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P146G: Nesting Boxes and Cups 29mb

P146G Clip Notes

Notes: 6:25 by Analyst: News, 7/03/2013; P146GdetailsA, 10/12/13; P146GdetailsEF, 10/12/13; P146GdetailsH, 10/12/13;
Setting,Props Cedar Hall, Family Room: Nesting Boxes as well as Nesting Cups
Actors,Aims Peggy and Bob; GPL on camera.
Episode A:

Starts with Peg completing asssembly of nesting cups.
Bob: “Good for you! You did it again.” Peg: “Yep.”
Peg: pours out the cups onto the floor to repeat her performance and Bob interrupts, challenging her with with a “harder” problem if she is willing.
Bob: walks off camera to get the nesting boxes; her glance follows him, a look of uncertainty on her face.
Bob: puts down the boxes, asking “Do you think you can do it with these?”
Peg responds confidently “Oh yeah. I can do it with those.”
Bob: I don’t believe it.” Peg continues organizing the cups for stacking. Bob: interrupts
Episode B:

Bob: “Could you turn around this way, Peggy?” Then he collects all the cups. She moves, but not as he wanted, so he taps on the floor and says, “Sit over here.” She does then starts drawing the cups to her.
Episode C:

Peg: says “******” expressing an intention to asssembly all the cups, and then proceeds to do so, commenting on her actions / thinking out loud. She starts saying “No,” when running into an insertion block, and then proceeds directly to remove the blocking cup to make room for the candidate in her hands.
Bob: notes she got “a whole lot of yesses there and hardly any ‘no’s’.”
Episode D:

Bob: pushes forward the nesting boxes, in various orientations and positions, “Do you think you can make these go together ?” As she leans over to the boxes, he removes the cups “I’ll get these out of your way” and Peg expresses objection but no verbal protest.
Bob: says I’ll give them back in a little bit, OK?”
Episode E:
at 2:0
Peg: Picks up the smallest box and inserts it into the large box (at 2:0), saying “You go like this-a-way.” picking up the medium size box. She sees the small box blocking and removes it and tries inserting the medium box in the large one in an off-orientation and without aligning the corners.
Peg: Then says “you gotta play those a little bit,” while rotating the medium box on top of the large one.
Peg: “There’s it fit” and let’s it down.
Episode F:
at 2:10
Immediately picking up the small box (at 2:10) she changes her plan, moving to insert the assembled boxes into the largest one — whose orientation she needs to change and does so with one hand while holding the other boxes with the other. She gets it in directly, then turns to and picks up the smallest box, inserts it in the stack and says, “I did it.”
Bob: “I didn’t think you could do it.” GPL: “Wow!”
Episode G:
at 2:24
Bob: returns the collection of nesting cups to P. (at 2:24) turning them all upside down (presenting the alternate stacking challenge) but…
Peg: says “And I can turn them all up.” She proceeds to do so and concludes, “I did it.” (at 3:13).
Episode H:
at ~3:13
Peg: returns to assembly of nesting cups, making two wrong-size insertion attempts. She continues with the verbal commentary of “no’s” when she sees a blockage. She runs into a number of problems;
Bob: says “she apparently has not realized yet that the sinking of one cup completely within another indicates there is an order problem.” GPL disagrees.
Bob: asks “Is it clear to you as it appears to me she doesn’t pay much attention to the color, though it may have something to do with memorizing short sequences.”
Peg: completes stack at 5:15.
Bob: There you are. What do you think.”
Peg: “That makes my big city.”
Episode I:
at ~5:15
Bob: tries to interest Peg in “another kind of big city you can build with the same cups,” but she is resistant and keeps them to herself, again distributing the cups for re-executing the inclusion activity.
Unclear dialogue *****. (ends at 6:25)
This video panel culminates the triumph of order, and Peggy’s mastery of physical inclusion relations with those familiar toys of years’ long-standing. Her achievement was exactly as Mimi Sinclair had projected, around the end of her third year. How precisely she developed in this line is one of the core themes of the Infant Peggy Study. It will be the first exploration in respect of space and the relations of objects in space.

Panel P146, Order Triumphs.


3V1006.01 “When Mimi was my age, Christina was my age too” (10/22/80)

I judge this an amazing statement for a child of Peggy’s age.
Christina is a coeval of Miriam’s who rides to and from gymnastics in a
car pool. Christina is of significantly slighter frame than Miriam. It is
possible that Peggy imagined Christina was of intermediate age and was
corrected, but such in unlikely (after all, Christina is MUCH bigger than

Peggy has been made much aware of Miriam;s former small size by her
now receiving hand-me-downs, old clothes of Miriam’s. This is
especially the case since Miriam delights in dressing Peggy up — she did
so before in dresses to big for Peggy’s age and now they together root
through the boxes of old clothes to find a costume for today. Peggy
typically claims clothes of approximately the right size as her own.
Miriam typically protests that they are hers and they compromise with
the formula, “They’re Mimi’s, but she lets me use them” — which Peggy
interprets to mean they are hers. It is most likely that Peggy has argued
Miriam is too big to own the clothes and that Miriam responded that at
Peggy’s age she was Peggy’s size. This [is the] initial observation of
Peggy’s then is a concrete argument that all (at least two) girl children
(big kids) were once little kids on a uniform time scale.


3V1006.02 One to one correspondence: words and things (very impt)(10/22/80)

Gretchen was reading to Peggy from “The Big Book of Real Trains.” At
the bottom of each page is a little picture reviewing each of the cars
introduced in the previous pages, each having an engine at the head.
As Gretchen read and turned the pages, Peggy did the following: she
pointed in turn at each car in the train and named them typically thus:
“TUba, DUba, BHUda, Engine.” (This is a specific quotation; though the
phonemes are uncertain, the stress and rhythm was definitely as
marked (in this case by capitalization.

The single most striking aspect of Peggy’s activity was the definite
correspondence of stresses and Peggy’s pointing to the individual cars
of the train. This is a one to one correspondence of names and objects.
Whether we should think of this as derived from the “discovery” of
P139 or as representing a completely separate parallel or as a ground
underlying P139 will take analysis to determine.

NB. Gretchen observed Peggy do this 3-4 times and independently
confirmed the simultaneous pointing.


3V1010.01 Playing with coins: progressive discrimination (10/26/80)

After P143 (where we played with many coins) Peggy found the pile of
change and asked me to join her in playing with them on the floor. As
we did so, Peggy separated them and said, “I’m picking the big pennies
out and putting them on the floor.” This is significant as showing
Peggy’s primary classification of the coins is based on size — further
that the discrimination proceeds by qualification of the THING before
discriminating different kinds of things.


3V1010.02 Singing (10/26/80)

Peggy’s favorite song is “The fox went out on a chilly night.” This is her
first song, (in the sense of having parts well enough known for her to
begin singing). Her original version interleaved two lines, “The fox
went out on a chilly night” and “town-o, town-o…(repeated a variable
number of times)” Peggy often asked everyone and anyone to sing with
her about the “Fox and Chilly Night”. As we drove down to Guilford one
evening (to buy a pizza) in singing the song I emphasized the “quack,
quack, quack. line” Shortly after, that line (with “the legs all dangling
down-o” also entered the repertoire. She sings often by herself and
even when sensitive to an audience. What inspired this note is Peggy’s
offering a performance. She asked, “Daddy, would you like to hear me
sing ‘The Fox and the Chilly Night’?” She then proceeded in a bashful
and entirely self-conscious manner to NOT sing. For example, at least
five times, she leaned over and brushed her hair out of her eyes. She
followed this, I seem to recall, by several divagations — straightening
her clothes — and then concluded by abandoning her performance.
Peggy clearly saw herself as “onstage” and had a problem. We can well
infer her other singing is not so self-conscious as this episode.
Other songs she can sing ? A little bit of “Snoopy and the Red Baron”;
“Boomer — never gonna settle down” (of the theme from Mash).


3V1010.03 Reading “good grief” in Peanuts book (10/26/80)

Peggy asked me to read a Peanuts book to her. I did so. She was
looking for instances of “Good Grief !” and would point to panels
having a character with the appropriate expression and ask “Good Grief ”
She would also point to the speech balloons and ask, “What does that say?”
Those were usually short speeches.


3V1011.01 Jumping Jacks and Counting (10/27/80)

Peggy sometimes goes to gymnastics make up classes with Miriam. She
has seen the girls do jumping jacks and counting them. Whenever she
feels full of energy, Peggy is as likely to break into jumping jacks as any
other activity. Usually Peggy counts, but with the numbers 16 and 19…
not any others, so far as we have been able to observe.

I see the significance of this observations as pointing to a micro-world
of counting knowledge — which will later fuse with others (such as
object counting: 1, 2, 3, “A whole lotta bunch”) and recitation: 1, 2, 3,
5, 9, 13, 15.


3V1013.01 One to one correspondence (10/29/80)

I found Peggy with the Train book, looking at a diagram of a
locomotive. She was pointing to the numbers (denoting parts that were
described below) and reciting random letters of the alphabet, one to
each number: “B…E…K…D…” when I approached to see what she was
doing, she pointed to the numbers and asked, “Are these letters?”
When I said no, they were numbers, she replied, “Oh.”


3V1013.02 Past tenses: self-correction after pause (10/29/80)

Remarking on some item of food, Peggy noted there was none, “I eat
(short pause) …ate it.”

11/11: “I finded it.”


3V1015.01 Like a birdie: concrete inspiration of observation (11/2/80)

Peggy came around the dining room table with a turtle bean-bag in her
hand, moving it up and down, “Turtle flies like a birdy.” she said, and
the turtle’s feet did flap like wings…. but when she turned it over, I saw
a patch of the turtle’s stomach a piece of material with a picture of
a bird on it. What is particularly striking here is the concreteness
inspiring the analogy, ie. one can easily imagine a scenario wherein
Peggy saw the bird patch on the turtle stomach — this made the turtle
“like” a birdy; subsequently, Peggy saw the turtle legs as “like” wings
and “flew” the turtle.


3V1022.01 Like a birdie (2) (11/9/80)

In P146 today, Peggy remarked ( ) that Daddy Long Legs could fly like
a birdy… we should keep our eyes open for other uses of “like” and the
specific contexts so that we can observe the development of her use of simile.


3V1022.02 Appetite for Reading: (in text between two notes written up on 11/12)

Back in May, Peggy began to request a Tintin in her crib at night.
Sometimes she “read” it, but many times she just wanted to have it
there before she would lie down and go to sleep. And of course, it
would be there when she awoke in the morning. Frequently we would
find her looking at one when we went in to get her up. Lately, she has
been very insistent about reading, or rather being read to. My sitting
down is generally a signal for her to move in — and request that I “reag”
[sic] to her. Richard Scary’s books are big favorites, particularly “What
do people do all day?” and “Great Big Schoolhouse” (which she refers
to as “Miss Honey”). She thinks nothing of having these read in their
entirety (90+ and 60+ pages) and requesting me to “reag it again” when
we reach the end. If she wants “Mrs. Rabbit,: I know she means
“Funniest Storybook Ever” (the whole book, of course — Mrs. Rabbit is
merely the first story !) “Nursery Tales” is another. She will be politic
at times. “I’m ready to have you reag to me now.” and if I pause too
long… “Reag it, reag it.” Occasionally Peggy will be content to sit and
leaf through a book, reciting some snatches of text at the appropriate


3V1025.01 85 dollars (1/12/80)

For several months Peggy has been coming out at random times with
odd numbers. She will look at a supermarket tag and say with a
decisive air “This costs 86 dollars.” to which my usual reply is “I hope not.”


3V1025.02 Counting on her fingers (11/12/80)

The other day I saw Peggy pointing to the fingers on one hand and
counting one by one as she did so, “9, 10, 11, 12, 13, 16, 19” (or
perhaps the last two were “19, 16”.)


3V1025.03 Commitment to her own knowledge: we only sleep when it’s dark (11/12/80)

Peggy distinguishes between dark and not dark. She knows that we
sleep when it is dark. (Or rather that it is dark when we go to bed for
the night.) Of late, she has been after the dog, waking her up from
naps in front of the stove, because it’s not dark outside and therefore
not time to sleep. Gretchen.


3V1026.01 “walrus”: Peggy’s assertion that graphic symbols name things

On one of the walls at the Logo lab is painted a large rhinoceros — in
that blue paint which may be used as a chalk board. That drawing has
many things chalked on it: one of Miriam’s “queens”, binary arithmetic,
a set of matrices. I sat in a small chair near the nose and, Peg, with a
stick in hand used as a pointer, explained to me what it was all about.
“Walrus”, she said, “That word say ‘walrus’.” With a non-committal but
encouraging response from me, she went on. Peg stepped back and
returned near me to the head. “That’s a hoppapitimus.” “O.K.” My
agreement was not perhaps enthusiastic enough to offset her
misgivings “…he’s got a funny nose.”

Why this is interesting. I believe Peggy first decided the picture was of
a walrus — and then proposed the speculation that the graphic symbols
meant the name of the things. The conclusions is that the most salient
use of alphabetic language is as the names of things…

Think of those children raised in families where everything is labeled.
This may be not so much instruction imposed as taking advantage of
the child’s hypothesis.

We could do that. Do we want Peggy to learn to read now ? It would be
to her advantage as Gretchen becomes more encumbered by her
pregnancy and the new baby.


3V1029.01 Graphics as names (11/16/80)

Peggy sat on the floor, a large Richard Scary book opened to the title
page which was decorated with the drawing of a large moose. The
words, of course, were the title of the book. Peggy read it: “That say


3V1033.01 Holophrastic verbs: imitation of Peggy by Miriam as confirmation

Peggy imitates Miriam — sure enough — but the opposite is also true.
Miriam has begun imitating Peggy’s single word descriptions…. single
VERB descriptions. Peggy may pick up a cookie, say emphatically “eat”
and pop it in her mouth. When reclaiming toys from the others, she
may seize one with the accompanying utterance, “take”. this usage —
so far as I have observed — only occurs with verbs of physical action.
This is an important example in her behavior of meta-linguistic
knowledge. that is, Peggy clearly distinguishes names (which may go
with pictures) from verbs which describe (her) actions. It is important
(and useful to Peggy) that her siblings imitate her usage in this case —
thereby confirming the subject predicate distinction Peggy already

note for Gretchen: Can you note more examples of this ? or counter-
examples ?


3V1035.01 Constructive reading: Reading pictures and her own memories

Peggy’s crib is an unbelievable mess. There is hardly room for her with
all the animals, covers, books in it. When put to bed before she’s
sleepy, she will often read silently to herself. I have heard her, in the
mornings, reading aloud. It is clear she can read nothing but the
pictures — and her own memories. She makes up her own “reading”
from what she remembers and what she observes in the pictures.

At first, Peggy felt embarrassed about this constructive reading. She
KNEW SHE couldn’t read — but she became convinced it was OK for
reading to herself and to me. I often go to bed earlier than the children
— Peggy likes to pop into bed beside me with a Tintin. She has often
failed to get me to read it when I am too sleepy and then has been content
to read to me.


3V1043.01 Singing “offstage”: The Fox (11/30/80)

I tried to get Peggy singing “The Fox went out on a chilly night” during
P149 today. She refused. But this evening, alone in a chair in the living
room while the rest of us were there but otherwise occupied, Peggy
began reading/singing the story. She did fine at first. The initial lines
could not be better known. But soon her voice faded — then returned
with “Come home, Snoopy come home.” Gretchen and I laughed but
Peggy didn’t connect it with her activity.

Snoopy was interrupted as pages turned…. was it the “quack quack
quack” ? or “old mother giggle gaggle”? The latter has a place at last.


3V1043.02 Shooting Monsters (22/30/80)

Miriam was in the basement watching King Kong on TV. Peggy came
into the living room and told Robby there was a monster. He drew out
his gun and undertook shooting all the monsters. Peggy was not
content with this form of their game. She wheedled the gun from
Robby and went after them herself. Since they had run away, Peggy
mounted her bouncing horse and took off in hot pursuit, “Bang bang”
and so forth. As she kept it up, I asked how many bullets she had left.
“Four” was the answer. She shot them all. “Which is more Peggy, four
bullets or a ‘whole lotta bunch’?” She answered “‘A whole lotta bunch’.”


3V1043.03 Singing “nonsense” (11/30/80)

Peggy overheard singing to herself. “King king kong kong” Bob
interpreted this as coming from the cards [king, queen] as Robby and
Miriam had been playing and sorting out a deck. Gretchen.


3V1044.01 Despair: sparseness of observation (12/1/80)

Despair over how sparse and inadequate our observation has become.
Neither Gretchen nor I now seems to note or later describe those
behaviors we might judge to be significant. This last month is almost
another hiatus in the corpus. If we don’t do better, we should close out
the study. The danger is holding the belief that it is worthwhile if it’s
so spare, in fact, as to be worthless.


3V1044.02 Position and relative names: up and down (12/1/80)

Peggy comes with me when I take Scurry for an exercise walk. Going
along North Madison opposite the old golf course, she moves up onto
the lawns of the houses. Today she pointed out “I’m up…You’re down.”
Sometimes she varies it “I’m high.”


3V1046.01 Jumping jacks: analogy (12/3/80)

Playing with the fire tongs, Peggy held them vertical and opened and
closed them a bit, bouncing them off the floor. “Tweezers [tongs] are
doing ‘jumping jacks’.”

Comment in passing: “I think bears piss in the woods.”

Noted by one of the children: Peggy at her toy telephone:
“Doctor, come out to my house at 3:30 to give me a shot. Bye,
Doctor.” Why 3:30 (or #) ? I don’t know. Peggy has asked me a few
times to “wake me up at 3 o’clock.” (Once, while she was sitting in the
recliner reading — it was about 1:30 at the time; last night, when I put
her in her crib.)


3V1049.01 Finger counting: [I want fifteen childs] (12/6/80)

Asked if she thought it would be nice to have a baby, Peggy held up her
hand and said, “I want a baby. a boy, and a girl.” holding up a finger for
each. We tried again, “Peggy, the baby will be a little boy or a little
girl.” “I want a baby, a boy, and a girl.” By this time, she was running
out of fingers and had to bring up the other hand. Finally, Miriam
asked her how many boys and girls she wanted, and Peggy responded, “I
want 15 childs.”


3V1049.02 Put Me in the Zoo: tracing words in the title (12/6/80)

Peggy has discovered this book and I have read it to her, perhaps half a
dozen times at most. When I read the title, I point to each word.
Today, Peggy was in my lap requesting I read. She put down the book
and said, “That’s ‘Put Me in the Zoo’.” As she said this, she moved her
hand along the words of the title.


3V1049.03 Holophrastic verbs (12/6/80; see also 12/1, 11/20, 11/22)

The most common use is “put” and “take”. Today I scolded Peggy about
something minor. Instead of crumpling into tears, Peggy (who was
standing beside my chair) merely ducked her head a bit and said
“Hide!” Others [heard]: run, run away.


3V1049.04 Letters and words: “P” is no longer /peggi/ by itself (12/8/80)

Peggy had me read “Letters, Sound, and Words.” When we came to the
page for the initial consonant P, Peggy pointed to it and said “P is the
letter in Peggy.”


3V1049.05 More complicated verbs: “could” used correctly ()

Today for the first time, I heard Peggy use the form “could” correctly.


3V1049.06 Finger Counting: 1-1 correspondence, up to 2 (12/6/80)

no further content.


3V1054.01 Generalizations: “nightgowns has no pockets on them” (12/11/80)

This evening Peggy came near me, “Nightgowns has no pockets on
them,” she said. Looking at my shirt, she continued, “Shirts does but
nightgowns never do.”


3V1056.01 Counting objects for herself (12/6/80)

What I remember as significant about this episode was Peggy’s putting
her fingers and the number names into 1-1 correspondence. Now she
can “count” (as documented below) but the limits of her correspondence
appears to be TWO. But that fact that she attempts correspondence at all
shows a preliminary grasp of the relation and some sensitization to its applicability.


3V1058.01 Counting objects: near standard sequence with omissions (12/13/80)

Miriam and Peggy went to visit Mrs. Smith. She keeps toys in her house
for children she takes care of. Peggy selected a ring pyramid and
Miriam (as she later tells the story) inverted the rings. Peggy began
re-stacking the ring and spontaneously reciting number names: “one,
two, three, four, five, six, (seven omitted), eight, nine, ten, eleven,
twelve.” (cf. P150 ? P151? )


3V1063.01 Hop on Pop: the right phrase; the wrong orthographic order

Peggy brought me this book to read and spontaneously read the title,
pointing to each of three words, “Hop on Pop”… Subsequently, (again
spontaneously) she read on the title page, “Hop on Pop.” This was most
interesting in that she pointed to “Pop”, “on”, and then “Hop” while
reciting “Hop on Pop.”

Significance: Although she gets the details wrong ,Peggy shows here the
idea of one-to-one correspondence between the syllables she says and
the letter groupings on the page.

Further: At the end, I read “Constantinople and Timbuktu.” When I
pointed to those words, she objected that “and” could not be a word
because it was too little (compared to the other two).


3V1063.02 Reciting number names: varied responses to correction (12/20/80)

I drove to New Haven. Miriam and Peggy came along for the ride. On
the return trip, Peggy stood behind and between the two front seats of
the Saab, holding on and exclaiming amazedly at nearly everything
seen. As I drove from I-91 down onto route 80, Peggy noted “There’s a
whole lotta tell-poles for people to count.” and began reciting number
names, “One, two, three, four, five, six, eight, nine, ten, eleven,
twelve… eighteen, nineteen, sixteen.” Let that list represent her basic
recitation. Miriam criticized the omission of “seven” — so Peggy added
it to the list by displacing and omitting “six”. Apparently she knew
there were more “teen” numbers, because at one point she repeated
several times “eighteen, nineteen sixteen, eighteen, nineteen sixteen,
eighteen, nineteen sixteen.” Finally, after “eighteen, nineteen, ” on one
occasion she concluded, “one, two, three, go.”

Was Peggy reciting merely ? She wasn’t counting. “tell-poles,” at least
gave no evidence of doing so. We can’t tell if she was counting objects
in her mind separate from her name list — but I doubt she was.


3V1065.01 Past two months: PUPPY DOG: an invented game/role (12/22)

A quick scan of these notes shows no notice taken of something very
important to Peggy: she has created a game-role for herself, the
character “Puppy Dog.” This began months ago when, playing with
Scurry, Peggy fastened the leash to her collar and ran about the house.
Tolerant as she is, Scurry was hard pressed not to snap at Peggy’s rough
treatment of her. Thus I often tried to dissuade Peggy from attaching
the leash. Peggy was broken hearted. SHE liked playing with the leash.
Thus she came to invert roles, attaching the leash to her shirt collar
and crawling about, getting the older children to take her for a walk
whenever she could. Gradually, she extended her imitation, saying
“bark, bark” and even going so far as to sit in Scurry’s bed. (All too
often, she has given Scurry a “bones” dog treat — after eating the soft
and sweet center section herself.) One evening, after crawling around
on the floor with the leash on, emitting an occasional “bark,” Peggy
crawled into my lap. “We don’t let dogs up on the furniture,” I
complained. Peggy replied, “I’m not a DOG, I’m a PUPPY DOG.” My
sense of her meaning is that a “puppy dog” is not merely a young dog;
it is more particularly, in her case, a pretend-dog. She has argued
similarly (against my noting that dogs can’t talk) that Puppy Dogs can.
this imitation I see as Peggy entering imaginatively into the world of
same-sized, always available friend Scurry. to this point, Scurry is
Peggy’s only accessible peer.

This situation will change soon. I expect Peggy will go to the North
Guilford Nursery School soon — at or shortly after her third birthday.
She has been toilet trained for six months or so and is verbally
articulate when she wants to be so. I think she is really ready (and has
been for a long while) for play with coevals.


3V1065.02 “I thought I saw a pussy cat” (12/22/80)

Ever since the summer, Peggy has enjoyed watching afternoon cartoons
on TV. Her favorite is Tom and Jerry (so much so that she calls the
cartoon show by that name). The last day or so she has been driving us
crazy by imitating Tweety’s common complaint, “I taught I taw a pussy
cat,” everywhere and often. In memory, I most clearly recall her image on
the floor before the stove saying that phrase again and again and again.


3V1066.01 Reading letters: new development (12/23/80)

Peggy often gives evidence of not distinguishing words from letters.
(See especially her play with letters in the past videotaped sessions).
Consequently, it was quite surprising today to hear Peggy saying letter
names as she poked around in Scurry’s food bag. My best appreciation
was that she pointed at random letters and recited names — with
neither order nor correspondence — much as she initially counted.

NB. Gretchen, in the kitchen at the time, called this to my attention.
this is a new development.


3V1067.01 I wonder I’m hungry”: idioms and structure (12/24/80)

In chanting recitations very like “I thought I saw a pussy cat,” Peggy has
repeated the phrase above, most as noted but with a few variations,
e.g., “I wonder I’m sleepy.” This utterance is noteworthy because it is
one with the surface structure of a grammatical assembly but which is
clearly shown by erroneous imitation to be an “idiom plus” sentence.
Eventually, Peggy will say “No wonder I’m hungry.” How will we then
describe the structure of this utterance in such a way that it’s roots are
manifest ? As assembly of perfected, variablized idioms?


3V1069.01 Planning a trip: to B-A-S-T-G-A-K (12/26/80)

Peggy wants very much to go along whenever I go to Boston. She loves
to travel anywhere beyond the house , and argues she should go and
the older children stay home because “Some kids are too little to be
left alone.” I hate to let her overhear my planning trips (especially days
in advance) because it would subject me to importuning (often when I
CAN’T take her.) I take the standard grown up evasion. I SPELL OUT
keywords to keep her in ignorance, as I did thus with Miriam. “When
you and I go to B-O-S-T-O-N on M-O-N-D-A-Y, I plan to go to the K-I-D-S
M-U-S-E-U-M in the afternoon. Do you want to call Dara and see if she
wants to come with us ?”
Peggy chirped up, “When you go to B-A-S-T-G-A-K, can I come too?”


3V1069.02 Counting and one-to-one correspondence (12/26/80)

Having bought her two of Beatrix Potter’s books for Christmas, I have
read them over and over to Peggy. At one point in the story of Peter
Rabbit, old Mrs. Rabbit goes to the bakers and buys ‘five current
buns.” I decided to see how Peggy would follow or penetrate what this
meant. I asked, “Do you know why she’s getting five buns ?” Peggy did
not, so I explained by finger counting. “There’s one for everybody
(holding up digits seriatim), Flopsy, Mopsy, cotton-tail, and Peter, and
one for herself.” She imitated my finger raising and said, looking at her
fingers, “Those are little bunnies.” When I stuck out my thumb and
said it was old Mrs. Rabbit, she responded, “No! Benja Bunny.” (He is,
of course, the other ‘little’ rabbit, Peter’s cousin.) (see counting on VT
of P153, 12/28/80)


3V1069.03 Her first orthographic word: “by” (very impt) (12/26/80)

Especially as we read the titles of Peggy’s many books, Peggy imitates
my pointing to words and saying words. After I read “The Tale of Peter
Rabbit,” she pointed more or less randomly: “The” (for the tale of);
“Tale” (for Peter); “of” (Rabbit) “Peter” (by) (Rabbit” ( Beatrix Potter) —
most uncertainly. Here I corrected her — pointing out “by” and
“Beatrix Potter”. When we turned to “The Story of Benjamin Bunny”
I continued “by Beatrix Potter.” Here Peggy noticed something (while
contrasting the frontispieces of the two books) and said, pointing at
the word “by”), “These little ones are the same.”

What is significant here is her first specific notice of a graphic string as
an entity — her first perception of a graphic word as such.


3V1070.01 Counting: scrambled eggs super ? (12/27/80)

Reading “Scrambled Eggs Super (Dr. Seuss) one page has a line of birds
winding back into the distance over a mountain. Peggy spontaneously
started counting, at the beginning of the line, ” 1…2…3…4…5…6…[here
the line turned and became less detailed]… many birds.”


3V1071.01 Correcting me: example of reasonably mature speech (12/28/80)

Peggy sits in the foyer by the stove, talking, reading to herself. When a
pause came on her speech, I asked, “Where’s my toddler ?” She
corrected me, “I didn’t say toddler,” I said “What’s going on there?”
I consider this an example of reasonably mature speech.


3V1071.02 Self-reference: [I’m feeding me. I won’t be any hungry more.]

Peggy picked up a box of raisins and remarked. “I’m feeding me. II
won’t be hungry more.”


3V1071.03 Sentences in juxtapositions with implications: [I won’t be hungry any
more. The raisens box.] (12/28/80)

As I closed the book, Peggy pointed to a white label on the cover.
“On the bookie, Mommy.” [I asked,] “Did you put that on there?”
[she replied,] “I licked it and I stuck it on it.”
As I wrote this, she said “I won’t be hungry any more. The raisins box.”
“Daddy, are we going to clean up and do a new experiment ?”


3V1071.04 Diminutives: bookie, cribbie, handie (12/28/80)

Bookie (above)
Cribie (“I don’t want to go into my cribie.”)
Lately, Peggy has been using a diminutive in what seems like every sentence.


3V1071.05 Holophrastic verbs; also pretending to sleep (12/28/80)

(See also under 12/1, 11/20; 11/22; and 12/9; 12/6)
Down watching TV on 12/23, Peggy on Bob’s lap. “Snuggle.”
Other times, lying down and closing her eyes, “Sleep.”


3V1071.06 Reading words (a few days ago): instruction in 1-1 correspondence

A few days ago, Peggy wanted me to read “Babar Saves the Day.” We sat
down and looked at the cover. Peggy sort of waved her hand around
and said, “Babar Saves the Day.” I repeated the title to each word as
I said it.{??} Peggy said very slowly, “Ba…Bar” and ran her finger under the
appropriate syllables.