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Archive with last of tag-string Q4


3V0282.01 Spoon dropping = food rejection

Spoon play – After the edge has been taken off her hunger, Peggy reaches for the spoon as she is being fed. Or she grips the spoon with her teeth, holding it in her mouth until she can grasp it with a hand. Frequently, she plays with the spoon, turning it over and over, and feeling any food left in the bowl, and chewing on it. When she tires of this, she simply lets the spoon drop. Occasionally, she takes the spoon from my hand and immediately, deliberately drops it over the side of her chair into the floor.


3V0283.01 Trapped fingers: a really bad bug (11/01/78)

Twice in these last several days, as she played with her box of blocks, Peggy has closed the box lid on a finger. The problem quickly magnifies because she leans on the box with her other hand. Peggy screams and cries; it has been clear that she doesn’t understand the problem at all. Her desire to solve the “problem” couldn’t be clearer.

With her finger hurting so much, it should be “obvious” that the cause is its being caught in the box — but it probably is not.


3V0283.02 Clear Example of Object Concept crudeness -> prefer gradual elaboration (11/01/78)

Relevance: This is another example , albeit a peculiar one, of Peggy having a very crude object concept. she obviously recognizes that objects have an “inside”: This blocks box does — for it can be opened and blocks taken out; her cups have an inside into which balls may fit. It should not be expected that with the discovery of object permanence one “inherits” some knowledge about how surfaces relate to substances. Peggy apparently knows that blocks can go into her box – But she may not yet realize that the lid must be open for the blocks to get inside; so I would interpret her banging them on the lid of the box as an attempt to get them inside. Similarly, when she frequently bangs a ball against the bottom of a cup, I interpret the action as an attempt to get the ball into the cup, but one which does not acknowledge the need to pass through an open face of the object.


3V0287.01 Assimilation of the pen to the pipe giving game. 11/05

GIVING — Out at the soccer field, I found Peggy in my arms and no pipe in my pocket. This does appear to be her favorite toy-with-daddy.) She was not dismayed, however, and took from my pocket this black, felt-tipped pen with which I am writing. (It looks a little like a pipe-stem, as it sticks above the pocket edge.) The interesting event followed Peggy’s identifying the object by mouthing — she held it out for me to take in my mouth. I did so, and she took it back soon.

RELEVANCE — Assimilation of a pen to a pipe-giving activity.


3V0293.01 Giving with chewing. Earlier precursor possibilities. 11/11

GIVING — I tried to work in the living room while keeping the fire going and an eye on Peggy. After discarding most potential toys from the small table I put them on, she charged about in her walker, waving the conical peg from her ring tower toy (this plastic piece was replaced with a cylindrical peg months ago). Peggy rolled over to me, smiled, chewed on her plastic peg, then offered an end for me to chew on. I accepted her gift, held the end in my mouth, and she took it back.

— refer to the initial section of the videotape P 41, where Miriam played ball with Peggy for the first time. Peggy quickly accepted the protocol.
Gretchen’s only suggestion of an earlier protocol possibly related to this is her request that Peggy give her a spoon. I much prefer the simpler finger-in-the-mouth game — where Peggy, waving her hand about sometimes striking an adult in the face or near the mouth, would have her fingers kissed, nibbled, or sucked.


3V0293.02 Putting Into (first success of pipe into pocket) (11/11/78)

Peggy sat in my lap this morning. I had just come from the bath. As she played with my pipe, Peggy stumbled on a discovery: not only have I hair on my chin but on my chest as well. She tested the attachment by pulling. Preventing any more of that, I pulled the rob tighter across my chest, bringing a pocket more directly into her arena of action. Peggy, who had been holding the pip by its stem and offering the bowl to mouth (her preference), leaned forward and very directly inserted the pipe, bowl down, into the robe pocket. She immediately drew it out.

Relevance: In the past, I have hidden my pipe in a shirt pocket, from which Peggy quickly discovered how to extract it. But this was the first incident where I;ve seen Peggy show an interest in putting a thing into a container (so different as a pocket) and succeed. She has put blocks in her open box successfully.


3V0294.01 The IMPURE POINT and progressive structuration: 11/12/78

As observed more generally by Bruner, this infant Peggy started “pointing” around 9 months of age. (confer P40 and P41, I don’t know if earlier tapes contain unremarked examples of earlier pointing). Since the appearance, we have watched Peggy’s pointing more closely off camera. She does point with her index finger solus, but more commonly she points with her index, middle fingers extended and joined — as this morning she pointed at a fire I had built, saying at the same time /dae/dae/dae/dae/. Robby, now much engaged in cub-scouting, has been delighted to call to our attention the many times Peggy “give the cub scout salute.”

Peggy frequently sucks on her fingers and her impure point is often a wet one as well. A simple speculation is that Peggy is treating separately groups of fingers (that motor control is becoming gradually more discriminating — and that she is splitting out groups for distinct control which will finally result in specific, directed control of digits.) My scenario is that Peggy, sucking on two fingers, has the remaining two fingers closed with the thumb and when she removes her hand from her mouth to point, the command functions for the two fingers being jointly sucked. This speculation is ab initio unlikely because Peggy’s characteristic finger couple for sucking is the two middle fingers. I have asked Gretchen to watch Peggy’s finger sucking very carefully now before she does any pointing.

Relevance: I consider this hypothesis a good one to test because, joining as it does Berrill;s view of progressive structuration with observable phenomena, I might come up with a strong contrary view to Bruner’s offhand contention that the development of the pure point is “encoded in the genome.”


3V0297.01 Pointing at Bob: 11/15/78

Yesterday morning I was sitting on the end of the bed with Peggy on my lap. Bob was in his chair, behind and to my right. All three of us faced in the same direction. Peggy was babbling away and when she said /dae/dae/dae/, I asked her “Where’s Daddy? Where’s Daddy ?” Peggy immediately turned to her right, looking over our shoulders, and indicated Bob with an impure point.


3V0300.01 Pointing: no physical carryover; use as a probe-> pointing: 11/18/78

Peggy always points with two fingers. This is so obvious to us we should not let it pass without saying. My earlier speculation that this related to her finger sucking pattern was wrong. The two fingers are a probe. She puts them in Gretchen’s mouth when offering fingers to be sucked; she scratches with them. (Frequently Peggy sucks the two middle fingers of her left hand and explores her head — say an ear with the two forefingers of her right hand.)


3V0306.01 More about pointing; pointing related to sucking: 11/24/78

A few days ago Peggy was chasing Scurry around the kitchen. Using her two forefingers as a probe, she rolled over to Scurry and poked at her nose as the dog backed away. While doing this, Peggy looked at her hand and, studying it, curled up her middle finger.

Peggy continues to point with two fingers of her right hand and suck on the two middle fingers of her left hand. she doesn’t usually suck on her right hand. Gretchen tells me that two days ago she saw Peggy sucking on her right hand – and she was sucking her two forefingers.

Relevance: Peggy’s focus on her forefinger is the kind of incident through [which I] expect a progressive discrimination and control of the digits to gradually develop. It might well be than many children would first segregate a forefinger from the hand-groups, whereas Peggy shows a different parting of the forefingers into two groups of two.

The discrimination of finger sucking patterns and frequency by hand is an observation we will follow. But because Peggy uses the right forefingers as a probe — and we can not claim we saw her with two different sucking patterns before that use began — we can not argue that the sucking pattern preceded probing unless through an analysis of finger sucking incidents in the videotapes.


3V0306.02 Giving dishtowels with vocal accompaniment:
Hey Dad!
“Hey Dad !” (or /hae//thaet/ ?) 11/24

HEY DAD! — Peggy has played giving games which started with my pipe and rapidly generalized to other objects. Some times [she] has come to me at the table in her walker and offered me whatever object was in her hand. Yesterday, I stood a few feet from Peggy in the kitchen. She waved about a dishtowel and then exclaimed something close to “Hey Dad!” and held the towel out to me. I took it from [her] and mimicked her, “Here, Peg,” (the mimicry was more intonational pattern than any other aspect) and returned it to her. This transaction was repeated twice more, then in two final givings and returns, Peggy said nothing and I instructed her, “Peggy, you’re supposed to say ‘Hey Dad!'”


3V0306.03 Pervasive Instruction. 11/24

PERVASIVE INSTRUCTION — Peggy’s maternal grandmother (Edie) has been visiting us for the week around Thanksgiving. Six months ago she played “Clap hands, here comes Charlie” with Peggy and is delighted that Peggy claps on command and gets others to clap by doing it herself. While she sat across the table and clapped, both imitating and leading, she added a new behavior to Peggy’s repertoire — she clasped her hands and held them up over her head. I don’t know how many times it took before Peggy imitated her.

Taking up such an action is something very ‘natural’ to Peggy right now, because it fits in with a more general activity she has engaged in for the past two weeks (at least). Peggy is exploring the parts of her body she can’t see. Sitting on the floor, she lifts both hands up behind her head (almost tipping over). I have seen her play with her hair when doing that. She has played with her silver rattle-cum-string, the string end in one hand and the rattle in the other, lifting both up and beyond her head then pulling the string down behind her back.

RELEVANCE — Both of the preceding observations show adults responding eagerly when Peggy shows herself capable of learning from them. I responded ‘automatically’ to Peggy’s verbal addition to the giving game, before I even noticed what I was doing. Edie introduced her variation on ‘clap-clap’ and made her mark on Peggy.

Finally, Peggy’s exploration of her body should be marked at this time. It may show her conceiving of herself as a complete and circumscribed “object” — at least as an entity.


3V0309.01 Standing in the crib; not knowing how to sit down: 11/27/78

Saturday afternoon, when her nap should have been coming to its natural end, Peggy started crying most vociferously and continued doing so until rescued. Going into the girls’ room, Gretchen found Peggy standing in the crib, grasping the top rail for dear life, presumably crying because she didn’t know how to sit down. This scenario has been replayed daily since then with minor variations — Peggy standing up in the play pen and at the railing to the living room balcony.


3V0309.02 Emergence of the Pure Point: pointing and eating: 11/27/78;

As we discussed Peggy’s experiments with her grandmother at the dinner table, when Peggy pointed with her forefinger alone, I remarked to Edie that such an action was what Bruner called “a pure point” and explained our argument at DSRE awhile back. In this context, Gretchen mentioned that though now Peggy points with two fingers, in this specific case her pointing had been preceded by using the forefinger to poke about in her mouth in an attempt to remove an unwanted bit of food. Gretchen added that this use of her fore finger was characteristic, much more common than poking about with several fingers or her right hand in her mouth.

Relevance: Can’t “the pure point” emerge as a melding of diverse actions under social direction thus: as finer sight control is achieved, with the digits of the later state more useful as a general probe, the refinement might proceed by discriminating one finger (the forefinger) from the cluster of digits — this pattern would show the sudden appearance of the pure point; alternately, the discrimination might be more balanced, the digits-as-probes splitting into two groups of two – this is seen in Peggy’s “impure point.” Getting solid bits of food out of the mouth is an activity which might generally favor using only one finger (it fits between gum and cheek better than the fist) in the most propitious circumstance, i.e. where the sensitive and knowledge based directions of behavior and interpretations of feedback are richest — in the mouth. If the mouth is the crucible in which digit control is developed and refined, its recognition is socially witnessed by its application, i.e. by its use in pointing. If we witness a new skill of single-finger action developed in poking around with food bit in the mouth transferred to probing behavior or to object indication, we are using a socially witnessed observation to notice an extension from a much more intrinsic area of experience. Isn’t it sensible to think that the use of the forefinger to point would be not merely witnessed but even directed by social examples?


3V0309.03 Verbal imitation of “Thank you”: first addition of verbal communication to object based protocol. 11/27

THANK YOU — Peggy has been playing ‘giving’ with her pipe for several days with her grandmother. Edie would take the pipe from Peggy, pretend to puff, and return it with a “Thank you.” Yesterday, as she wheeled about in her walker, she offered her pipe to Gretchen in a series of exchanges and in one, she accompanied her ‘giving’ with /dae/dae/ [the current syllabic favorite] — but what was remarkable was that she “said” ‘Thank you’ — she had the right tempo and intonation pattern. It was after Peggy’s “Thank you” that I observed how regular was Edie’s part in her protocol with Peggy.

RELEVANCE — This ‘giving’ incident is the first one wherein Peggy has appeared to add elements of verbal communication to an object-based communication protocol. What is noteworthy especially is the “turn around”, as imitation, occurring with a different person from the one who inspired it. This is clear evidence that the “phrase” is in Peggy’s mind. This incident is also the first one in which it is fairly clear she has “said” something. — She has just passed her ten month birthday. What other two syllable statements could we expect to recognize from intonation and context?


3V0317.01 Temporal advancement of “thank you” to a command. 12/05

NO “THANK YOU” — Peggy’s use of the pattern has proved transient. She no longer says anything when given my pipe or a cookie or whatever. But the passing of the phrase was marked by an interesting transition shown in only a single incident: Peggy wanted some particular thing (what it was escapes me) which I had; she held out her hand with her “impure point” to me and said /øaen/. By a sort of temporal advancement, the verbal courtesy “thank you”, which was merely associated with the act of receiving a given thing, was transformed into an articulate word of command, i.e. “give me that thing I want.”

The holophrase “Here”, meaning “Pay attention to me and take this thing I am giving you” has reached a permanent position in Peggy’s repertoire. Her vocalization is most commonly /thae/ with a falling intonation — when she holds out an object, offering it in her ‘giving’ protocol. Peggy’s vocal accompaniment to giving occurs more frequently than it is omitted.

RELEVANCE — These notes document the transience and permanence of two different ur-phrases in Peggy’s repertoire. The “Here” ur-phrase, one of command, remains. The “Thank you” has disappeared with a single incident occurring where it was promoted to a commanding function.
– How else does Peggy get us to do what she wants?
– The most common want of me is “pick me up.” Peggy earliest showed me this want by taking hands and moving them under her armpits. Now more commonly, she crawls over and stands up, wailing, by holding onto my pants leg.
– Frequently, once she gets into my lap, her more specific objective is to twist away from me and seize whatever may be in reach on my table.


3V0321.01 Peggy Walking Solo, with tea table as crutch (12/09/78)

Last night the entire family sat in the living room. Gretchen searched through old files to locate our Encyclopedia Brittanica futures contract; I worried about why the fireplace was smoking (a backdraft through the still open bedroom fireplace chimney). I don’t know — none of them until Robby shouted, “Hey, look at Peggy. She’s walking.” and so she was. Peggy must have pulled herself up on the couch cushion then leaned on the light weight tea table beside the couch. I saw her proceeding across the open floor on two legs, pushing before her the tea table which helped support her upper body.

note: 1/26/2011: something appears missing from this text, around “I don’t know.” compare earlier sources. (RWL)


3V0321.02 Putting on and Putting into (12/09/78)

Yesterday I sat Peggy down on the bedroom floor and pointed out the toys. Her blocks box was there, and I opened it up for her. It was empty. Peggy looked, and immediately grabbed a block off the floor and plunked it into the box. True, she picked it up again and took it out. Then she repeated this sort of thing two or three times. The last time, she left the block in the box, and picked up the box by the handle, swinging it around.


3V0327.01 Imitation game, Gretchen and Peggy. (12/15/78)

IMITATION GAME — Several days ago Peggy and I were playing a familiar game as she sat in her high chair. Peggy would beat on the tray with the flat of her palm somewhere between two and seven times, then wait for me to repeat what she had done. She varied the number of whacks each time. Finally, she turned her head sideways, palm vertical and thumb down, and gently beat a few times on the tray with the tip of her thumb. Then she looked expectantly at me, and laughed with delight when I imitated her action.


3V0327.02 Helen Keller as archetype (12/15/78)

Helen Keller situation as extreme exemplar of every infant’s plight.


3V0327.03 Trapped fingers bug manifest again (12/15/78)

BLOCK BOX TRAP — Playing on the bedroom floor just now, Peggy got two fingers trapped in the [block] box. She could not get them free because she was leaning on the lid with the other hand. This has happened to her a number of times over the weeks the box has been available. She still does not seem to understand the problem.


3V0329.01 Pointing and imperative /dae/. Social rich interpretation. 12/17/78

POINTING AND NAMING — Over the last several days Peggy has been VERY cranky. She always wants to be picked up and makes this clear in two ways: she whines or cries; she crawls over and climbs up on your leg. New teeth are definitely coming in (but whether this is adequate to explain her crankiness I cannot say). In this general situation, it has been hard to pay attention to Peggy. But one development has surfaced. When Peggy wants some object she can see in your hands — a pipe for instance — she now reaches out, pointing with two fingers and she says /dae/ with an imperative tone. (She has been doing so for 2 or 3 days now. The frequency is declining and it may drop out of manifest common behaviors.)
This use may derive from the ‘thank you’ and ‘here’ with which we accompany the object exchange in Peggy’s giving. (The inflection of ‘here’ is usually imperative as in “Here. Take this.” as contrasted with the less directive ‘here.’

RELEVANCE — Having re-read the notes above, what I find strange and most in contrast, is the way we actually interpret what Peggy says. Children and grownups hear (assume) Peggy is saying /thaet/ (or is it /daet/?). We interpret what she appears to use in command as a verbal, further- specification — no = we interpret her pointing as a further specification of a nominal or prenomial reference to a thing which we assume she wants.


3V0329.02 Reflections on putting (12/17/78)

If Peggy has yet to distinguish the interior of objects from the surfaces (in the sense of not understanding hollowness, how can it make sense to say that she is putting one thing ONTO or INTO another ? What is required is an imputation of a goal to her — one impossible to infer with confidence because when we see Peggy put one object ON another, we can’t tell if she is trying to get it IN and failing. Despite the caveat, that is precisely what we must try to do in the hope of trying to appreciate what reality the baby is constructing. The only (way?) of describing this may be through specifying the specific problems the infant is trying to solve, e.g. why do cups go together in one place, boxes sometimes do and balls never do ?

I speculate that “putting into” is the more profound of the relations being explored because it connects directly with the problem of surfaces and substance. The latter is an essential problem to solve in the construction of the visual ordering, i.e. three dimensional descriptions of 2 dimensional signal reception. “Putting onto” may have, as Marvin claims, profound consequences for the logic of thought — but surely it can be no more profound that the construction of space with objects.


3V0331.01 Pointing and Naming. Comprehension evidence. 12/19

POINTING AND NAMING — Today I asked Peggy, “Where’s Peggy’s NOSE?” She brought her hand up to my nose [I don’t remember if she pointed; I think it was the whole hand] and very decisively said, “Da!” NOSE appeared to be the operative word.


3V0335.01 Naming (Daddy’s nose grabbed – comprehension evidence) (12/23/78)

NAMING — I lay in bed this morning during Peggy’s early morning feeding. When she had finished nursing, Gretchen put Peggy down between us. They played together for a while, talking about noses. Then Gretchen asked, “Where’s Daddy’s nose?” Peggy turned around and grabbed my nose.

RELEVANCE — There are three basic points of understanding required for Peggy to interpret what Gretchen said. First, she had to tell (probably from the intonation pattern) that a question was being put to her and that her appropriate response was to indicate the topic of the utterance. Second, she had to know that the topic was a nose. Finally, she had to know the reference was to my nose, not hers or Gretchen’s.


3V0335.02 Trapped fingers again (12/23/78)

Once again the box got her. Gretchen and I are beginning to be surprised that she can’t solve the problem (ie. fingers caught between lid and sides of the box; second hand leaning on the lid.)


3V0337.01 Christmas (12/25/78)

Peggy received a few presents today — some new, some hand-me-downs. she didn’t understand the opening of packages. Peggy chewed on her new rattle and dish, but most seemed to enjoy chewing on the box which contained the rattle. The tree with its hanging ornaments caught her attention most — especially the little red and yellow balls hanging by long strings from the lower boughs. Peggy could reach them when “standing”, i.e. upright and holding my chair with one hand, but found them tricky to grasp with their swinging in circle. The plastic cars of the model railroad also held some interest (perhaps because they rolled so well with wheels on the floor, but not otherwise).


3V0344.01 Words (foot) 01/01/79

WORDS — I have been saying to Peggy “Where’s your foot?” and she will respond more or less quickly, holding up her foot, pointing, and saying “Da!” “Hand” generally brings out clapping. “Nose” pointing, or more often grabbing for my nose.


3V0344.02 Picture Gallery (a major beginning, vision)

Bob put up our file of baby pictures on the wall over the holidays. Peggy immediately noticed their presence. She holds out her [right] hand to them, saying “Da!” and is pleased to be held up close to view them. While we were filming our videotape today, she was likewise noticing whatever was on the walls of the living room.


3V0351.01 Comprehension limitations.01/08/79

COMPREHENSION LIMITATIONS — Right before New Year, Bob got the dishwasher repaired and reinstalled. Saturday [?] morning it was running for the first time in 10 days. Coming into the kitchen with Peggy, I listened to the sounds and murmured, “Hurray for the dishwasher.” Peggy immediately raised her hands to her head in her imitation of the “boxer’s handclasp” she learned from her grandmother at Thanksgiving (on cue of hurray for Peggy).


3V0354.01 Functional Application: using a comb (1/11/78)

A day or so ago, I washed Peggy’s hair. As I could not find her little brush, I had to use a comb and a regular baby brush. I used the latter while Peggy held the former. She chewed on it a bit, then held one end and tapped her head above and behind the ear with the other end, as it to comb her hair. she might have been trying to pass it in back of her, but she did not let the free end droop, nor put the other hand way back to reach for it, nor move her grasping hand any further up and back.


3V0354.02 Doctor Visit (1/11/79)

Peggy went to see Dr. Merman on the 2nd. He found her to be in good shape, but on the small side. At 17 lbs. 13 oz. and 28 inches, she is in the 10th percentile for weight and the 25th for height. Except for the first month, in which she gained 2 and a half pounds, Peggy has consistently gained more slowly than the other children. Dr. Mermann asked what she ate, and expressed concern that she might not be getting enough protein. He suggested we should try giving her milk from a bottle (in order to assure a pint daily) since she probably could not do that well drinking from a cup, and give her cereal twice a day, with meat and vegetables at lunch (perhaps pureed leftovers from the previous night). Eggs every other day, or even daily. What has happened since then ?

Cereal – based on nutritional information, Peggy normally eats 2-2.5 “servings” each morning, sometimes as many as three. This includes 1/3 – 1/2 pint of milk and supposedly provides 40% – 50% of recommended protein. The supplementary bottle was not a success – she chewed on the nipple but drank little or no milk. As for drinking from a cup, she can manage to swallow several tablespoons of liquid she likes, such as orange juice. she apparently is one of those breast fed babies who just don’t recognize cow’s milk. We are trying yogurt (apple crisp no – too highly flavored[Robby didn’t like it either] but plain grape she liked and ate almost the whole carton) and pudding (first taste of vanilla, so-so). She likes cheese (cheddar) and eggs (scrambled). All in all, she doesn’t seem too badly off. Once she gets a bit skillful with the cup (orange juice) we can try milk again by cup. Already she has picked up the cup herself and drunk from it after having been helped to drink. She is already showing signs of self-feeding. Mostly she uses her fingers, a messy job if the food is cereal or yogurt, frequently while waving a spoon in the other hand. When shown how to use the spoon, or even reminded verbally, she WILL take it and dip it in the food and even eat from it correctly but soon she returns to the familiar fingers. At dinner she is generally happy to have her dish with a little table food on it (rice, noodles, potato chunks, bits of meat, mashed vegetables) for her to work on herself; and at other times she apparently prefers to have her dish or whatever on her tray rather than on the table. Sometimes she fusses a bit or is reluctant to eat any more until the food is moved to within her reach.


3V0354.03 Walking (1/11/79)

By now, Peggy can, under favorable circumstances stand alone unsupported for as long as several seconds. she has also (yesterday) walked several steps, being help only by one hand. In the walker, she has become a terror, running to gain speed, then sliding across the floor (occasionally pushing as on a scooter) until she crashes into something.


3V0354.04 Putting Into (1/11/79)

This evening Peggy was playing in our bedroom with a bead bracelet. Spying Bob’s big work boots, she dropped the bracelet into one of them then pulled it over and looked in. As she pulled, the boot tipped and the bracelet slid towards the toe, so she could not see it nor reach it when she put in her hand. I tipped the boot towards the heel, then showed her the bracelet. She reached in and pulled it out. This scenario was repeated three more times in succession, until Peggy flung aside the bracelet and headed for the hallway.


3V0355.01 Putting into: 01/12/79

After last week’s videotape, wherein Peggy, for the first time, explored putting into of sticks to a cup, I have become more sensitive to her extensions of this exploration – at the table: Peggy’s juice cup has a recessed lid with nipple. I have seen her repeatedly take a cookie, put it in the lid, lift it out to take a bite, and re-insert it in the lid. (This is with nothing else in her food tray.)

This evening she placed her spoon there and, later on, her bead bracelet.
In my lap: Peggy drew my pipe from my shirt pocket. After mouthing it, she offered it to me. Because I have now a “bug” of some sort, I refused to take it in my mouth but, thanking her, replaced it in my pocket. Peggy seized upon the pipe, extracted it, examined the pocket, and re-inserted the pipe in it — When I refused to play with the pipe, Peggy cast her eyes about and, spying a collection of safety (diaper) pins on my table, she showed she wanted them by saying /thae/ and pointing (she now seems to use the pure point more than the “impure” point). After mouthing the four pines (three speared in a circle by the point of the fourth). Peggy extracted my pipe from my pocket — then she inserted the pins in my pocket and withdrew them. Finally, she tried (with 3/4 success) at inserting the diaper pins in the pope bowl.


3V0355.02 Teasing Bob (1/12/79)

Yesterday, Peggy and I played on the spare basement bed. We traded pipe stems. I gave Peggy my pipe stem. She chewed on it then gave it back. Saying “thank you”, I nibbled at it and returned it, “Here.” This was repeated several times. Then Peggy, on giving the pipe stem to me, when I closed my teeth on it, she did not relinquish her grip — but pulled hard to take it from me. It was very clear, from Peggy’s delighted chortling, that she was making a joke, was TEASING me. Later on this same did, she did the same with Gretchen (and Robby took a picture). this incident was not the first time that Peggy has done this to me, but it was the most unmistakable in terms of her intent.


3V0355.03 Picture Gallery: extensive discussion: 01/12/79

The change in Peggy’s behavior after I mounted our collection of children’s pictures in the bedroom was so profound it marks a watershed in her development. Let me elaborate, and begin by describing that collection of pictures.

When Robby was young, I bought a Nikon 35 mm camera and began taking many pictures. Of the many pictures of Robby — and soon after, of Miriam — I selected favorites every six months or so. The favorite slides I had blown up to 5 x 7 inch prints. We framed them and thus created our collection. During the 2 years we were in Boston, we found the printing too expensive, but our collection still contains about 15 pictures of each child from infancy on.

The first consequence of my mounting these pictures was on feeding. Gretchen typically put Peggy to suck early in the morning in bed. Peggy had been tailing off from breast feeding and demanding more solid foods. The first morning she saw the pictures, she began pointing, (/thaet/,/thaet/) excitedly from one to another. All those familiar children;s faces on the wall ! Thereafter, she might, on one day or another, get the breast wet but she was so distracted she stopped breast feeding. Could Gretchen move to another room and try there ?

Peggy has discovered other vertical walls with other things on them. In every room its /thaet/ and pointing — some times at the foxes (2 pictures) in the living room, wall hangings in the kitchen, and even the telephone the radio (which appears to be another telephone).

I believe Peggy has discovered vertical space as visually explorable. But she surely was aware of walls before ? Yes, surely. And trees ? Certainly so, here (our house was in the woods). But typical of her interest in walls and trees was her response to the sight of sunlit trees through the window, especially on days of a light breeze when the leaves sway gently. Many times I carried her to such a window — but the trees went away beyond her reach. Sitting in a patch of leaf-splattered sunlight on the floor, Peggy would try to pick it up, hit, even mouth the shadows.

The pictures are fascinating to Peggy and they don’t go away when you get close. (They even come off the wall for her to play with). Peggy’s exploration of wall-things is still very tactile. By this I mean that, although the sight of a picture wakens her interest, she is immensely frustrated if she cannot touch it. she will point from one to another and call our attention to them (which I interpret as a request that we lift her to touch them) but I have not seen her sit quietly and study them visually.
This change in Peggy’s range of visual interests has already affected our videotaping sessions. In P49, Peggy was so interested in our wall things that she hardly played with the physical objects in her set of toys. I expect that in future sessions she will be more distractible. Even more of a difficulty will be the task of being sensitive to what Peggy is interested in at a given moment.

If I say Peggy;s world has opened up in the vertical dimension, I don;t imply that she knew nothing of height (or other foolishnesses). I mean to imply that her view of space was as of a surface whereon people moved (and this space had multiple layers, as in our living room where one could look up to a second storey balcony). I believe this new interest in my childrens’ picture gallery has literally added a new dimension to Peggy’s life. How can one follow up that speculation ? Will we soon see her building towers of blocks (of course there would be other influences) ? Has it already had an impact on her standing with no hand (probably not directly). Gretchen says it has only been within the past week that Peggy has stood up and disengaged her hands from supports. She stands on the bed, one hand holding the bedstead, the second pointing at pictures right above her. Since we give her pictures to hold, is it that she now has reason to want free hands while standing (and being able to do so has become also an independent objective) ?

I don’t find myself able to conclude this note in any clean way. This merely shows my confusions about what to expect, even more, about what to look for in following up this event.


3V0357.01 Putting into. 01/14/79

PUTTING IN — As Peggy sat in her high chair I pointed out to Gretchen how much now Peggy had mastered “putting-in”. First she put her curved spoon in her cup’s cap, removed it, and then she did the same with a pipe stem I had given her to play with. Gretchen even noted further that she put both things in together.

RELEVANCE — These variations point to a further exploration of ‘the hollow’ — first testing different sorts of things to see whether they are containable by the hollow; secondly, exploring whether it will contain more than one thing at a time; further (not yet occurring) how much will it hold.

PUTTING IN — Peggy sat playing with a pipe in my lap. She directed my attention to a pipe-stem on my table, which I gave her. We played with both for a while, giving them to each other, almost trading them. I put the pipe in my pocket, then the pipe-stem when Peggy gave it to me. Although it had completely disappeared, Peggy dove into my pocket and fished it out. Most striking was Peggy’s successful insertion of the pipe-stem into the bowl of the pipe — with its open face away from her and turned on its side [this is very similar to her attempts to insert a stick in a cup in session P 50].


3V0357.02 Reading 1/14/79

READING — When I tired of pipe play and put them away, Peggy pointed to the book about puppies Miriam has given her. Peggy played contentedly for a minute or a few — then she gave the book to me. I thanked her, admired the book, and returned it to her. She was not happy. She kept pointing to the animals (saying /daet/) and I responded “puppy”. On the various pages distinguishing between the puppies and other objects by name and intonation as well. Thus “puppy, puppy, puppy, telephone.” Peggy kept giving the book to me, and I continued returning it. Her frustration grew. I finally caught on. Peggy wanted me to “read” to her. She was contented when I held the book before her, turning the pages when I thought her ready, naming the objects she pointed to. Gretchen has “turned the pages” with Peggy and Miriam has “read” to her.

RELEVANCE — Because books appear to offer an interesting and flexible extension for Peggy’s new interest in pictures I feel we should capture now the style each of us “readers” brings to our book-focused playing with Peggy.

Further, books have the interesting property of being boxes without hollows. I have seen Peggy open a book, put in a teething ring,, then try to close the cover on it. Perhaps we can have her contrast the two in another part of P 51.


3V0358.01 Over the Head — body awareness (1/15/79)

Peggy has been passing objects behind her for some time (this appears in notes and on video tape). One early attempt with her rattle on a string was to get it over her head. She now does this regularly with whatever is remotely suitable – e.g. the pulling strings of her toy cart and noisy dog. Last night we played on the bed. Peggy found, atop a pile of laundry. her orange suit with duckling decorations (two plastic ducks over the heart). she first fingered and mouthed them then began pulling the suit over her head — with a permanent hand grasp at various extreme points. Although she paused occasionally to play “peek-a-boo” her main focus was on pulling the clothes-string over and past her head. she did so with considerable vigor and (I believe) confidence in the outcome. She, in fact, ended by going through a double dislocate several times to bring the clothes-string down to her bottom (This was done repeatedly.

Relevance: Here I see the completion of Peggy’s definition of her back parts that are beyond her sight and touch (In a way, she has proven she has no hump). Another way of looking at this is to say she is using the material to extend her tactile exploration of her body — even though she must interpose a ‘cognitive’ certainty of contact for the sense that her hand would return on a body part more accessible.


3V0361.01 Two words 01/18/79

TWO WORDS — Peggy has long joined /thaet/ with pointing to call another’s attention to some out-of-reach object. We usually interpret this to mean that she wants to either eat, touch, or mouth the object. Peggy likes to take things to herself — cookies or picture frames. The smaller ones we give her; she mouths them and turns them over for inspection. Yesterday, for the first time, she used in my hearing what I consider an intensive, the word /hae/, by which she appears to mean that she is not merely calling our attention to a target object but that she wants to take it to herself (and soon!).

The forms of her expression vary from strings of /thaet/’s to /hae/thaet/ (two sounds, equally stressed, both heavy; level intonation) to a more staccato form of /hae/thaet/ where the first sound has shorter duration and is unstressed.

The relative frequency of the 3 forms is about 3 to 1 for the first to second with the third being very rare.

RELEVANCE — It appears that approaching one year Peggy is extending a proto-holophrastic into a two proto-word phrase. Why? Is putting one thing after another hard? Doesn’t she frequently hear in response to her ‘thating’ [?]

– do you want that?

– want to have that?

– you can’t have that!
Indeed she does. If stress and tone of the last two sounds are frequently heavy and common respectively.


3V0361.02 Tantrums 1/18/79

TANTRUMS — Peggy has begun to show behavior that I would call tantrums. Typically she is in her highchair, trying to communicate something. As she gets more excited, her verbalizing becomes continuous and insistent. Offered things she does not want, she will grasp them with one hand and toss them over the side impatiently. She rocks her body back and forth, bending her head down far enough to whack herself on the chin. By this point, she has lost control of herself and is too worked up to be satisfied even if we figure out what it is that she wanted. As yet these tantrums are not excessively severe or prolonged. I was instantly reminded of Robby as a baby the first time Peggy acted this way, although I don’t recall details of his behavior.


3V0361.03 Peggy Bites. 01/18/79

SURPRISE — Some time about the beginning of this week Peggy bit me. She was standing facing me, grasping my legs to support herself. Suddenly [with no provocation] and apparently deliberately she brought her head over and nipped the left side of my left leg just above the knee. I could feel her teeth even through my corduroy pants. My immediate reaction was to pick her up with an outraged “no”, turn her over my knee, and spank her (once). Then, of course, to soothe HER outrage.


Peggy Study, Panel P040

Themes: Social Interactions, Communications, and Object Interaction
Source: (Lawler); date: 10/31/1978

Title: Pre-Language Communication and Object Understanding
Text commentary: GPL feeds Peggy in her usual fashion, then urges Peggy to choose between two objects. Peggy does NOT understand what is expected of her but vaguely suggests some preference for the doll by reaching initially in its direction. Peggy plays with Bob’s pipe and he “talks to her/with her.” These activities are not important in respect of any claims made here about Peggy’s understanding, but more as documentation of what “comes naturally” in her social context. Similarly, her play with both rolling objects and her standard set of objects continues documenting her repertoire of actions and understandings.

P40A GPL Feeding Peggy, 24mb

P40B Object Choice, 8mb

P40C Pipe Play/Communication, 29mb

P40D1 Rolling, with Mirror, 27mb

P40D2 Rolling, without Mirror, 19mb

P40E Standard Objects, 17mb


Peggy Study, Video P041

Themes: Social Interactions & Communication, Object Exploration, Physical Development
Source: (Lawler); date: 11/7/1978

Text commentary: These clips show ??; Why important ??

P41A Giving with Miriam, 26mb

P41B1 Clap on Request, with GPL, 7mb

P41B2 Pointing & Choice, with GPL, 6mb

P41B3 Permanent Objects, 9mb

P41C1 In Her Walker, with Bob 13mb

P41C2 Box with Blocks, 20mb

P41C3 Mirror Baby, 5mb

P41D1 Std. Objects, sub-set, 27mb

P41D2 Std. Objects, sub-set, 14mb

P41D3 Std. Objects, sub-set, 6mb

P41D4 Interest in a Book, 5mb


Peggy Study, Video P042

Themes: Language Development, pre-Pointing, Object Exploration
Source: (Lawler); date: 11/13/1978

Text commentary: what this video shows; why it is important

P42A1 pre-Conversation, 19mb

P42A2 pre-Conversation, 20mb

P42B Choice and Pointing, 15mb

P42C1 Blocks Box, 16mb

P42C2 Blocks Box, 19mb

P42D Giving a Ball, with GPL, 15mb

P42E1 Standard Objects, 19mb

P42E2 Standard Objects, 17mb


Peggy Study, Panel P043

Themes: Communication, Object Play, Family Interactions
Source: (Lawler); date: 11/19/1978

Text commentary: These clips show ??; Why important ??

P43A1 Box & Blocks, with Miriam, 16mb

P43A2 Box & Blocks, with Miriam, 19mb

P43B Talk & Pipe-play, with Bob, 19mb

P43C Body Part Names & walking, with GPL, 24mb

P43D Peg in her Walker, with Robby, 26mb

P43E1 Standard Objects, 20mb

P43E2 Standard Objects, 14mb


Peggy Study, Panel P044

Themes: Pointing/Communication, Object Exploration
Source: (Lawler); date: 11/27/1978

Text commentary: These clips show ??; Why important ??

P44A1 Pointing, 21mb

P44A2 Pointing, 24mb

P44B Ball and Ring Tower, 29mb

P44C1 Cups and Blocks, 18mb

P44C2 Cups and Blocks, 20mb

P44D Nesting Boxes, 20mb


Peggy Study, Panel P45

Themes: Communication, Object Exploration, Family Intereactions
Source: (Lawler); date: 12/2/1978

Text commentary: These clips show pre-verbal communication, early object exploration, and family interactions.

P45A Communication, 13mb

P45B In the Walker, with Robby, 16mb

P45C1 Nesting Boxes & Blocks, 17mb

P45C2 Nesting Boxes & Blocks, 21mb

P45D Box with Blocks, 29mb

P45E1 Corresponding Balls and Boxes, 22mb

P45E2 Corresponding Balls and Boxes, 19mb


Peggy Study, Panel P046

Themes: Social Interactions, Object Exploration, Physical Development
Source: (Lawler); date:

Text commentary: These clips show ??; Why important ??

P46A1 Box with Blocks, 11mb

P46A2 Box with Blocks, 24mb

P46B Playing Ball with Miriam, 6mb

P46C Walking with a Table, 10mb

P46D1 Nesting Boxes, 17mb

P46D2 Nesting Boxes, 14mb

P46E1 Standard Objects, 23b

P46E2 Standard Objects, 15mb