but it may have been (and probably was). She typed in sequence the following, with a significant pause between each: B, A, …

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3V1171.3

3V1171.03 Counting in French: “Quatorze” (+ dog) (4/7/81) Peggy counts in French, which to her is “spelling”, i.e. reciting a list of non-sense sounds as an amplification or explication of something about a meaningful (?) work[d?]. Beginning with “/cat//twank/”, Peggy has picked up “/cat//torze/” (single word, no caesura) from Miriam’s recitations — partly offered as …

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3V1171.1

3V1171.01 Letter names versus Meanings: now even “the mommy letter” is blind coded.(4/7/81) In the last experiment, P167, Peggy made a distinction I have observed otherwheres since. When asked the name of any letter, she would reply “D”, no matter what the letter was, no matter what meaning it had for her. For example, she …

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3V1170.1

3V1170.01 Reflexive pronoun means symmetrical directed action: “The guys are killing themselves” (we would say “each other”.) (4/5/81) Peggy noted as she banged the Fischer-Price dolls against each other. That is, she uses the reflexive pronoun to describe symmetrical directed action.

3V1169.1

3V1169.01 Recognizing “By” in another context: Asterix book (4/5/81) Peggy asked me to read “Asterix in Britain.” On page 6 (bottom) there appears a balloon with “Attack by Juno” in large capitals. As I was reading near the top of the page, Peggy pointed to “BY” and said, “That says ‘BY’.” Now it appears that …

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3V1162.1

3V1162.02 Not quite right, even yet: “By” in Hop on Pop (3/29/81) Peggy offered to read ‘Hop on Pop’ to me and began with the title. Pointing to the word “HOP” (alone on the top line) she said, “Hop on Pop.” Pointing next to “ON” (alone on middle line) she continued her reading as “by” …

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3V1160.2

3V1160.02 Subject and aspect: repetition expresses continued activity (3/27/81) Peggy is very vocal and most frequently describes verbally her action. The subject of her verbal predicates is usually herself and most often is “understood.” Today she ran through the kitchen, with her BearHug, putting him through actions. She said (manipulating him the while) “Run after. …

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3V1160.1

3V1160.01 Imperfectly articulated Guessing Games (3/27/81) While we were at dinner, Peggy came running around the table, behind Robby’s chair, waving her BearHug. She said, “You’ll never guess what’s behind my back.” Non-committally, I responded, “I won’t.” Peggy said, “It will be a bear,” then hid the bear.

3V1156.1

3V1156.01 Spelling a word: “B-E-R” for bear, from “BearHug” Peggy sat on the floor by her typewriter. She looked up at me and said, ‘I spelled ‘Bear’.’ when I asked her how, Peggy pressed in sequence the letters, ‘B’, ‘E’, & ‘R’. I asked how she knew to spell Bear that way, but she did …

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3V1155.1

3V1155.01 Cuisenaire rods: playing with them after experiments (3/22/81) Guessing games Peggy had used Cuisenaire rods in the immediately previous videotape. Somehow she got hold of them again and I became aware that she was laying them out [Bob had, I think, tried to see if she would build a “stair.”] As she did so, …

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3V1153.1

3V1153.01 Peggy volunteers a spelling: letters instead of words (3/23/81) Miriam worked on her school work in the dining room, writing a composition. She called out to her mother , “How do you spell ‘couples’?” Peggy volunteered an answer, “L, N, G, P, L.” While Gretchen supplied a more nearly standard one. A few seconds …

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3V1152.2

3V1152.02 More names of French numbers: [Cat…twank] (3/19/81) Peggy talking to herself again. I heard a recognizable ‘Tra…cat..twank’ followed by what seemed to me to be reproductions of higher French numbers (around eleven to fourteen) which Miriam and I had discussed earlier. Gretchen

3V1152.1

3V1152.01 Letters: [N…G…Y.. spell N…G…Y…spell?] (3/19/81) Peggy commenting to herself. A few letters, the ‘…N…G…Y spell… N…G…Y…spell. ? Gretchen.

3V1150.1

3V1150.01 A Tricycle at last: lost observation opportunity (3/17/81) I wanted to buy one for Peggy’s third birthday but (even on sale) the prices were too high and the quality of the bikes too low for purchase. Today — some eight weeks later — I saw an ad selling a tricycle for 10 dollars. We …

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3V1149.1

3V1149.01 Drawing on Peggy: drawing on her arms and more (3/16/81) When she asked me to draw on her hand this evening, I made a little heart that said, “Dad” (she asked on my beginning with “D” if it said “Daddy”) and “Peg” which she figured was “Peggy”). Upon presentation of the other hand, I …

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3V1148.1

3V1148.01 “Tendy” (3/15/81) While working on dinner in the kitchen amidst a circus of children, I suddenly heard out of the chaos Peggy counting, ‘eighty, ninety, tendy, eleven…’. She trailed off there, perhaps having said ‘eleventy.’ Gretchen