Skip to content
Archive with last of tag-string Soc

3V0233.8

3V0233.08 Dancing, disappearance, and reappearance 9/12

Last night (9/12) Peggy sat in my lap as we played some records I brought back from Boston. Robby and Miriam had been cooped up inside this rainy afternoon, and when they heard some fast jigs and reels by De Danaan, went into their own version of step dancing which rapidly became a session of dancing around the house. Behind the couch, behind the chair where Peggy and I sat, around again and past the piano. Peggy turned and twisted to follow their path. Out through the short hall past the fireplace — then Peggy saw them reappear through the glass doors on the far side of the fireplace (a see-through one). Peggy was engrossed. Here were important people in her life doing unusual things, appearing and disappearing. These sequences must have been very mysterious. Especially when hidden factors and actions make prediction impossible. Sometimes the older kids would dance past the far side of the fireplace and could be seen. Other times they would crawl past the opening below the level of the high hearth and reappear in the fireplace window from the wrong side.

RELEVANCE — The first incident testifies to Peggy’s experimenting with objects and space. The second highlights again the problem of conceiving of object permanence (in terms of predictable movement) when people with self-control behave in ways difficult to predict. Is object permanence developing the perspective that some things are not willful and mobile?

3V0234.1

3V0234.01 Gretchen Instructing Peggy in Naming. 9/13

WORDS — For the past week or so I have been talking more to Peggy concerning simple everyday actions. The prototype is getting her out of the crib. “Peggy, give me your hand.” (Holding out my hand to her.) “OK. Give me your other hand.” “Good girl. Now. Sit up…. Stand up…. OK. Hold on [while I change my grip].” And so on. She generally gives me her hand shortly after I hold mine out to her, with no coaxing necessary.

3V0236.1

3V0236.01 Gretchen and Miriam with “Peggy, come here.” 9/15

COME HERE — Gretchen has been teaching Peggy to respond in specific ways to a variety of simultaneous gestures. When Peggy wants to get up, for example, she usually cries and arches her back. Then Gretchen holds out two arms to her, wiggling her fingers, and says, “Give me your hand …give me the other hand.” On Peggy’s hands being taken Gretchen then picks Peggy up. I have seen Gretchen making similar gestures when Peggy was crawling on her stomach, crying to be picked up, but here “Give me your hand” was preceded by “Peggy. Come here, Peggy.” Peggy did not crawl to Gretchen and Gretchen immediately crossed to pick her up.

Playing this morning in our bedroom, while Peggy was crying as described Miriam imitated Gretchen’s gestures and called, “Come here, Peggy.” Peggy crawled over to her.

9/20 I have tried calling Peggy. She usually waits for me to come get her.

3V0236.2

3V0236.02 Miriam as Instructor (9/15/78)

Miriam has been trying to ‘teach’ Peggy to sit up and walk. The latter especially makes me uneasy because I fear her dropping Peggy. Miriam typically props Peggy up on the bed and returns her toys when dropped so Peggy doesn’t fall over reaching for them. I discussed sitting up with Miriam, asked if she wanted to participate in Sundays videotape (P34). she agreed to but, as she went off to get ready for school, she warned me, “Don’t you teach Peggy to sit up while I’m off at school.” Miriam looked a little incredulous when I told her Peggy would learn to sit and walk even if no one ever showed her how.

3V0239.1

3V0239.01 Naming buttons. 9/18

NAMING — Peggy was sitting in Gretchen’s lap, facing her. She began playing with the buttons on Gretchen’s sweater, first handling them then trying to put them in her mouth. “Those are BUTTONS, Peggy, BUTTONS. Don’t put them in your mouth.” Stopped from playing with Gretchen’s sweater, Peggy turned to her own sleeper and played with her buttons. “That’s right, Peggy, buttons. Those are your buttons.”

3V0245.1

3V0245.01 Everyday prohibitions as source of naming 9/24/78

Peggy was crawling about on the living room floor as Gretchen chatted with a house guest. The floor was littered with her toys and the dog’s. “No, Peggy. Don’t chew on that. That’s Scurry’s bone.”

RELEVANCE — The kinds of verbal naming formulae witnessed by Ninio appear in everyday incidents of prohibition. Teaching a kid words from book-reading and looking at pictures appears a relatively unnatural task into which the woman subject apparently transposed the harder to document, more natural occurrence, from situations where verbal commands control the infant.

3V0246.1

3V0246.01 Rejecting food: 9/25/78

Peggy being fed. Deciding she had enough, she stuck out her tongue, full and rounded, effectively blocking off her mouth. At another feeding, she did the same, then looked at me and smiled and opened her mouth for food — (Was it a test to see if she could refuse food that way if she wished ?) A day or so later, she refused food simply by turning her head aside (away from the table).

3V0248.1

3V0248.01 (9/27/78)

Peggy was playing with her ring toy on the bedroom floor. She had two of the bigger rings and was banging them down in an apparent effort to get them to roll. When they did so, she watched most intently.

10/2: Playing with Peggy and the smallest (purple) ring. I rolled it to her and she smacked it on the floor in an effort to make it roll !

3V0254.1

3V025401 Miriam naming people for Peggy. 10/03

NAMING — This was one of those bad days for Miriam where her wheezing/ upchucking of medicine kept her home from school. Thus early in the morning she was saddled with responsibility for Peggy. Miriam played with Peggy on the bed and as is frequently the case with Miriam, the instructor came to the fore. Touching Peggy, she said, “Peggy. Peggy,” then pointing to herself, “Miriam. Miriam.” I rose from the typewriter to recover some notes from another place. As I walked across the room, Miriam pointed at me. “Dada,” she repeated several times. Peggy mumbled some sounds which Miriam interpreted as “Mama.” “No, Peggy. Not Mama. Dada.”

3V0256.1

3V0256.01 Verbal Imitation of “shoe” 10/01

Gretchen left Peggy with me while she made cookies in preparation for the first meeting of Robby’s cub scout pack. After trying to constrain Peggy various ways and failing, I let her roam around the floor of our bedroom/ study. After beating the log carrier with her toy giraffe and munching on her hairbrush, Peggy crawled in my direction and as she has done frequently, began beating on my shoe. Catching her eye, I said, “Shoe, Peggy, shoe.” Peggy repeated, “Shoe.” Her imitation, tentative and lacking clear enunciation, had nonetheless the right components.

RELEVANCE — Miriam first, then the rest of us, finding that Peggy has begun verbal imitation, began instructing Peggy in naming. The main focus is on people, but buttons, spoons, and shoes come in for their share of attention. It’s very hard to say why. It’s clear there is some element involved of simply taking advantage of a new opportunity to have a hand in doing something significant. We must view acculturating Peggy as a very significant accomplishment. There is also the long persistent drive to help Peggy reveal to us who she is.

3V0262.1

3V0262.01 Peggy Imitating Robby Noises.. 10/11

IMITATION — Peggy was sitting in her seat at the dining room table. Robby was seated at the table also. He made a series of loud kissing noises directed to her. Finally I asked him to stop. In the silence that followed, a soft but distinct repetition of the sound came from Peggy. Robby cried, “Look, Mom, she’s doing it! She’s answering me!”

3V0262.2

3V026202 Wariness of Strangers

STRANGERS — Peggy seems now much more wary of others. Frank and Annie Schoeman were here Sunday (10/08); and Peggy would not let Annie hold her but screamed every time Annie touched her. Even with Miriam, who plays with her every day and always wants to hold Peggy and carry her around, Peggy will allow herself to be picked up, but will look around anxiously for mother.

3V0263.1

3V0263.01 Waving, communication through imitation. 10/12

WAVING — Peggy sat in my lap after dinner. We had indulged in some conversations with Peggy. Robby approached my chair and Peggy said /ae/, flapping both her arms as she has long done when excited. Robby repeated /ae/ and waved his right arm. Peggy smiled then /ae/ /ae/, waving one arm (her right) once for each sound. Robby imitated her precisely. Both continued this communication, varying the number of sounds and wavings, for over two minutes, with Peggy always directing.

RELEVANCE — (see comments in V0263.02)

3V0263.2

3V0263.02 Social Selection of some actions

Social Selection of some actions as interesting leads to their entering the repertoire.
RELEVANCE (of preceding story in V0263.01) — Here we see an accidental correspondence of two actions selected as significant, of interest, to another person. This stumbling upon an interesting new pattern so pleased Peggy that she elevated the combined element into a new pattern in her repertoire. Both actions were well under Peggy’s control when it happened. This is clear evidence that she can assemble joint actions from single actions. It also shows the build[ing] of a repertoire of ‘interesting’ actions which can serve as a pool of potentially meaningful communication transactions.

3V0267.1

3V0267.01 Associating Sounds with People. Interesting Action. 10/16

Peggy went through a period of several days where she seemed to associate her sounds with people. The most striking case was ma-ma(repeated an indefinite number of times with no obvious relevant stress on intonational accenting), which she apparently connected with Gretchen. This delighted Gretchen, who would typically respond, “That’s right, Peggy, ‘mama’, that’s me!” [note by Gretchen: to establish that connection firmly.]

The non-standard variation that made this so striking and amusing was Peggy’s putting on me the “label” /b/\b/ /b/\b/ /b/\b/ instead of da da.
RELEVANCE — As with her discovery that waving was an “interesting” action, i.e. one she could use in social exchange with another person, Peggy appeared on the verge of discovering naming as such an interesting action.

3V0269.1

3V0269.01 Standing in her crib (Miriam did it) (10/18/78)

Peggy has shown much more inclination to stand than to sit. It has been hard even to get her to sit down in a lap. Today, Miriam called out from the girls’ room most excitedly, “Mom, Dad, come see. Peggy’s standing by herself.” And Peggy was standing in her crib, holding on to the top bar. How did she get there ? Miriam pulled her up from a sitting position, but Peggy’s hands on the bar and let her go. She has done so on subsequent days.

Relevance: This incident shows Miriam’s intrusiveness, driving Peggy forward to “the next major achievement.”

3V0271.1

3V0271.01 A Walker: social pushiness as instruction 10/20/78

For several weeks, we have discussed buying a walker for Peggy because of her preference for standing and as a device she could use to increase her scope. We have seen them on sale and today bought one.

Relevance: The first incident shows Miriam’s intrusiveness, driving Peggy forward to “the next major achievement.” We parents do the same in watching what Peggy is capable of and giving her whatever we think she could use to enrich her time and extend her scope.

3V0278.1

3V0278.01 “Pick me up” gesture as precursor of causality. 10/27/78;

When wanting to be picked up, Peggy’s habit has been to crawl to your feet and look up, crying and wailing. Oftimes, we would hold out our hands as she crawled over to show both our readiness and that we wanted her to come to where we were. Gretchen mentioned yesterday a new and more explicit tactic of Peggy. She believes that as Peggy drew near her hands, she pulled Gretchen’s hands under her armpit. Did that really happen ? Peggy just did it again, with me, just pulling my left hand and then my right into those places.

Relevance: the really intriguing question here is whether to Peggy this is a sign or an action through which she “expects” to effect her picking up. I can’t imagine any test that would differentiate between the possibilities — and she most likely makes no such distinction herself. you can almost believe in a primitive association, a magical -going-together (as Levi-Strauss puts it) as the precursor of the idea of cause. This may be an example of it.

3V0278.2

3V0278.02 Pipe play: giving as a communication protocol 10/27/78

PIPE PLAY — When sitting in my lap, Peggy frequently ends up with one of my old pipes. (I still carry them about in a shirt pocket and chew on the stem, though I no longer smoke.) These pipes of mine have become a favorite toy of hers. I am only marginally concerned that she may eat a little carbon — but it does make a mess when she chews on the wrong end (her standard practice). I have become accustomed, occasionally taking a pipe from her, to “instruct” her by putting the stem end in my mouth. Playing [in] my lap tonight, Peggy had a different idea — she offered the pipe-stem end of the pipe to me by raising it and poking it close to my mouth. When I took it between my teeth, she laughed then took the pipe back from me.

RELEVANCE — This seems a spontaneous example of play-giving. Its significance is that this sort of game can (and probably will) develop into another kind of social communication ritual. — She has given the pipe to me, and I let her have it back immediately. Will she “turn around” this communication protocol? If I give to her, will she give back?

3V0282.1

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.

3V0287.1

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.

3V0293.1

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.

3V0293.2

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.

3V0297.1

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.

3V0306.2

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!'”

3V0306.3

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.

3V0309.2

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?

3V0327.1

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.

3V0327.2

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

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

3V0329.1

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.

3V0331.1

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.

3V0335.1

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.

3V0337.1

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).

3V0344.1

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.

3V0344.2

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.

3V0351.1

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).

3V0354.1

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.

3V0354.2

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.

3V0355.1

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.

3V0355.2

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.

3V0355.3

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.

3V0357.2

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.

3V0358.1

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.

3V0361.1

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.

3V0361.2

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.

3V0361.3

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.

3V0366.1

3V0366.01 Knowing What Peggy Wants 01/23/79

KNOWING WHAT PEGGY WANTS — Peggy says /∂aet/ and it’s clear she wants something, but it is not clear to us. She says /∂aet/ so much, we might suspect she doesn’t want any particular thing but merely enjoys pointing, talking, and being carried around. Such is not the case at all.

I see many of Peggy’s new tantrums deriving from our not understanding what she wants. An incident at lunch today provides a clear example. After feeding, Peggy’s tray was its usual mess. When she complained and carried on, Gretchen picked up Peggy and gave her some orange juice at which she had pointed and spoken of. Now Peggy started /∂aet/-ing in earnest, many times, with increasing intensity. Gretchen offered Peggy a cookie — her favorite food — but Peggy would have none of it. When she seemed to be pointing in the general direction of her tray, Gretchen held her within reach of it. From the clutter there, Peggy picked out a small piece of toast. She did so immediately, directly, and with precision. I am certain Peggy wanted THAT bit of food before she was near the tray at all.

RELEVANCE — How absolutely useful to Peggy would be learning names. How useful to us as well, specifically in restoring relative calm and quiet at meal time especially, would be Peggy’s learning naming or even some other specification procedure — e.g. we could touch things and she indicate whether it was what she wanted or not.
It has not previously been so clear how great a gap there is between Peggy’s specific desires and her inability to specify what she wants.

3V0368.2

3V0368.02 Putting on and putting in are distinguished (1/25/79)

Relevance: These observations document that Peggy has now distinguished putting-on from putting-in. I believe further, that they trace Peggy’s experience through the events in which putting-on developed. The sequence is first, climbing, i.e. putting oneself on (at least getting on); drawing back from an object onto which one might not get if not so risky; putting-on other things as the put-on-able object.

Reflecting further: where might this lead ? This stool is for Peggy literally a “body-support-structure” –ie it is a thing capable of supporting her body. She should be able to dissociate the idea of her body from the support structure, but it will probably be quite a while before she can decompose its arches into legs and a span. However, she may soon discover that some put-on-able objects have the equivalent of a hollow, are thus put-in-able as well, just as cups are — her interest in side insertion should lead to that directly, Will she be surprised to find the putting-in one side may eventuate in coming out the other ? It is clear that the stool and perhaps a solid equivalent should enter our next video tape session.

3V0371.1

3V0371.01 Three words: “I want that”. A well formed English sentence; progressive structuration 1/28/79

THREE WORDS — When Peggy has requested this or that, a common response has been the question “You want that?” If we see her smile when we are pointing to a specific object, we give it to her. Today at lunch, trying to communicate to her obtuse parents that she wanted a cookie, Peggy pointed to the counter where they are normally kept (through a table full of other possible desiderata) and repeated with pointed and increasing insistence /ae/aen/∂aet/, the central syllable at a rising tone and stressed.

RELEVANCE — Peggy now owns three verbal forms for saying the same thing. /∂aet/, /hae/∂aet/, and /ae/aen/∂aet/. She uses them to express her desire for some object to other people. She knows, and expects others to know, that these signifiers express her desire. She knows what they are FOR; and she uses them interchangeably — the distinction of impute to her usage (to the extent they are not absolutely interchangeable) is that the more sounds she says, the more emphatic is the pronouncement.

We hear three words in what Peggy utters. I make no claim or implication that Peggy understands words at all. However, what is most striking in this last phrase is that Peggy has uttered (albeit inarticulately) a well formed English sentence with terms for subject, verb, and object. Of course, she does not know THAT. The next development to be expected is her conjunction of naming with this primitive verbal object (to which she relates much as we adults to an unanalyzed idiom), probably in some such sequence as the following (based on the use of naming for further specification and the deletion of the “unnecessary” pronoun /∂aet/.
/object-name/…/ae/aen/∂aet/object-name/…–>> /ae/aen/∂aet/object-name/
/ae/aen/∂aet/object-name/…–>> /ae/aen/object-name/
i.e. the development of structure is progressive discrimination, conjunction, and simplification.

3V0377.1

3V0377.01 Neat phenomena and instruction: An Ale Bottle — (2/03/79)

Peggy has long had the habit of carrying ale bottle. We separate glass trash for recycling and Peggy has long been able to careen over in her walker, select one she likes, and continue charging about the ground floor waving her prize. She usually puts various parts of the bottle in her mouth at various times.

After lunch today, Peggy sat in my lap. As she asked for that or that or that from my table, finally for an empty ale bottle, I held it off from her long enough to make it sound by blowing across the mouth of the bottle. Peggy was amazed and delighted. After becoming sure that the sound came from the bottle when I held it to my mouth, Peggy demanded it from me. She took the bottle to her mouth and tried to make it sound; he best attempt was a humming with her mouth over the bottle opening. This should be no surprise. Peggy;s brother and sister also had trouble with this trick until they were much older.

Relevance: another homely example – this time of Peggy trying to do something that fascinates her but is clearly beyond her capability.

Note: 6/14/2012: looks like a dating / sequence error in Vignette / file name