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Archive with last of tag-string W100


3V0700.01 [apples…all gone] (12/23/79)

Peggy has been sick the last few days — running nose, cough and
excessive vomiting. We decided to regularize her diet by removing the
large bag of apple I recent bought from Bishop’s Orchard. Peggy has
been eating enormous quantities of apples (for one her size).
I removed that bag in the morning, and when Gretchen carried her into
the kitchen, Peggy could see the counter where they had been,
“Apples…all gone.”


3V0700.02 Knives and spoons: learning the word “fork”; called initially a spoon; when I named the object as fork, she called it a “foon”; counting incident. (12/23/79)

When the dishwasher cycle ended, I asked Miriam to put away the
dishes. Helpful Peggy was easily recruited. She started selecting
silverware from the dishwasher and carried it to the appropriate
cabinet. When she was unable to reach high enough to put the
silverware away, I became her assistant. Peggy ran back and forth.
“knife…spoon…spoon.” (The later name applied to forks as well. I
tried correcting her… “That’s a fork, Peg, not a spoon.” Peg brought me
the next fork and said as she gave it to me “foon”)

Peggy began bringing handfuls of silver and said as she handed them to
me, “one, three, four.” on the next trip, (no one speaking between) she
continued “one, three, another”.

Peggy clearly knows some number names, and that they apply to
counting and that a successor name “another” can be used in a
counting series.

Could “two” be left out of her series of well known number names
because of the homonym “too” which is richly meaningful for Peggy as
“me too” a word she uses very assertively ?


3V0701.01 [Mine…Peggy…Peggy’s…back]:clear use of a possessive, but one where syntactic structure is decidedly subordinate to the context; Peggy’s picture (12/24/79)

I bought some Polaroid film the other day and today had taken a
picture of Peggy sitting with me in my chair. I set it on the piano to
develop completely. when her image appeared, Peggy was fascinated by
the picture, kept pointing to it saying “Peggy…picture.”

Later in the day, I retrieved the picture to protect it from seizure
(I gave Peggy another which she fingered and mouthed.) Peggy returned
to the piano several times and implored me for its return

Eventually I gave in, replacing the picture. When she saw it, she was
elated. “Mine…Peggy….Peggy’s….back.” I consider this a clear use of a
possessive, but one where the “syntactic” structure is decidedly
subordinate to the context. (The dots represent Peggy’s typical
inter-word gap. This caesura is what I identify in my mind as “frame-
swapping-time” — with the word produced as a consequence of a new
frame in control.)


3V0703.01 [Mimi…mad…Mimi…fall down] Expressed speculation. (12/26/79)

Miriam has been playing with her old set of infant size legos which we
gave Peggy for a Christmas present. She has tried through much of the
day to construct a mobile dog (dragon?) and failed with amazing
consistency. Lately cries of “awg !!” have been coming down from the
living room.

Peggy was in the dining room having lunch with Gretchen and me. As an
exceptionally loud series of cries came from the living room, Peggy
said, “Mimi…mad…Mimi…fall down.”

Peggy could not see Miriam or what she was doing and had been sitting
at the table with us. She was speculating about what might have caused
Miriam to make such sounds of aggravation.


3V0703.02 Adjectives and Causes “shitty…toilet…diaper…init.” (12/26/79)

Carried past the bathroom where her newly removed diaper was
soaking: “shitty…toilet…diaper…init.” Gretchen.


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 and applauded her striking
of the keys. Peggy is very much at home with the piano now, clambers
up onto the bench by herself and strikes the keys with enjoyment.
Exposed to much popular music, just about all of it Irish folk songs and
contemporary instrumentals (Chieftains et al.) and joined in dancing by
her sister and me, Peggy has had an unusually rich and accessible
musical education for an infant, as compared to her brother and sister.


3V0705.01 Social Shaping of utterance word order change 12/28/79 (see

Today Peggy remarked “Drop…hat…water.” [Usually when she points
to this and says whatever, I respond “Yes. The man dropped his hat into
the water.” Later on, she phrased it “drop…water…hat”

Coming back from Gordy’s, Bob made some remark about beer. Peggy
immediately cried “pop-pop (lollipop)….Gordy.” Gretchen.


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
Peggy: knock-knock ?
Victim: Who’s there ?
Peggy: 1. big smile and laugh – no words
Peggy: 2. knock knock ?
In this joke, it is clear that Peggy expects
a “who’s that?” [there ?]
response and enjoys the protocol.

What will she do if someone say another response to “knock-knock? ”
Dunno. But trying that may help us interpret whatever response she
makes to ungrammatical sentences.


3V0706.02 Puppy in Boston: default location of “gone” animate things (12/29/79)

Over the past several weeks, Peggy has often given evidence of
distinguishing between the sound of a bark and the word as the name
of the sound. One of the puzzles Peggy received for Christmas was a
five piece Puppy puzzle.

Peggy came crawling into the living room on hands and knees, and she barked, twice.
Bob. Did a puppy bark ? (a leading question about whether she was
pretending to be a puppy.)
Peggy: – no words – she looks around.
Bob: Did Peggy bark ?
Peggy: Puppy.
Bob: Where is it ?
Peggy: Gone.
Bob: Where did it go ?
Peggy (decisively) Boston.

Because Robby, Miriam, and I have gone to Boston (whence we have
spoken with Peggy on the ‘phone), that name has become her
default/prototype for a place where “gone” things have gone.


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 a fork. Peggy began, “Fork ?…Fork?”, a
request to give her one. I said, “No, Peggy, you don’t need a fork. Eat it
with your fingers.” Peggy, nearly crying, said, “Fork? Fork?…for-me?”
This prepositional usage may be tightly bound to the pronoun as an
idiomatic form. How can we tell ?


Peggy Study, Panel P100

Themes: Language Development, Object Exploration, Social Interaction
Source: (Lawler); date: 12/24/1979

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

P100A1 Reading London Bridge, GPL, 17mb

P100A2 Reading Brittanica Book, GPL, 9mb

P100A3 Reading London Bridge, GPL, 12mb

P100B1 Puzzle Box, 16mb

P100B2 Puzzle Box, 20mb

P100C Building Blocks, 18mb

P100D1 Standard Objects (w/hotdog), 15mb

P100D2 Standard Objects, 17mb

P100E Shoe Help, 12mb

P100F Alphabet Blocks & Puzzle Box, 14mb