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Archive with last of tag-string Evd


3V0720.02 [joke… knock-knock]: verbally formulated classification based on a single exemplar. 1/12/80)

We all sat at table this evening. Either Gretchen and I teased and all of
us laughed, Peggy too. I believe I asked her what she laughs about (the
joke was one she could not comprehend). Peggy responded, “joke…”
and then continued “knock-knock.” Here is a clear example of verbally
formulated classification.


3V0720.03 First time Peggy opens shape-fitting toy box. (1/12/80)

For the first time, Peggy opened her shape-fitting toy box. On later
days, she has delighted in dumping out the pieces and fitting them back
in through the holes.


3V0728.01 [Robby…lookit] vocative + verb example (plus others) (1/20/80)

Another example of a vocative-verb to element structure. Peggy, just
now, (1/29/80) came out with another, more directly comparable to
‘Mimi…did-it’), she carried a book to Robby and said ‘Robby, do-it.’


3V0728.03 [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. (1/20/80)

Miriam brought to my attention today what I expect to be primary
evidence for the pause deletion development of Peggy’s speech. Miriam
reported that Peggy was pulling Scurry around by her leash and said,
‘Take Mimi. Take Mommy. Take Robby. Take Daddy.’ talking to
herself. This production is anchored on the verb ‘take’ and varied by
the object of the verb. The phrase is clearly made of two elements and
is one I interpret as variablizing, explicitly and consciously, the
contexts in which the verb may be used. I call this anchoring with
variation. What is most striking is that these phrases have internal
pauses deleted, and thus they have more the appearance of phrases
(about whose structure one may inquire) than of sequences of
disconnected words. This anchoring with variation seems to have
appeared first with the use of ‘bye’ as Gretchen will describe it.


3V0729.01 [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)

Going upstairs to have her diapers changed, Peggy recited a litany as we


3V0733.01 [chin hurts] Variation anchor, abetted by questioning. (1/25/80)

Peggy somehow hurt herself, and when asked what was the matter,
replied, ‘Chin hurts.’ A few days previously, as I was changing her
diaper, I became aware that she was talking away.
P : ‘…neck….hurt (or hurts, I could not notice)…’
G : ‘Your neck hurts, sweety ?’ I asked.
P : ‘No…tomac’
G : Oh, your stomach hurts ?
P : Knee
At first, I was confused by this litany, thinking her neck hurt, then
assuming her locution meant ‘I hurt my neck at some time in the past
(or my neck hurt…) But it seems that this was an example of variation
on an anchor, abetted by my questioning to find if anything was
seriously wrong. Gretchen.


3V0733.02 More variations. (1/25/80)

Over the past few days, Peggy has been using the words ‘many’ and
‘more’ in various contexts. Example : sitting on my lap, Peggy looked
up at the picture illustrating Chaucer’s Canterbury pilgrims, and
P : ‘Many (unclear).’
G : What ? What did you say ?
P : Many horses.
G : Oh yes, Many horses.
Another day or so later at dinner, Peg said ‘More potatoes’ (a request
for another helping).


3V7033.03 More variations and pause deletions; noun-noun structure (1/25/80)

Peggy, Gretchen, and I drove over to Clinton to retrieve Scurry from the
kennel. As we rode along, I tried explaining my views of the
importance of Peggy’s variations and pause deletions. Peggy was more
interested in my furry gloves. She asked for them (they were on the
dash). ‘Gloves…on ?’ I responded ‘Gloves off.’ She tried again,
‘Gloves…on ?’ Again I refused, ‘Gloves off’ I can’t certainly recall her
deleting the pause here, but she may finally have done it, but I cite this
more as an example of how this simple social interchange can both
precede anchoring with variation and enhance the gradual development
of pause deletion.

When the dog was retrieved and came into the car, Peggy petted her,
and I asked ‘How’s our old poochie poo ?’ Peggy responded
‘Name…dog.’ This is significant both as an example of a known general
noun applied appropriately (similar to her use and exemplification of
the term ‘joke’ a few days previously) and as an example of a noun-
noun structure, different from her more common verb-noun pattern of
her speech.

Driving home, Peggy provided another example of variation. Something
dropped from the dash — perhaps a glove. Peg remarked ‘fall
down…fall sleep.’


3V0736.01 [pick oo up] (1/28/80)

Peggy has begun to say “Pick oo up” instead of or in addition to just
“up.” Over the subsequent days, victim of a bad cold, Peggy used this
phrase constantly. Recently Bob noted that he heard her say ”Pick up.”
dropping out the “oo” [you]. Peggy probably developed this phrase
originally from hearing us reply “Shall I pick you up?” or “Do you want
me to pick you up?” Gretchen.


3V0736.02 Culdy’s mouse; apparent possessive (1/28/80)

Peggy has been of late forcing the dog’s toy on her, will she or not.
With Scurry in the other room, Peggy picked up the toy and very
distinctly and precisely named it as “Culdy’s mouse” then ran off to put
it on her. This is an uncontestable use of a form that has all the
surface features of a possessive; the form was distinctly applied on an
object to a person quite correctly.


3V0738.01 “Up on the bed”; [pocket…in…into pocket] (1/30/80)

In our bedroom today, Peggy came over to the bed and said “Up on the
bed.” [she wanted to get up.]

Later she was playing with her “gold” buttons in the pocket of my
sweater. She put them back, remarking “Pocket…in…into pocket…” Gretchen.


3V0742.01 Partly pause-deleted phrases (2/3/80)

Peggy produced several phrases today exhibiting compaction by pause
deletion – but such [is] not universal: Three examples:
“toys… love-em” (at toy box)
“Culdy…like-it.” (that mouse again)
The last has been common in Peggy’s recent speech and might be considered
a precursor of the development of compound structure.


3V0743.02 More already compacted phrases; an invention (2/4/80)

Peggy drinks a lot of juice, and it’s not surprising that she should
produce a two-element phrase such as “good juice.” One could argue
this was purely imitative by her merely taking cognizance of part of the
question she heard frequently, “Is that good juice?/Is that good juice?”
Less likely to fall under an imitative explanation is the phrase “black
tape” produced when she brought me my electrician’s tape. (No
mention of it had been made in the immediately preceding context.)
Least likely of all is the descriptions “Snoopy head” which Peggy applied
appropriately to a Beagle-head from her make-an-animal set of toys.
These phrases showed no pauses between them.


3V0744.01 A catalog of the kinds of things Peggy says (2/24/80)

2/5 “mama, look…did it.”
2/6 (Asking for cookies, and being told the wrapper was empty and the cookies all gone.) “Robby’s eat it.”
2/7 “Lookit…Lookit that”
2/9 (Rummaging around the bookshelf) Where Pony is ? [ie a book called “Little Black, a Pony.”]
2/11 “Me did it.’
2/12 (Watching Miriam put food on her – Peggy’s- plate: “More noo-noo… More noo-noo… More noo-noo plate.”
ca 2/19 (Coming down Stepstone Hill, Peggy wanted to stop at Gordy’s):
“Pop-pop…get (or give) pop-pop me!…get me pop-pop.
2/23 (unhappy, wanting to get up on the bed: “Pick me up.” (She has also offered me a toy or book,
remarking “Pick oo up.” (referring to the object). Gretchen.


3V0747.01 [Culdy me… bite]; very non-standard form (2/8/80)

Peggy came to me after playing with the dog and said “Bite hand”
I asked, “Who?” She replied, “Culdy me…bite.”

It’s obvious Peggy meant the dog bit her. The agent and patient were
named with no intervening pauses. I consider this a clear, natural
example of a very non-standard form (for English).


3V0747.02 Pause deletion in practice (2/8/80)

Peggy plays with a knitted pocket book belonging to her sister Miriam.
She walked past my place at the table, talking to herself:
Mimi…pocket-book… Mimi pocket-book.” This example argues that
Peggy is constructing compact phrases “purposefully” by deleting
pauses which occur naturally in a “commentary” mode of expression
wherein she names what she attends to.


3V0747.03 Number/temporal names (2/8/80)

Miriam tells me she has asked Peggy the time and Peggy responded
“eleven.” The answer was not correct but was significant as a number
name. Peggy may have been imitating a specific response heard from
some one else in response to the same question.

Miriam asked again of Peggy, in my hearing, the time. Peggy responded
“Eleventeen.” This is clearly a made up number name from appropriate
kinds of elements.m


3V0748.01 [Where pony is ?] (2/9/80)

Peggy’s favorite books are now about a pony, Little Black. It is kept on
a shelf with another fifty or more books. when Peggy wants a specific
book read, she usually carries it to her reader and says “read…some-
name.” She has referred to missing favorites. “Bridge?…read Bridge ?”
is a request to read “London Bridge is Falling Down.” she wanted me to
read about Little Black today but couldn’t find the book at first. She
became a little frantic and started to whine “where Pony is ?

The meaning is obvious from the context. The expression is telegraphic
and the structure of the utterance non-standard.


3V0749.01 Words and Numbers; primary roots of discrimination (2/10/80)

Miriam and Peggy play with my yardstick a lot (a free one from a local
hardware store, it has the measure and advertisements on it). Miriam
marches around with it on her shoulder: “hup, two, three, four; hup…”
Peggy marches too, “hup, two, three; hup, two, three.”

Today she LOOKED at the yardstick, then pointing at the symbols as she
clambered along it, said ( in pointing at the numbers) “eleventeen” and
at the words “Peggy Lawler.”

What this means is that she is interpreting alpha-numeric symbols
already — in a very non-standard and idiosyncratic way — but she is
reading the symbol strings as meaningful already.


3V0755.01 [offa Daddy] (2/16/80)

Peggy sat in my lap and was squirming. “Do you want to get down?”
I asked. She said, “offa Daddy,” as she clambered down from my lap.


3V0757.02 [Where Mimi is ?] (2/8/80)

Miriam often plays with Peggy, but she was away from home for several
hours today sledding. At one point Peggy asked, “Where Mimi is ?” and
we told her. This is another example of non-standard sentence order in
a question like “Where Pony is?”


3V0762.01 [Robby… com-po-si-tion] (2/23 /80)

(Bob calls to Robby from the living room -> no answer). Peggy says
“Robby” and heads into the living room. I expect her to summon
Robby, but as she heads out of the room she calls “com-pos-si-tion.”
(She has heard us reminding the two older children about writing
compositions for their journals and for Calvert School Tests.)


3V0769.01 Miriam’s Pillow; idea: function words as pause fillers (3/1/80)

Because in the worst periods of her allergies, Miriam slept better sitting
up, we bought her a king sized pillow. It is longer than Peggy is tall and
wider. Thus Peggy finds it perfect for falling on. Miriam tried to take it
away while Peggy was falling on it, “Mimi pillow.” Peggy responded. ”
Peggy pillow,” and, after a pause, “My pillow.” This is clear evidence
for her understanding of at least the first person possessive pronoun.

When Robby tried to lay with his head on the pillow, Peggy lifted that
corner and said, “Sleep on boards.” — referring to our oak flooring.

Late in the day, she passed me at the table and said, “Get the pillow//
Down the bed.” (Where // = pause.) Here we have two separated
phrases as before we had separated words. What is the quality of “the”
in these phrases ? First, she said something that could easily be
interpreted as “the” — because it was unaccented and the vowel was at
least close to a schwa. The initial consonant ? I believe it was /th/ in
both cases. What is the function of “the” in these utterances ? I can
see it as a pause-filler of no semantic significance but permitting a
continuous flow of speech which connects related elements together as
the caesura between “pillow” and “down” separates them.
We should attend closely to such utterances.


3V0769.03 Reading Hop on Pop (3/1/80)

Peggy sat reading in the middle of the study floor. Was Gretchen sitting
with her ? I can’t recall., but I know she was least in the room. Peggy
turned the first page, pointed at the picture and said, “Up // Pup.”
(This is the large letter text of the page.) On other pages, she “read”
other names and words, singly and in multi-word phrases: Song, Black;
All, Tall; No, Pat. She also produced her own interpretations. Where
three dogs fell out of a tub into the water, she noted, “Dog wet //
Soggy.” Peggy passed by the picture of three fish in a tree. I asked her
“What do you think of that fish in the tree?” She replied, “How bees ?”

The significance of this observation is that Peggy is obviously relating
uttered words and phrases to the specific pictures of her book “Hop on
Pop.” Some of this relating is associational, e.g. the name “Black” with
the specific character (she doesn’t know well color names). The role
of semantics is clearly evident in her interpretation of the “wet dogs”
picture. It is also probably implicated in her ‘reading’ of “No, Pat” and
“Up // Pup.” This applies even more strongly to her reply “How bees?”
(An idiosyncratic production instead of “How can that be?”)


3V0771.01 Reflexive reference: [me do it self] (3/3/80)

Going upstairs “Somebody broke oo gate.” [True]
Objecting to being carried. “Me do it self.”


3V0771.02 Scurry and cookies

Peggy all too often shares her food with the dog, sometimes on
purpose, sometimes not so. Today she took some cookies from a little
easter basket made by Miriam and carried them over to Scurry. she
then said (and repeated 3 more times) “Scurry eat some.”

Here Gretchen censured Peggy, telling her that cookies are not good for dogs
and she should not give them to her. Peggy concluded the interchange
with her own affirmation, “Scurry good dog.”


3V0774.01 Jokes as communication protocols (3/6/80)

Miriam has been telling (surely in Peggy’s hearing) a knock-knock :
M : Knock knock.
V : Who’s there ?
M : Tim.
V : Tim who ?
M : Tim – ber !

At supper this evening, Peggy said :
P : knock knock.
B : Who’s there ?
P : Him.
B : Him who ?
P : laughter.

We continued, because Peggy kept initiating the jokes. Miriam repeated
her ‘Timber’ joke. And then Peggy, apparently sensing something was
required after ‘Him who ?’ continued in her final recitation to say :
B : Him who ?
P : After me.
This phrase is from a picture in Hop on Pop. The one where a tiger is
biting a boy (text : ‘He is after me.’)

I believe Peggy was imitating Miriam’s joke — but misapprehended it —
then recognizing something was amiss — went on to try repairing her
imitation by making what sense of it she could. I believe this is a
beautiful example of the particular process. As it connects back to her
initial learning of the KK script, this incident argues we should continue
attending to Peggy’s joke appreciation — because if we follow it all the
way through her initial ‘getting’ of a joke in a mature form, we will
have a primary example of how a child learns a socially embedded
communication protocol.


3V0775.02 Repetition and further specification (3/7/80)

Gretchen mentioned hearing Peggy do a most interesting thing : she
first said, ‘ Lookit table.’ then immediately ‘repeated’ the phrase more
precisely as ‘Look at the table.’

This is an example of the incremental standardization of speech
production under her own direction (this may be well compared to her
development of the KK joke just noted). There is a production,
internally criticized by more specific comprehension knowledge,
followed by a reproduction reflecting the current ‘state of

There is no reason to believe production should lag far behind
competence when the toddler’s major concern is elaborating a new
mind control structure based on labels — the symbolic interconnection
of previously disparate frames — this is especially true when there is a
critical process monitoring production.


3V0775.03 Who’s that? — syngnostic use (3/7780)

Peggy does not distinguish Who and What. consequently, when
requesting the name of an object she asks, ‘Who’s that?’ Today she
held up a toy, plastic doll and asked “Who’s that?” “You mean your dolly?’
I responded. She then became more specific, pointing with her
finger on the bonnet, ‘Who’s that ?’ I understood then and answered,
‘That’s a hat.’ She pointed under the doll’s chin and asked, ‘who’s that?’
‘That’s a neckerchief.’

I speculate Peggy asks ‘who’s that ?’ in imitation of the frequent
question we put to her while reading.

This same dolly was the object around which another possible example
of repetition/further specification occurred. Peggy turned it over.
‘dolly…tie…back.’ (The doll’s apron is tied at the back.) Then pointing
at the tie, Peggy repeated ‘Dolly tie, that.’


3V0777.01 Analogies — their incomprehension; deep role in cognition. (3/9/80)

Peggy woke me at midnight, she had a stuffy nose and was crying for
her Mommy. we played in the sitting room, she in my lap. Pointing to
a foxy, she said ‘Get foxy.’ I replied ‘Too far away.’ She continued ‘Like
a fader.’ Surprised, I asked, ‘He’s like a father ?’
P : ‘Yes. Big. ?
B : ‘Because he’s so big ?’
P : ‘Yes.’
I picked up things within reach, a rabbit and a toy gun. Peggy stuffed
the rabbit between her legs and the chair, then she picked up the gun.
After a few rotations and trigger pulls, she pointed to a small protrusion
about the handle ‘Who’s that ?’ (I didn’t answer.) She continued, ‘Tail ?’
Then picking up the rabbit by the tail, she said, ‘Rabbit have tail…(of
the gun, pointing again) Have uh tail ?’

This is as clear an example as one could wish to have of Peggy’s using
her part knowledge of one thing (animals) to analyze what the parts
are of things of a different sort. This is not a superficial simile, it is a
deep use of analogy to understand what’s what.


3V0780.01 Conversation at dinner: multiple “thanks” (3/12/80)

Peggy dropped her fork and Robby retrieved it.
P: Robby get fork.”
G: Yes, Robby got the fork for you. Peggy, you should say ‘thank you.’
P. Thank oo.
R: You’re welcome.
P. /dats./ [Thanks, idiosyncratic]
R. You’re welcome.


3V0780.02 Inquiry: first normal interrogative [where’s Cat a Hat ?] (3/12/80)

Peggy: “Read ‘Cat a Hat.’… Where’s Cat a Hat’?”
The first time I’ve heard her use the normal interrogative instead of “XX is where ?”
She has also begun to say “Why?” all the time.


3V0780.03 Shoe Daddy off: clear example of non-standard syntax (3/12/80)

Peggy said this as I removed my shoes. It is perfectly clear she was
describing what I did and it is also clear what she meant, “Daddy is
taking off his shoe.” the syntax appears quite non-standard.


3V0781.01 “Peggy Lawler” – what symbols mean to her (3/13/80)

Ever since Miriam’s gift of the Grover Book (wherein she wrote PEGGY
LAWLER on the inside cover to show ownership), Peggy has interpreted
any group of letters as meaning “Peggy Lawler.” She distinguishes
(more or less) between four things: letters, seen as individuals; pictures
in books; words in books (seen en masse); and individual words,
standing out from the mass, as interpreted as meaning “Peggy Lawler”
(at least hopefully so named by her).


3V0785.04 Me dumb dog — a joke by Peggy (3/17/80)

Gretchen was getting Robby from scouts. I was in bed early. Miriam
put Peggy in her crib because she would not watch TV with her. Peggy
was most unhappy. I rose from bed, rescued her, and we crawled
under the covers together. After a little talk about pillows and Peggy
struggling to remove her socks, I said “Daddy love Peggy.”
P: “Why?” She asked, as she has in response to every word spoken to
her in the past several weeks.

I had heard her address these words to her toy elephant as she sat him
on her potty, “he good friend.” I tried to answer her “Why?”
B: “Peggy good friend.”
P: “No (she laughed), “Me dumb dog.”

The joke is clear if one knows that Peggy has lately referred to Scurry
as a “dumb dog,” even though she loves Scurry. she also loves her toy
elephant, but she clearly in this joke makes the distinction between the
animate and inanimate objects of love.


3V0787.01 Knock-knock variations (3/19/80)

Sitting with Peggy and Miriam after dinner. somehow the phrase knock knock came up..
M&P: Knock knock
M: knock knock
P: Who’s there ?
M. Tim
P: Tim who ? (the first time I heard her make the appropriate response at this point)
M. Timber !

– a second go:
M. knock knock
P: Who’s there ?
M: Orange.
P: (slowly, after a pause) What orange ?
Miriam tried again and got the same response.

– another try:
M: knock knock
P: Who’s there ?
M. Telephone.
P: In the kitchen.

Finally, Miriam went back to her original success:
M: knock knock
P: Who’s there ?
M: Him.
P: Him who ?
M: Him is after me. (Hop on Pop reference)


3V0788.01 Knock-knock again (3/20/80)

This morning Peggy said to me suddenly:
P: Knock knock
G; who’s there ?
P: Tim-mer.
G: Timber ? Timber who ?
P: (giggled and shrugged).
She repeated this conversation several times.


3V0788.02 Peggy love bear — any way will do (3/20/80)

So Peggy began a conversation. I repeated, “Peggy love bear?” .
P: Right , she replied..
B. “Bear love Peggy, ” I continued.
P. “Right.” (again).
B. Finally “Love Bear Peggy ?” I asked .
P: “OK, ” agreed Peggy.


3V0789.03 Word order variations ( — loves — ) (3/21/80)

Bob questioning Peggy…
B: Daddy loves Peggy?
P: Yes
B: Mimi loves Peggy ?
P. Yes.
B; Mommy loves Peggy.
P: Yes
B: Anyone else ? [looking for mention of Robby…]
P: Peggy loves Peggy.

More questions…
Peggy love bear ?
P: Yes
B: Bear love Peggy ?
P: Yes
B: Love bear Peggy ?
P: Yes


3V0790.01 Name: [Daddy name Bob] (3/22/80)

Pointing to her father working at his desk, Peggy said, “That Daddy.”
G: Yes
P: Daddy name Bob.”


3V0791.01 Peggy’s now is when? (3/23/80)

Peggy pointed a phonics dictionary and said, “Mimi’s.” I replied that
yes, I thought it was. Peggy continued, “Mimi’s, // is Peggy’s now.”


3V0791.02 Book all words (3/21/80)

Sometimes Peggy tries to claim one of my books that I am reading as
hers. Then I tell her, no, it’s my book, and look, there are lots of words
but no pictures. Today, Peggy picked up an adult book, leafed through
it, and remarked, “Book all words.”


3V0791.03 Amplification, apparently temporal (3/23/80)

“Me want it. Me want it now.”


3V0792.01 Context appropriate verbal accompaniment: remembered rhyme

Sitting with Peggy on my lap, I became aware that she was babbling to
herself. As I listened, I realized she was reciting an appropriate jingle…
something like “Go horsie… go town… take-a Peggy…all fall in.”


3V0795.01 Non-standard sentence [me out go side] (3/27/80

As I was going back and forth hauling wood inside —
Peggy said “Me out go side.”


3V0795.02 Standard sentence [I want baby diapers (paper ones)] (3/27/80)

no further text.


3V0797.01 Expression of temporal order (3/29/80)

At breakfast (possibly lunch) Peggy posed a specific but unsuccessful
demand, “want juice for cup.” (this cup has a frog sitting on the
bottom; it is revealed when the cup is half emptied.) I brought her the
cup, but it contained milk requested earlier, “Drink the milk, Peggy.”
She responded, “Want juice first, Daddy.”


3V0797.02 The Scottie in Madeline: [that scurry. that name scurry.] (3/29/80)

Reading again Peggy’s early favorite, we came to a page where a figure
in the background walks a black Scotty. Peggy asked, “Who’s that who, Daddy?”

Confused, I asked, “Who’s what?” She pointed, “That Scurry.
That name Scurry.”


3V0798.01 Relation of heard imperative and reconstructed declarative (3/30/80)

Peggy to me: “Mommy, be quiet… be quiet.” [I am not talking at the time.]
I reply, “I am.”
Peggy: “I am quiet…I am quiet.” (accent more on quiet than on “am”)


3V0799.01 Walking something like a dog (3/31/80)

Peggy carried two empty beer cans from the kitchen to me in my chair
(after all, they were mine). Plunking them down vertically on my knee,
still holding on, she began twisting the cans in opposite directions
around their common vertical center, and explained, unbidden,
“walking like a doggy, like a doggy walks.”