Skip to content
Archive with last of tag-string W106


3V0742.01 Partly pause-deleted phrases (2/3/80)

Peggy produced several phrases today exhibiting compaction by pause
deletion – but such [is] not universal: Three examples:
“toys… love-em” (at toy box)
“Culdy…like-it.” (that mouse again)
The last has been common in Peggy’s recent speech and might be considered
a precursor of the development of compound structure.


3V0743.01 “Scurry” for the first time. (2/4/80)

Today Peggy said “Scurry” for the first observed time. (getting her
mouse, identifying owner.) Gretchen.


3V0743.02 More already compacted phrases; an invention (2/4/80)

Peggy drinks a lot of juice, and it’s not surprising that she should
produce a two-element phrase such as “good juice.” One could argue
this was purely imitative by her merely taking cognizance of part of the
question she heard frequently, “Is that good juice?/Is that good juice?”
Less likely to fall under an imitative explanation is the phrase “black
tape” produced when she brought me my electrician’s tape. (No
mention of it had been made in the immediately preceding context.)
Least likely of all is the descriptions “Snoopy head” which Peggy applied
appropriately to a Beagle-head from her make-an-animal set of toys.
These phrases showed no pauses between them.


3V0744.01 A catalog of the kinds of things Peggy says (2/24/80)

2/5 “mama, look…did it.”
2/6 (Asking for cookies, and being told the wrapper was empty and the cookies all gone.) “Robby’s eat it.”
2/7 “Lookit…Lookit that”
2/9 (Rummaging around the bookshelf) Where Pony is ? [ie a book called “Little Black, a Pony.”]
2/11 “Me did it.’
2/12 (Watching Miriam put food on her – Peggy’s- plate: “More noo-noo… More noo-noo… More noo-noo plate.”
ca 2/19 (Coming down Stepstone Hill, Peggy wanted to stop at Gordy’s):
“Pop-pop…get (or give) pop-pop me!…get me pop-pop.
2/23 (unhappy, wanting to get up on the bed: “Pick me up.” (She has also offered me a toy or book,
remarking “Pick oo up.” (referring to the object). Gretchen.


3V0747.01 [Culdy me… bite]; very non-standard form (2/8/80)

Peggy came to me after playing with the dog and said “Bite hand”
I asked, “Who?” She replied, “Culdy me…bite.”

It’s obvious Peggy meant the dog bit her. The agent and patient were
named with no intervening pauses. I consider this a clear, natural
example of a very non-standard form (for English).


3V0747.02 Pause deletion in practice (2/8/80)

Peggy plays with a knitted pocket book belonging to her sister Miriam.
She walked past my place at the table, talking to herself:
Mimi…pocket-book… Mimi pocket-book.” This example argues that
Peggy is constructing compact phrases “purposefully” by deleting
pauses which occur naturally in a “commentary” mode of expression
wherein she names what she attends to.


3V0747.03 Number/temporal names (2/8/80)

Miriam tells me she has asked Peggy the time and Peggy responded
“eleven.” The answer was not correct but was significant as a number
name. Peggy may have been imitating a specific response heard from
some one else in response to the same question.

Miriam asked again of Peggy, in my hearing, the time. Peggy responded
“Eleventeen.” This is clearly a made up number name from appropriate
kinds of elements.m


3V0748.01 [Where pony is ?] (2/9/80)

Peggy’s favorite books are now about a pony, Little Black. It is kept on
a shelf with another fifty or more books. when Peggy wants a specific
book read, she usually carries it to her reader and says “read…some-
name.” She has referred to missing favorites. “Bridge?…read Bridge ?”
is a request to read “London Bridge is Falling Down.” she wanted me to
read about Little Black today but couldn’t find the book at first. She
became a little frantic and started to whine “where Pony is ?

The meaning is obvious from the context. The expression is telegraphic
and the structure of the utterance non-standard.


Peggy Study, Panel P106

Themes: Language Development, Object Knowledge, Social Interactions
Source: (Lawler); date: 2/4/1980

Text commentary: As noted in these clips, most everyone in the family was feeling sub-par. This probably explains Peggy’s lack of persistence in playing with all the various things introduced in the session.

P106A Typewriter, with Miriam, 17mb

P106B Plastic Letters, 23mb

P106C Limited Help, from Miriam, 8mb

P106D Snoopy Train, 20mb

P106E Standard Objects, 22mb

P106F Typerwriter, with Bob, 14mb

P106G Plastic Letters, 10mb

P106H1 Toys and Talk, 19mb

P106H2 Diffuse Focus, 17mb