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Archive with last of tag-string Q13

3V1100.1

3V1100.01 What words mean: example: graphics mean the name of the thing (1/26/81)

After concluding an experiment (P157 I believe), Peggy touched the camera now back in its case.
Pointing to the words on the camera she said, ‘I know what this says.’ ‘What,’ I asked. ‘Camera,’ she replied.

This is a second example (see earlier ‘Walrus’ story at Logo) showing her default expectation is
that any word written on any thing is the common name of that thing.

3V1102.1

3V1102.01 Playing with toys: using animals as manipulatable actors (1/28(81)

Recently Peggy has frequently climbed on my lap after dinner, bringing a small collection
of animal toys with her. Frequently the horses (Calico and Blue Mane) and Gretchen’s old rabbit
and mouse are the main actors.

Peggy takes one animal and gives me another, e.g., ‘Will you be Scurry-baby ?’
When we agreed, the next question from her actor ‘What shall we do now, Scurry Baby ?’
Our actors discuss that, then play hide and seek, or chase, or eat-ice-cream. This particular sort of
relation appears important to Peggy as witnessed by her preference regularly, for playing this game.
Videotape P158 begins with such a game.

3V1103.1

3V1103.01 Peer interactions (1/29/81)

When Peggy was too late to b e enrolled in the North Guilford Nursery School, Gretchen enrolled her in two pre-school library activities. I took Peggy down to the second crafts session, and Miriam asked if she could come. Peggy had a good time at the library but with respect to ‘crafts’ it was a fiasco. One of the mothers brought in materials for cutting and pasting paper flowers. The mothers were having a good time and so was Miriam, but the pre-schoolers had nothing to do. Peggy wandered off while Miriam made flowers. I followed her to the center table where we spent a good amount of time with puzzles. Peggy is surprisingly good at puzzles, even solved a puzzle similar to my Pythagorean proof puzzle (I have seen some adults dumbfounded by it). She did however begin playing on the floor with a set of four connected train cars.

As other children abandoned the crafts table, several came to play on the ramp where Peggy ran her train up and down. A little boy took a car from her, played with it, abandoned it, and Peggy re-attached the car. This was repeated a number of times. The boy’s mother got a little upset, tried to get him to return the toy, which move was a disaster. Peggy did not respond overtly to this. She seemed to accept the boy’s taking of ‘her’ toy — and when he abandoned his claim she reattached the stolen car and went on with her play.

Could it be that she has as yet no well-informed expectations of peer interaction ? Probably she thinks of playing with these others as with Robby and Miriam, but the former are more like herself. She is likely used to Miriam’s taking over, taking things from her, then giving them back.

3V1104.1

3V1104.01 “Gepeters” [computers]: incremental lexicon standardization (1/30/81)

Peggy wants to go to Logo (whatever that means to her) and also asked if she ‘could play with the gepeters at Logo.’ Later, her use slipped into the standard form by first appearing a ‘geputers’ then as ‘computers.’

3V1104.2

3V1104.02 Solla Sollew: just how long is the title ? (1/30(81)

Peggy came to me and asked, ‘Will you read this book (in her hand) about Solla Sollew…(pause) on the banks of the beautiful river Wahoo… where they never have troubles…or at least very few. (Bob suggests she may think this entire spiel is the title.)
Gretchen

3V1105.2

3V1105.02 What we observe is not what she intends [Woodstock is patting his tail with the monsters.] (1/31/81)

‘Patting’ is an activity that Peggy knows a lot about. Scurry is her close friend and she pats Scurry every day. She is, in fact, merciless in expressing her affection for the dog who gets no peace at all. But what does ‘patting’ mean to her ? Consider this example.

Peggy at Robby’s place, where he had left a box of metal figurines (characters from his Dungeons and Dragons game). Peggy picked up Woodstock and began saying ‘pat, pat’ as she poked his tail against the figurines in the box. She then explained ‘Woodstock is patting his tail with the monsters.’ From this, we can infer that the tail — which we would see as an instrument — is in her use object and further, that ‘patting’ is a reflexive activity, i.e. it is something one causes to happen to a part of one’s self. I find this bizarre in the extreme.
.

3V1105.3

3V1105.03 Meta-cognitive observations: [I think my jokes are funny.] (late January)

We were driving east on route 1, near Moose Hill Manor. Seeing the ponies of the Diamond M Ranch, Peggy remarked, ‘I want to ride one of those every day.’ I turned to her with shocked surprise, ‘Every day?’ Peggy smiled, ‘I think my jokes are funny.’

confer 3V1105.4; this is most likely a language/social gambit to defuse implicit criticism from me,.

3V1109.2

3V1109.02 Trip to Logo: typical stories (2/14-15/81)

Peggy, Robby and I went to MIT after story hour. Danny Moore came to the lab late in the afternoon and I tended Peggy while Robby played with him. What I recall of this time is that Peggy and I went to DSRE for my Spencer Foundation letter, spent a few minutes in Andy’s office till Robby was free (we played with tinker toys — that is, Peggy did, making ‘things’ for me while I looked over my letters and so forth. for a while, Peggy played at the typewriter in my office (The effect of this is shown most clearly in VT P160.)

Robby wanted much more to do other things than care for Peggy, for example read comic books or play adventure on the Apple. Later in the evening, I found him doing so and asked Peggy how she liked it. ‘It’s terrible.’ was her comment.

That evening, back at Mrs. Tack’s, as I was climbing into bed, Peggy asked if she could tell me the story about the Pig family. I agreed and she began. Once upon a time, there were three little pigs and they lived in a house in the woods. There was Mommy Pig and Daddy Pig and Robby Pig and Mimi Pig and Peggy Pig — oh, oh — Peggy Piggy, I never heard of that.’ (This last is an idiom for Peggy pointing out the outlandish quality of Peggy Piggy.) The next day, my most common remote sight was of the two playing near but separately in the Childrens Learning Laboratory. Several times I saw them lolling together in a couple bean bag chairs. Later Robby told me what they were doing — telling stories. this is typical of his :
‘Once upon a time, a little girl in a red coat was walking through the woods. A big wolf came up and wanted to eat her, so she pulled out her machine gun and cut him down. The end.’

He reported this variation on the Pig Family Story (the only one Peggy told ) :
Once upon a time, the Pig family lived in the woods. there was a Mommy and a Daddy Pig and three children : Flopsy, Cottontail, and Peter. It was bedtime. They went up and up and up and up and up and up and up the stairs and went to bed.

During the afternoon, we went to the Children’s Museum while Robby played with the computers at Logo. Peggy slid about on the giant’s telephone, drove the car, slid down the slide of the infant’s castle — found a ring tower toy and put it together directly. She most remembered — indeed asked to go upstairs to see — the traffic light. On the floor above, she found little to interest her in the computers, but did play with a set of mirror-enclosed, plastic chips. She did a quick tour of the doll houses. Following more play with the wonderful waterfull, toy trains, and the giant’s desk, we rode the subway back to Tech Square. Peggy and I both had a delightful time. A little more work, and we left for home. Peggy slept during the entire trip.

note : 2/15/81 Since then, Peggy has pestered Robby to tell her stories… he does so with even less detail than the sample above.

3V1120.1

3V1120.01 Peggy’s invented games: extensive notes on animal play (2/15/81)

For the past week or more, Peggy and I have played together in a way that appears very important to her. that is, she is really hurt if I am unwilling to play. Last night she was unwilling to stop — without tears — only when I agreed to go up to bed and read ‘Lucky Luke’ to her. Of what does this play consist ?
We sit together in my large chair, my dust cover wrapped about us both to keep warm, and play with Peggy’s toy animals (usually in number between two and six). Peggy usually claims one role and asks me to assume another. She has only rarely taken on more than one role herself (but has done so). The primary element is ‘What do you want to do now, X ?^’ She repeats this distressingly frequently — so much so one of my main challenges has become to push the burden of questions back on her by responding ‘I don’t know, what do YOU want to do ?’ and so forth. I believe this question appears so frequently because the limited number and length of Peggy’s play scripts. Let me try to detail a few of them.
Eating Ice Cream : beginning
1. Let’s eat ice cream. 2. concurrence
1. movements away from and back to 2. no action
second critter, accompanied by a…
typical action word specification :
‘Get…get…get’
1. leaning over the ice-cream with 2.. same
dialogue : ‘gobble, gobble….and
even slurp.’

Jumping on the Head
Beginning – end : One critter jumps on the head of another accompanied by the sounds /giu/ (gjew).

Going for a Ride
beginning : Peggy plays both roles, the rider can be any critter. The mount is usually one of two horses, the calico (or Blue Mane) but can be any large animal. The rider (1) asks if it can go for a ride. (2) The mount agrees. They bounce about together for a short time.

Hiding :
I ask Peggy ‘What do you want to do now ?’
1. She sneaks her animal up my arm, hides it behind my neck, and giggles.
2. She whips it over the arm of the chair.
3. She secrets it under the dust cover
In each case, my animal wanders about the chair calling for the other. (The game can be played with roles reversed.)

3V1120.2

3V112002 Squirting (skunks; rabbits squirt with their ears.) (2/15/81)

Peggy has a skunk… it attacks other animals by SQUIRTING them with its tail. (Does this show the influences of Robby, Miriam ?) Squirting is NOT limited to the skunk. Most other animals also squirt from tails. An exception is the rabbit. It has a button tail — so it squirts with its EARS ! !

I will try to describe other such scripts as I observe them. The general impression I have is that the behavior in all these games has roots in such simple scripts or in surface features of the particular toys — I have no examples at hand. I need to note one when next observed.

3V1122.1

3V112201 Same vs. Different: different animals, same activities (2/17/81)

Peggy sat in my lap, playing her animal game (see examples in videotape, e.g. P162). I tired of it and she volunteered, ‘I know…let’s play a different game.’ I agreed enthusiastically, so she got from her toy box two different animals, sat in my lap and asked, ‘What do you want to do now, animal-name ?’ I asked, ‘Is this a different game or the same game ?’ she responded, ‘A different game.’… but it proved not so.

3V1124.1

3V112401 Singing: quiet activities of self-construction (2/19)81)

Peggy’s repertoire of songs is sometimes surprising. On her recent trip to Boston with Robby, I found she knew a bit of ‘The cat came back’ (A song I know not but Robby does know, perhaps from a Disney program).

This afternoon, Peggy sat singing quietly to herself on the couch, ‘Oh dear, what can the matter be’ and ‘I want my shirt’ – the latter from the Marx’s Brothers’ movie ‘Coconuts’ (which she has never seen) was modified to ‘I want my Mimi.’ The former song was the more interesting because it has a story line, which Peggy got right, even though she has no regular melody (what appeared was just a varying pitch) and no regular, complete surface text. That is, she made up the ‘song’ out of its story elements and fragments of text such as ‘what is the matter’ and ‘at the fair’ (to her, this is probably Jacob’s Beach).

This is an example, not surprising in itself, of how Peggy’s mind is active, amusing herself, in quiet constructive ways.

3V1133.1

3V113301 A Gymnastic Show (2/28(81)

Miriam went on-stage with the other tumbling kids of the Dutch Gymnastics School. The show began with ‘The Little Rascals’ — the youngest class — marching around and exercising in time (more or less) to directive songs. Peggy found that worth watching, but when they finished she said, ‘I think it’s time to go, now.’ This was after 15 minutes. The show continued for several hours more.

Peggy was very ‘good.’ I had had the forethought to bring a Peter Rabbit book and a set of plastic keys she played with as a baby. She spent the time clambering in and out of her seat (one of the automatically folding variety) and laps. And she played with the keys a game I invented — unlocking the fingers of my hand. A few times she got restless, wandered down the aisle and up to the back then returned. Only late in the evening, at the end of the show, did she nearly escape. I captured her and she turned cranky. What is so surprising is that she could be so well distracted so simply — if my paying attention to her can be considered a simple distraction.

The next day Peggy began doing rollovers by herself on the mattress in the basement (at first, with Miriam’s help and guidance).

3V1136.1

3V113601 Imperfectly articulated script: [Which hand ? This one ?] (3/3/81)

‘Which hand ?’ This question is one Peggy meets when she asks Robby or Miriam for something she knows they have (usually candy). Today, she came running up to my chair at the table and asked, ‘Which hand is the Rubic’s cube in ? This one ?’ — holding the cube high above her head (as she brought it out from behind her back) with a great big smile.
This is another example of another imperfectly articulated script.

3V1139.1

3V1139.01 Advance in articulation: [Which hands is it now ?] (3/6/81)

Peggy came running up to me and asked me ‘Which hand is it in now ?’ She continued immediately, ‘This one ?’ (Pointing to her right hand with her left). This question and gestures is a significant advance over that of 3/3/81 because she keeps the object (her bear in this incident) hidden behind her back.
I have no further information about how the advance was made.

3V1140.1

3V1140.01 Letter names as entities separated from signifiers of people (3/7/81)

Peggy brought me the ‘F’ from her set of letters. She asked if it were the letter ‘A’. When I said ‘No,’ she next guessed the letter name ‘E’ (She knows this, of course, is the ‘father letter.’) I told her it was the letter ‘F’ and described to her the letter ‘E’, which she then located in her letter tray.
Peggy is beginning to focus on letters as namable entities, independent of their semantic associations — i.e. as symbolic objects.
Note : this is after her use of a typewriter.

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

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 decided on a more elaborate drawing — and made a four petaled red flower (like the dogwood in shape) with green stem and leaves.
Peggy rolled up her sleeve and said “it tickles.” I asked if she could help me draw a face. She agreed. I made a large circle. “Eyes,” she said. “How many ?” I asked. “Two,” came the quick reply. “And what else ?” I inquired, expecting to hear about a nose and mouth. “Eyebrows and hair.” I drew in eyebrows, slanting down over the eyes, and a crew-cut pad of red. “He looks mad” was Peggy’s opinion, so I tried to make him happy. “Shall I draw a big smile then?” I did so. “What else ?” (I was again fishing for a nose. Peggy pointed at the chin. (I drew in a nose.) What else should he have?” I asked again, and she was more specific, “He needs legs.” I drew one chicken-foot and at her request, another, then another and a final one raise somewhat in the air, as below:

*** insert picture here ***

Peggy made an “eating at a single gulp” noise. “What’s he taste like?” I Asked, expecting something egg-or-chicken-like as an answer. “Monster” was the reply.

The flower and monster were the only shapes beside hearts that have been drawn on Peggy. I note them to document the beginnings of her drawing development (must re-collect the drawings on Greg’s walls at Logo.)

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 trekked out to Madison. Peggy tried the tricycle and said, ‘I think we should.’ She did not know how to pedal or how to steer.

The older children were terribly obtrusive, wanting to demonstrate how to pedal, for instance, and also shaping Peggy’s behavior by pushing the bike forward and back thus ‘showing’ Peggy that the pedals had to go around whenever translation occurred. I told the children, especially Miriam, to let Peggy ‘Do it herself.’

Down in the basement, this afternoon, I don’t know what happened. Peggy now drives and steers competently. I can ask Robby and Miriam… but my sense of the situation is we’ve lost a possibly valuable example of physical skills learning through not being sufficiently observant at a critical time.

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.

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

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 later, Peggy came up to me, “I know how to spell ‘tree’, ” and then continued with her spelling, “L, N, G, P, L.”

Relevance: Here we see Peggy refining her idea of what it means to spell a word. We have letters instead of “Woof boogle jig.” She showed no concern that both words were spelled with the same letters and none at the arbitrariness of the letters assigned.

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, she ran her finger along and chanted, “They get smaller,,, they get tinier…they get bigger…”
Gretchen

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 not answer. Note, however, that her favorite toy animal ‘BearHug’ lay on the floor next to her and has his name printed on his shirt.

Peggy’s assumption that words on things are their names is borne out in this case and it permitted her a breakthrough, the first expression of a name as a sequence of letters instead of a single token symbol.

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.

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. Run after. Try to tag. Try to tag. Roll over. Roll over.”

Clearly the omitted subject of these predicates was BearHug. Also striking is her apparent use of single case repetition to express continuing aspect of the repeated physical actions she put the bear through.

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” (for “on”) then concluded with the bottom line as “Hop on Pop on Pop.”

original ID 3V1162.02; look for a lost record; if none found, declare this an error.

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 all (?) two letter words (sandwiched between larger words on separate lines) are read as “BY” — we want to see if other small words (1 & 3 letters) will be denied to be “BY” and if other two letter words alone will be recognized, rejects as “BY” (not sandwiched) and whether other sandwiched words will be all identified as “BY”. Experiment for P167.

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.

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 called “G” “D” even though “G” means Gretchen. Where once she referred to it as “the Mommy letter,” she now attempts, albeit erroneously, to assign the culture’s “blind-coded” names.

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 a humorous correction. But this evening at supper, “spelling French” she began “/cat/twank/…/cat/torze/…” As we all smiled, looking at her, wondering what next, Peggy knew she was expected to continue, as she did “/cat/torze/…/dog/….” at which our laughter permitted her to join us in the joke and escape our expectations of her going on.

Calling on a principle to extend a performance. The basic type is semantic, as opposed, for example, to phonetic variation. The particular choice is opposite (dog from cat fits requirement for something different) with similar type, e.g. small domestic animal. A nice solution, inappropriate by cultural accident.
.

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, E, R; and B, E, R, A.

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 numbers and in no obvious order. After getting up, she announced to the world, “I counted all the plates.” — as she had done in her terms by assigning a number name to each item (mauger the lack of order and repetition of tokens).
What does Peggy have to learn about number?
1. use each number name once only.
2. use the number names in a fixed order.
Let’s observe closely how she picks up these ideas — not pushing them on her… but focusing on her natural learning of them, probing some in videotape experiments but not too much otherwheres.

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 turn themselves.” (they turn 180 degrees by demon intervention at screen edge.) When I asked her why (fishing for her recall of the anthropomorphic metaphor, of their turning around when they encounter a wall) she answered, “They’re clever little blocks.”

Besides being true, Peggy’s observation is interesting because she is applying to these computational objects the label “clever” which she has recently applied with clear pride and self-congratulation (applied) to herself. These past few weeks, it has been clearly important to Peggy that she calls herself
“clever.” Frequently, when she has done something we approve of or find amusing, we say, “You’re a clever little rabbit,” oftimes accompanied by a hug or some other expression of affection. The expression comes by paraphrase from a nonsense verse of Walt Kelly’s”
“See the rabbits in the wood
..Eating porridge as they should…
…..Those clever little bunnies….”
Another example of Peggy’s feeling for the computer arose when I decided to bring it downstairs (to free up a table for working on my chain saw.) She pestered me a little, “When are you going to bring down the beautiful computer?”

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 little fork said, “I’ll sit behind Daddy,” which Peggy often does, then stands in back of and between the two front seats of the car so we can easily talk to each other while I drive). I can’t remember what all she did, but for me one extreme moment was when Peggy[‘s] bottle cap fell off the table. She picked it up off my chair with her toes (she had by then migrated into my lap) and the bottle cap began complaining about being knocked down.

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 for a jump back, after which continued forward movement goes on. Peggy said (?) this is a “neat phenomenon.”

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 P169. The video quality of the firs two sessions was poor because lighting was inadequate. P171 is much better.

Peggy’s first use of the computer was simple letter -keying… it was an electronic typer, a keyboard with an output she could see. She liked very much to turn off the computer then restart. She was thrilled to be able to control the appearance of the start up design… Which she described thus, “Daddy, I made the science.” She continues (5/11/81) fascinated with controlling the hardware, inserting audio tapes (at random) into the recorder and pressing its buttons. I have tried hard to let her help, interpreting for her the I-O directions printed on the display and instructing her when to press enter. (We should capture this on P172 later today.)

The enculturation aspect showed up very clearly in the first appearance of technical jargon (4/21). When a problem occurred, Peggy turned toward me and said, “Daddy, it’s the same problem. There’s a bug in you bacedure.” [sic]

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 simple finger game. She would then read them a story. Afterwards there would be a short film shown in the childrens’ room. Several groups met at the same time, and there were always hordes of children, mothers, and babies milling around. As described earlier (2/15/81) Peggy at first stayed apart, but as the weeks wore on she gradually moved in closer and joined the circle to some extent.

About two months into the session, I heard her singing at home “E-I-O, E-I-O…” When I asked her about it, she told me she learned it at story hour. “Oh, you were singing songs?” [I don’t think I had realized this before.] Peggy set me straight. “Well, the lady was singing. I didn’t sing.” Later, I also heard snatches of “Shoofly”. Peggy apparently enjoyed these tunes. although she never “threw herself into” the entertainment. One film, for example, was Disney’s Three Little Pigs, and most children were screaming and laughing as the Wolf tried to catch the pigs and got thoroughly beat up in the process. Peggy sat there with the same quiet attention she gave most of the films. At the last session, Peggy was somewhat disconcerted to discover that the librarian was not there that day and that another woman was there taking her place to read. Her first reaction was to ask me to come in with her. I walked as far as the door of the reading room, and Peggy continued in with no problem. she did not seem upset on being told that story hour was over for now, and there wouldn’t be any more for a while [end of June]. Access to the books in the library is far more important.

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 was a discovery in the sense of being discriminated from others and producing a regular consequence from its execution. What made it her discovery ? No one else had imagined the effect of using BACK when a block was WALKing (the block hops backward in its forward path). Peggy discovered this in P170 (online). The next discrimination, a consequence of direct instruction in response to a question from her was how to select a new object of commands. I recall asking Peggy is she could make blocks other than the black (the default object) move. She was sad and said, “No.” I flatly asserted that SHE could and she asked me to show her how. I did so. (This was the Saturday before P171, I believe.) On the date of this note, Peggy changed the object she was commanding. I asked if she had [done] so on purpose or by accident. Peggy responded by changing the object of command to a different one, then smiled at me. Her turning command control may not yet be perfect (right from left) but she does discriminate between the turning commands and the others.

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 with her collection with objects-at-hand names, like nose (as well as earlier objects out of sight, “dog”).