3V0729.01 [bye, X] -> [bye chair]…[bye table]…[by stairs]…(as bedroom entered) [bye bed] [bye culdy]…bye Robby… bye Mimi…(bob, from afar, “what about daddy?”) bye daddy] [bye house…bye car…bye trees…bye house (a neighbor, the car now moving) Going upstairs to have her diapers changed, Peggy recited a litany as we passed.
3V0728.04 [to-me]: another bound preposition (1/20/80) Asking for a xxxttle (candy) Peggy held out her hand and commanded, ‘to me.’ Gretchen.
3V0728.01 CAUSE – toilet training; cause, agent, effect (1/20/80) We have tried to interest Peggy in using a small toilet. She plays with it, pushing around the house, chasing the dog with it, and so forth – investigating the removable pot and peering at it every which way. Now she knows the clothes come off …
3V0720.01 [fork…hurts…arm…me]: Peggy’s most complex phrase construction before the upsurge of pause deletion and appearance of anchoring with variation in her verbal productions (1/12/80) Peggy stabbed herself with the tines of a fork. I can’t recall whether she was in her high chair or helping unload the dishwasher, but her words and pauses are certain. …
3V0718.01 Who’s there ? (Original notes on homely binding and lonely discovery) (1/10/80) Peggy’s use of the knock-knock joke script has been monolithic — ie. she would not respond in the victim’s role, nor would she continue in any way no matter what response her victim made. This morning, when I brought some coffee to …
3V0714.01 [own stool… on it] Example of two loosely joined tight substructures: needed descriptions of cross level tightness of binding. (1/6/80) Miriam cooked soup at the stove and Peggy wanted to see. Miriam offered the use of her small red stool, one of two. Peggy chose to get the second, put it next to Miriam, …
3V0709.02 [Mimi did it…Peggy’s] Good example; issues important; developing a vocabulary to describe observed phenomena. (1/1/80) The situation to which the locution applies was Miriam’s making a wrapped package, a present, and giving it to Peg. Peggy brought it to me to show. what is significant here is the pause/connected structure of the phrasing. There …
3V0707.01 Color names: beginning of a long story. (12/30/79) Peggy wears plastic pants over her diapers. Most are transparent. One pair is pink and she prefers that pair. While changing her recently, Gretchen began putting on a pair of transparent pants. Peggy cried plaintively, “Black, black” while pointing in the direction of the pink pants …
3V0706.03 [fork!…for-me]: example of bound preposition (12/29/79) Peggy sat in her high chair. Miriam had made an open faced cheese sandwich and given two pieces to Peggy. It is our custom to eat such fare with our fingers. Peggy had put her fork on the table beyond immediate reach. Other of us ate food with …
3V0706.01 Knock knock jokes: story used in ACR chapter of CECD. (12/29/79) Jokes have been much in the air lately. I’ve worked on OCL: Inventing Jokes. Miriam made me a joke book as a Christmas present. Peggy has begun telling knock-knock jokes, apparently in imitation (without instruction): Peggy: knock-knock ? Victim: Who’s there ? Peggy: …
3V0704.01 Playing the piano. (12/27/79) Often since her early infancy, Peggy would come to me while I sat at the piano and ask to come up with me. It has been my practice to then play “chopsticks” with the middle range of the piano free for Peggy’s playing with me. I have shaped her playing …
3V0697.01 [nice bear]: feeling is first ! good example for raising issues in the further-specification model. (12/20/79) Peggy has been using the term “nice” very frequently both as an expression of her feeling about something and her request for concurrence. For example, in P99 or P98, after drawing on a piece of paper, she asked …
3V0690.01 Harp and Guitar: naming shows assimilation of a new object to a familiar schema with spontaneous naming, social differentiation of relations, and her locking in the relationship. (12/13/79) We were all watching the Marx Brothers movie “Monkey Business.” (Note also that bob Despain recently gave Miriam an old Guitar of his.) At one point, …
3V0686.01 [gone…bird] Formulation: pre-sentences as further verbal specification of a well worked out scenario of action (along with infant’s gradually increasing sense of what else it might have meant). (12/4/79) Peggy has been playing her “gone” joke or game (cf. ???) for sometime. Frequently when she says gone, I ask “What’s gone?” Today, while [playing …
3V0683.02 Kicking and hurt feelings. (12/6/79 and earlier) Peggy’s control over her supports, her legs, has been of apparent and considerable interest to her, I recall her joy at being able to jump with both feet when first she could and, most recently (12/20 ff.), her tapping with one foot to music while standing [this …
3V0683.01 CHIN: word learning and private review in play. (12/6-7/79) Peggy found an old doll of Gretchen’s in the basement. She brought it to Miriam (who was sitting in my lap) and me and began pointing to and naming what struck her — the dress, the hair, face parts — eyes, nose. I realized that …
3V0674.01 COUNTING (carrying two cookies) [one, two, seven] ONE, TWO, SEVEN (11/27/79) Peggy came into the study (living room) with cookies in hand (one each) and said to me “two”. She continued beyond me, saying, “One, two, seven”. [FOOTNOTE: Later note on date written up: 12/6 This evening, I asked Miriam is she had been …
3V0670.01 UP & DOWN: symmetrical relations; very IMPORTANT DATA on word-thing relations: she relates words and their structures of meaning through reversibility as actions. (11/23/79) Peggy wandered into the living room today with her “Bear Hug” in hand. She held it high “Up” and put it on the ground “Down.” She repeated this exercise several …
3V0668.01 Answering questions: she interprets query as request for more information but does not interpret specific elements, for example “who” or “what”. (11/21/79) Peggy interprets questions as requests for information — more specificity — in what she has said. but she does not distinguish roles of elements in a sentence as related to the specific …
3V0666.01 [bear come Peggy]: near sentence example. (11/9/79) She got away from us — up the stairs where the older children were while Gretchen and I were in the living room. When I realized she was gone, I raced to the stairwell and found Peggy at the top, coming down one step at a time, …
3V0664.01 Important observation and speculation: hiatus in holophrastic period as structure transition indicator; its disappearance indicates a new level of organization (11/17/79) [following write-up of [bear come peggy] incident — This last incident contrasts with what has been Peggy’s normal usage in situations of accompaniment. It has been typical that when Peggy saw some action …