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Archive with last of tag-string Q2

3V0092.1

3V0092.01 Visually tracking a conversation (4/24/78)

On 4/24/78 We went to visit the Clamans (and Peggy received the rabbit mentioned above). After the usual greetings and milling around, the children disappeared in the basement to watch baseball and the adults settled to talk in the living room. I sat on the couch with Priscilla, holding Peggy seated in my lap. Bob and Vic sat in chairs across the room, one on each side of the fireplace. Peggy began scanning this novel scene, her head moving from Priscilla on the left to bob in the center to Vic at the right and back again, pausing perhaps half a second to eye each person. she performed this back and forth viewing cycle continuously for a period of several minutes.
G.

3V0094.1

3V0094.01 Grasping: not releasing an object (4/26/78)

While Gretchen was in the bath, Peggy played in my lap. After changing her diaper, I placed her on the bed between a set of pillows and arranged around her some toys. A musical lamb (a gift from the DiSessas), a clown doll (a gift from Miriam), and a fuzzy rabbit (a gift from the Clamans). Recalling that Peggy has been grasping objects consistently, I brought her a circular rattle (a gift from the Schoemans) about five inches in diameter with 3 large lady bugs on the perimeter.
I put the rattle in Peggy’s hand, closing her fingers around a part of the perimeter to see what she would do with it. Peggy was absorbed by this thing in her hand: she looked from one lady bug to another (about half a second at each) in a circular pattern, counter clockwise; this was obvious from the gross movements of her head. After bringing her right hand to her mouth, she tried to bring her left hand, but it was encumbered by the rattle. Peggy’s tongue hung out as much as an inch while she brought the rattle under her face, but she couldn’t lift hand and rattle. After disengaging her hand from the rattle, Peggy put it straight away in her mouth. Later, she put her mouth down on the rattle.
It is not possible to judge whether this was accidental (tired neck muscles) or intentional. After doing so, she returned to her own left hand.

3V0111.1

3V0111.01 Beginning of the “bathroom-robe incident” (5/13/78)

Peggy now chews on her fist, holding both hands to her mouth. She does not show preference for a thumb, but rather sucks the thumb end of her hand, including the index and middle fingers. She has begun to vocalize extensively, maintaining a continuous noise, frequently in conjunction with chewing on her hands…..

Over the past weeks, Peggy has become obviously very “visual,” looking and looking, trying to absorb everything with her eyes. This morning I carried her into the bathroom, where Bob was in the tub. She fixed her attention on his pajamas and robe hanging from the back of the door. When Bob called her name, she stared fixedly at the clothes, looking for his face (which was in reality only a little to the left). It took repeated calls, plus my shifting her around a bit, before she realized where Bob was. (Gretchen)

What I found most striking was Peggy’s straining to look at the top of the hook, where my head should have been. The aural evidence might have been confused by the funny echoes off the shower wall tiles. She finally found my face after, as her head sagged down, I raised my hand into her visual field, waving it, and gradually drew her gaze to my lower level in the bath tub.

A few days later: Gretchen again brought Peggy while I was on the bath. Sitting on Gretchen’s lap again and oriented to the door, Peggy saw my robe, followed the material up to the hook and back down to level, paused, and slowly turned her head left where she saw me and smiled. After she recognized me, I said , “Hi Peggy,” and waved, returning her smile.

3V0112.1

3V0112.01 Edie Priemer and “Here comes Charlie” 05/14/78

My mother came to visit the first week in May. She and Peggy got along very well, and she managed to amuse Peggy for considerable periods by a new game, “Clap hands, Here comes Charlie,” [chanted or sung (tune vague) three times, with action at “clap hands” – now!] The last, drawn out, with hands raised. Peggy thought this was great fun. A variation involves the presence of a small, furry teddy bear, a new present from G.G.. (Bob’s grandmother). He is hidden until the “Now!” and then he pops out onto Peggy’s lap (gently, otherwise she is too startled). It appears that his name will be Charlie. Peggy makes efforts to grasp and hold Charlie, sometimes trying to nibble his ear.
G.

3V0114.1

3V0114.01 Feeding Cereals (5/16/78)

Peggy started solid food on 16 May — a small amount of rice and cereal prepared with expressed milk. At first she reacted as though she expected medicine of some kind; the only external material fed to her for some time has been vitamin/fluoride drops. (She has not had supplemental formula since she was almost four months; she did have it for the previous three off and on because of her nightly fussing. I knew evening is generally the low point for milk production, and was expecting possible problems, as Robby had remained unsatisfied with the dinner time feeding and had been supplemented for a month or six weeks. Peggy’s bottles were dropped when it became clear the problem was not one of hunger. Despite this initial move of distaste, she appears to enjoy the cereal and is relatively neat. My technique is to scrape it off the spoon onto the back of her upper gum, the first few spoonsful generally get eaten with no mess at all. Then some dribbles out, and Peggy also tries to put in her hand and chew on a diaper. Occasionally she even tries to grab the spoon and direct it.

3V0121.1

3V0121.01 Moving Peggy in with Miriam; verbal imitation: 5/23/78; 4;4

On May 23rd, Peggy’s fourth “month-day”, we moved her crib into Miriam’s room. For well over a month, Peggy has been doing without her 10 pm feeding, going to bed between 9 and 10, sleeping through the night and waking without fussing around 7:30-8 am (by which time Miriam has to be heading out for the school bus). We were confident that Peggy would not be a bother to Miriam, nor keep her awake, nor need attention at night (except under extraordinary circumstances). Another motive prompting our action was the observation that Peggy’s lower eyelids appeared slightly red and swollen. It should not be pollen allergy at her age, but we felt the cleaner, air-conditioned environment of Miriam’s room would be good for Peggy. As the week went on, it became clear that Peggy had a cold. Thursday she was a trifle fussy and snorted (?) more breathing. Friday morning was the worst part — dripping nose, sneezes and coughs (the later sounding as though her throat was hoarse), some difficulty breathing while nursing. Yet her appetite was only slightly impaired and her temper remainder cheerful.

Bob was holding her on his lap, trying to keep her amused because she looked so miserable. He reported that at one point he said, “Ha” for no particular reason, with no particular emphasis, and Peggy promptly repeated “Ha”, without any pause for “thinking.” He tried “Ha” again, and again Peggy replied “Ha.”

I have noticed this week that Peggy has suddenly started observing the materials composition tag on her crib bumper. This tag is about 2″x5″ with lots of black lettering. It is fastened to the upper edge in the center to one of the cross pieces of the bumper. When I put Peggy down to change her, I place her on a diagonal with her head up near one corner, so that I can work better (it is too cramped to place her crosswise with her feet facing me). This brings her head quite near the tag, and she began consistently to turn her head to look fixedly at it. A day or so later, she reached out to play with the tag with her fingers, feeling to find out what it was like.

3V0123.1

3V0123.01 Mimi Sinclair; Meltzoff move (5/25/78)

Yesterday Peggy came as Gretchen and I went to MIT to hear Mimi [Sinclair] speak on language and pre-linguistic development. Peggy put on a good smiling show for every one looking at her & was generally quite well behaved. She let out a few squawks during the lecture but was distracted enough by Gretchen not to be a nuisance. Before the lecture, we had introduced Peggy to Mimi and she told us not to be upset if Peggy made a little noise, only to take her out if she made a lot of noise. Mimi stuck out her tongue at Peggy, who immediately responded in kind, then “You imitate already. You’re not supposed to do that yet.”

3V0123.2

3V0123.02 Videotape Series Beginnings 05/25/78

Peggy was 4 months old on Tuesday. I’ve thought of starting a videotape series on Peggy’s development — to begin at 4 months — but don’t really know what to do. I would buy the tape and begin this early — partly to keep for my own memory a sense of what Peggy is like as a baby.
Bob

3V0125.1

3V0125.01 References for “Three Years and Talking” 05/27/78

In Thursday’s discussion with Mimi Sinclair, I showed her my “lifetime living plan,”. she asked about the work with Peggy, why I should wait until she’s four, I responded, “That’s what I want to talk with you about. She gave us directions (to me, the “us” refers to Gretchen and me) both for experimenting and reading. The reading references are 3. to Laguna and Leopold, for observational focus; and to Marcel Cohan for theoretical focus. We have settled on the following bases of data collection
1.) half hour videotapes every two weeks from 18 weeks to 104 weeks (4 to 24 months).
2.) naturalistic developmental observation with a rough frequency of written notes every two days.
the videotapes will have three sections: proto-conversations; action logic, and sibling play. The most exciting aspect of this project for me is that Gretchen will not merely be involved in it, but that it will be essentially her project. Beyond that, two other factors stand out.

First, I believe we will be asking the right questions: why does it take babies so long to learn to talk when they can do so much in action ?
Secondly, the data collection methodology and interpretation approaches which I have been developing in the Intimate Study seem appropriate with respect to the level of grain necessary to resolve the issue.

Not to pass unmentioned is that how a child learns language is one of the great, unresolved puzzles of our time and a major center of controversy.

Gretchen committed herself to the project yesterday and I spent the day gathering equipment and referenced books. Because Gretchen has no institutional affiliation and the project is not in any way grant supported, we will remain free to terminate it at any point if our best judgment requires that — this is an essential condition for research in the heart of the family. Robby and Miriam have agreed that it should be fun to play with Peggy in the experiment and both are eager to begin.

We will start on Monday, 5/29/78.

3V0125.2

3V0125.02 Grasping and sucking “foreign” cloth material (5/27/78)

Over the past several days, Peggy has shown a persistent inclination to grasp cloth and put it in her mouth. It began with the diaper we keep nearby to contain her slobbering. Gretchen noted a few days ago that Peggy grasped as her drool diaper, pulled it up and stuffed a corner in her mouth. She made sucking noises and gave Gretchen a big smile indicating she was quite pleased (I am inclined to over-interpret this incident as a first joke, i.e. Peggy pretending she id feeding and smiling at Gretchen because she is not feeding). Two days ago, when sat up to burp, she persisted in grasping the material of Gretchen’s blouse and pulling it to her mouth. she now appears to prefer that to the breast and would only feed when she couldn’t reach the blouse. Yesterday while bouncing in my lap, she was very dogged in trying to grasp and pull the shirt jacket I wore. When she cold not loosen the material from my left arm, she tried the right. finally, at the table, again sitting up to burp, she first reached out for the table cloth and, failing, then tried to bring her mouth over to the table.

Chewing on cloth is not new for Peggy. for months now, Gretchen has found the sleeve of her sleeper wet in the morning. What is so striking is this apparent explosion of interest in “foreign” cloth as a new universe of suckable material.

3V0125.3

3V0125.03 Expecting a TV game on a display (5/27/78)

Last Saturday (5/27), bob came back from Radio Shack with a TV game for the children. It has been attached to the TV in Miriam’s room. Since the weather over the weekend was quite warm, I occasionally fed Peggy in that room to enjoy the coolness produced by the air-conditioner. the children would at times be playing with the TV game. Tuesday afternoon, I took Peggy in there to nurse, and as I settled down in the chair, Peggy turned her head towards the TV (which was not on) to see if there was a game going.

3V0125.4

3V0125.04 Gradual advances in time of a response: 4;4 (5/27/78)

I have mentioned that Peggy does not cry in the morning. Usually I will go to her when I begin to hear her move around, so often I find her doing press ups. When I lean over the crib and call her name, Peggy looks around until she locates my face and then gives me a big smile. Yesterday she was still lying with her cheek on the mattress (facing out from the wall) and her eyes closed. At the sound of my voice, she immediately opened her eyes and smiled. (The smiles appear more quickly than they used to — less time appears to be required to find me).

Carrying Peggy out of the bed room this morning after changing her diaper, I said something endearing to her, and she smiled in response. However, her mouth was already full of fist, so that her smile consisted of a tightening of the cheeks (observable from above whenever she smiles) and a wrinkling up of the nose.

3V0126.1

3V0126.01 Nursing: socialization and vocalizations; “owl cup” fascination 05/28/78

text needs to be recovered from earlier documents

3V0127.1

3V0127.01 Grabbing and sucking an extended finger (5/29/78)

Monday (5/29) we were preparing to make our first videotape of Peggy at 18 weeks. she sat in her chair while Bob got the camera set up and observed the effects on the bedroom TV. I came over to investigate and held out a finger to Peggy. She reached for it, grasped it, and almost immediately conveyed it to her mouth where she sucked on my finger and as much of her hand as would fit.

3V0131.1

3V0131.01 Peggy’s technique for eating cereal (a problem solved) (6/02/78)

Yesterday I observed Peggy had a fully developed technique for coping with her cereal. She sat in her chair with a fist in her mouth. when a spoonful of cereal approached, she removed her hand, keeping her mouth open wide until the food was inside. She then closed her mouth somewhat and inserted a few fingers. Sucking on the fingers performed the double function of drawing the cereal into her mouth and preventing its being pushed out by the actions of her tongue. She followed this routine until all the cereal was gone.

Two days ago, in the evening, I was nursing Peggy. At one point (after the shift from one side to the other) she was lying cradled in my arms, upper arm plucking at my clothes, blissfully sucking, but not on me ! She had all the fingers of her under-arm-hand in her mouth and seemed perfectly content.

3V0138.1

3V0138.01 More on heads and faces (see note #9) (6/09/78)

About a week ago I carried Peggy to the bathroom while Gretchen was in the tub. Motioning to Gretchen to be quiet, I sat on the toilet seat – directly across from Gretchen’s robe hung on the door hook. Peggy scanned up to the top and down once, then started turning her head right, toward the window. She was interrupted by Gretchen calling her name and immediately rotated her head left toward the tub and voice. When a few days later, we entered the same scenario, Peggy looked first at Gretchen’s robe, then turned her head left immediately toward the tub where Gretchen sat silent (until Peggy saw her).

3V0138.2

3V0138.02 Grasping and the Teething Jack (6/09/78)

Laying on her stomach on the floor (with a spread out sleeping bag under her), Peggy’s world of mouthable things is limited to her reach. She extended her right arm and grasped, slowly and with readily apparent difficulty, a knob on one arm of the jack. since she supported her chest and head by leaning on her arm, even though she had grasped the jack, she could not bring it to her mouth. Obviously frustrated, crying, she eventually brought her left hand over to another (the opposite) arm of the jack and grasped. She could still not pull it back to her mouth – she had it firmly grasped with her right hand !. when she let go, Peggy brought the jack toward her mouth and got a knob on one end into it, But the placement had another one poking her in the neck and this hurt her whenever she let her head droop. Poor baby. I rescued her quickly. Is this more perspicuously described by Minsky’s C-germ or is it stepwise anchoring with variation

3V0138.3

3V0138.03 Siblings Playing with Robby and Miriam: 6/9/78, 4, 18

text recovery needed for this vignette

3V0138.4

3V0138.04 Teething and Early Sounds 06/09/78

Peggy has shown well developed skill in bringing her hands to her mouth. Last weekend the smooth arch of her lower gum appeared bumpy in front, and Tuesday morning the lower stage right tooth had pushed through the gum. The major sign of teething activity has been hand in mouth, to the extent that when she is sat up to be burped, her hand goes right into the mouth. She also goes to sleep and sleeps so.

Two days ago Peggy had a long nap in the afternoon. When she awoke, towards dinner time, she began amusing herself by making the sound known as a Bronx cheer. She continued off and on all evening working on this new accomplishment, and the next day as well.

3V0143.1

3V0143.01 Finger sucking game — an elaboration (6/14/78)

While videotaping Peggy at 20 Weeks, I noticed the second lower center tooth coming in.
For quite some time we have had a sort of game, wherein I would try to pounce on her hand with my mouth, going “Aumh” (a “seizing” noise) Two days ago, as I held Peggy, she waved an arm and accidentally brought her hand in contact with my mouth. I opened it and sucked gently on two of her fingers. Peggy thought this was very funny. Several times in succession she offered me her fingers to suck, each time laughing with delight. Yesterday, she expanded upon the game. After offering her fingers to be sucked, she gradually drew close to her own mouth, then firmly removed her fingers from mine and immediately put them in her mouth. But after a short time, only a second or so, she removed her fingers and again offered them to me. This sequence was repeated four or five times.

3V0148.1

3V0148.01 Peggy rolled over (and again two days later) (6/19/78)

Peggy rolled over just now (from front to back) and I missed it ! She had awoken from a nap on the floor (sleeping bag spread out). I heard a cry, looked over to hear, and she was lying on her back.
6/21/78 Again !

3V0154.1

3V0154.01 Movement: body awareness and relocating an object (6/25/78)

For the first time I saw Peggy rise onto her hands and knees. (Gretchen remarks she saw her do so yesterday). A second kind of mobility Peggy has gained is rotational, e.g. she flails with all four limbs and makes a little progress at turning. She not only turns in her crib now, but even puts this turning to good use. Thus, when in the past she misplaced some toy beyond her visual field, she now can move herself to re-locate it. The example sparking the observation is this: Many times the past few weeks I have seen Peggy with a teething ring grasped in her hand end in this position — lying on her stomach with her arm, hand and teething ring at her side. She most frequently dropped the teething ring and cried, bringing the hand that held it to her mouth and not locating the ring again. Today, she was able to find the teething ring after dropping it. Peggy, after bringing the hand to her mouth, raised herself up on both hands, turned a little, looked back and saw the teething ring, then reached for it. (I don;t recall that she actually picked it up.) This accidental (?) relocation is an important incident as an example of how body geometry begins to extend from the visual field.

3V0156.1

3V0156.01 Peggy has discovered her feet (cf. note #32) (6/27/78)

Peggy not only discovered her feet, she is exploring them. Today I saw her holding a foot with one hand and playing with her toes with the other hand.

3V0158.1

3V0158.01 We move back to Connecticut: major hiatus (6/29/78)

After Miriam was chased back on the school buys by the Gilligan’s dogs (and I was threatened by bared teeth by one of them) last Friday, we decided to move back to Connecticut. this implies we will have less time to play with Peggy and watch her for a couple weeks. A further problem is access to videotape equipment — unless I lay out the money to buy such equipment, I will have to drive to MIT to pick it up, back to Guilford to use it, back to MIT to return it and home again (that’s 4 x 150 = 600 miles /VT session.).

3V0174.1

3V0174.01 How Peggy rolls over (7/15/78)

I saw Peggy roll over today in a way revealing of what must be the typical situation. Laying on her stomach with one arm clenched at her right shoulder, Peggy reached out with her left hand for charley, her toy bear. Charley was way beyond Peggy’s grasp. She was obviously frustrated and making incipient crying noises. While reaching again for Charley, she dug in her left foot with the leg flexed (as though trying to crawl forward — which she does not yet do )/. When she straightened her left leg, Peggy rolled over, pivoting on her right hip. Flopping on her back, Peggy appeared to be surprised, startled even, but didn’t cry, smiling instead when she recognized me. I put her back on her belly and brought Charley in reach.

3V0179.1

3V0179.01 Temperament

Peggy is always responsive and cheerful in the morning. For some time now [vide 6/2 entry] she has responded to the sound of “Hello, Peggy” with a big smile, even before lifting her head up to see. It is clear she no longer needs to SEE me to react, and the lifting up of the head and shoulders is rather a preparation for being moved than a verification of my presence.

3V0179.2

3V0179.02 Using her new teeth 07/20/78

Peggy now has three teeth, two in bottom and one on top. She has discovered that she can grate them together, producing a skritching sound and heaven knows what kind of sensation. She does it quite deliberately, particularly when being fed solid food, pushing her lower jaw forwards and sideways in order to center the single tooth on the pair below.

3V0179.3

3V0179.03 Splashing in the bath 07/20/78

Whenever she has a bath, Peggy kicks vigorously and with great concentration, watching the splashing she creates.

3V0180.1

3V0180.01 At the beach (7/22/78 )

Yesterday, Miriam, Peggy and I went down to the beach. I took Peggy to the water and held her about knee deep (her knees, not mine). When I moved her into deeper water, so that she was up to her hips, she kicked as she does in the bathtub, but without so much splashing. She enjoyed being swung back and forth so that her feet grazed the water at the bottom of the swing.

3V0180.2

3V0180.02 Playing “Peek a boo” begins (7/22/78)

Last night dinner was late, and Peggy was already fed in her seat. As we were not paying much attention to her, she amused herself by playing with the damp washcloth I had used to clean of her face, hand, stomach, and her legs after feeding. She chewed on it and dropped it over the top of her head, holding on to it with both hands. this morning, she was playing with a diaper in similar fashion while sitting in my lap. Bob was seated about three feet away. Peggy draped the diaper over her head so that it covered her eyes. After a few seconds, she grasped the diaper with both hands and lowered it to neck level, then looked at Bob and laughed. She did this three or four times in succession – a genuine game of peek a boo all on her own. Bob joined the game by asking “Where’s Peggy?” when she covered her eyes, and crying “There she is!” when she removed the diaper.

3V0180.3

3V0180.03 Extensive Babbling: 7/22/78, 5, 30

Peggy’s babbling is much more extensive now and she has quite a variety in her repertoire. She makes continuous noise, going on for many seconds, and lately has begun to do so on a high pitch tone as well. She makes a cranky, whiny “enh” sound when being fed to indicate “more.” She babbles a set of related syllables, such as “bab-bab-bob-bob-bab.” This morning she was lying on her back in the crib, playing with both feet, and if sitting, will lean over and chew on her toes.

3V0180.4

3V0180.04 Sounds. Babbling and playing with toes after rolling over 07/22/78

This morning about 7 am I heard Peggy babbling in her crib and woke Gretchen to listen. Peeking carefully through the door to be certain I wasn’t seen, I watched Peggy as she lay on her back, babbling and playing with her toes in apparent good cheer. Contrast this with the more usual crying that occurred when she first rolled on her back. Could it be that she now “has something to do” when accidentally landing in this position which makes it tolerable? [And is more accustomed to the sensation rather than being frightened by a novel shock — note by Gretchen] Can we notice whether her babbling occurs in other standard positions (e.g. in the infant seat, as I’m sure it does, or on her stomach, as is much less likely).

3V0180.5

3V0180.05 Sounds. Peggy and Bob sing a duet: “Going for a Ride” 07/22/78

Over past days, a week or so, I have bounced Peggy in my lap while singing the song from Sesame Street “we are going for a ride.” At one verse, instead of standard lines such as “and the train goes ‘toot-toot'” i substituted “and the baby goes –” and Peggy completed the verse “/oenh/”. In subsequent singing, she continued to sing her part. Perhaps we can capture this part-singing in tomorrow’s video session.

3V0180.6

3V0180.06 Surfaces. Precursor to the object concept:
later development from “surface fascination” of early infancy 07/22/78

This afternoon, I tried to jollify Peggy while Gretchen and the older children went to the beach. We played for 20 minutes or more. I was interested in seeing how well Peggy could sit up. With my lap horizontal, she most frequently and quickly fell flat on her face. As I inclined my lap a little she became able to balance in a “sitting” position. During this time, Peggy’s interest was quite different from mine. She was trying to pluck away my belt from my clothes. She focused on this task for at least 10 minutes. When I attempted to distract her with the favorite teething ring, she plucked at the belt with the teether in hand (the white rubber, multi-nipple ring), appearing to pry at the belt with the teether. What do I make of this activity?

I see this as a physical verification of a figure/ground distinction. the inch-and-a-half brown leather belt was set off against a white T- shirt and gray and red plaid pants. The brass buckle was obvious also. If it appeared so obviously distinct to Peggy, should not she have been puzzled that it would not come away at her tugging? The long duration of her interest testifies that there was something in this situation which engages an issue she is working on. Could this have been puzzling as a potential counter-example to a strong “separate object” hypothesis? I believe so and see this issue as pointing forward to the development of the object concept and backwards to the surface-scratching, flower- pattern-plucking activities observed previously.

I interrupted Peggy by turning her away from me, still on my lap. She reached out toward the chair arm. I played “peek-a-boo” with the chair arm by draping a diaper over and covering it. Peggy reached out, plucked off the diaper, dropped it, then proceeded with her examination of the chair arm, which has both wooden and material (integral) parts.

Finally I returned Peggy to upright sitting in my lap. When she again started working on the belt, I undid the buckle. She brought the long leather end to her mouth and chewed on it longer than I liked (did the tanning leave chemical residues that would be bad for her?)

3V0182.2

3V0182.02 Verbal imitation game: /aen/ 07/23/78

At a late supper, one even less formal than usual and after she had been fed, Peggy entertained us at the table. Somehow a game began, I think between Peggy and me, of specific imitations on variations of a single sound — an aspirated, nasalized short ‘a’ (/oen/). The typical form was this —
1. while maintaining eye contact, Peggy made her sound, then looked at me expectantly

2. I imitated her sound as best I could
3. Peggy smiled broadly.

Subsequently, this procedure was repeated several times with sound simply repeated, drawn out, or doubled. Then I cited to Gretchen that Peggy had definitely begun this game based on my imitating her. Gretchen joined in the imitations — and so did Miriam and Robby. Peggy’s delight was extreme when he[r] sounds led us in chorus to imitation. After a number of iterations, I interjected a different sound /boo/ (one more or less in her repertoire but quite different from /oen/). Robby and Miriam imitated me a few times. Peggy looked quite attentively at us, but she did not join the chorus and I let the game drop.

P018

P018 Day 127 Session 001

Peggy Study, Panel P018

Themes: Introductions, Typical Behavior, Familiar Objects
Source: (Lawler); date: 5/29/78

Title
Text commentary: these clips introduce the cast of characters; this is the first video in the Infant Peggy Study



P018 Pop Goes the Weasel, 5mb


P018A2 Tickling, with GPL 25mb


P18B1 enter Scurry 9mb


P18B2 with GPL, 13mb


P18C1 with Cloths, 24mb


P18C2 Familiar Objects, 19mb


P18C3 Objects on the Table, 25mb


P18D with Robby, 18mb


P18E Miriam, with GPL, 9.3mb

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 Floor, 25mb


P26C1 Sibling Interactions, 18mb


P26C2 Mirror Baby, 10mb


P26C3 Miriam Rolls Her Over, 11mb