Skip to content
Archive with last of tag-string W115


3V0805.01 Language as formulating experience (Eavesdropping) (4/6/80)

Peggy wakes early. As I brought some morning coffee to Gretchen,
I heard Peggy talking in the crib (through the wall) “Look at the spider,

Why is this significant ? Language as formulation of experience,
expressing the flow of understanding without communicative intention;
fluency as delineating the well established paths of control. difficulty
in expression as marking the boundaries of organization.


3V0805.02 Aspect: [ I get the socks… I got one.]

Sitting on the back steps on a really nice day, Peggy’s socks were on the
ground. I told her we should put on her shoes and socks so she could
run around outside. Beginning to climb down, she remarked, “I get the
socks… I got one.”


3V0809.01 Letters and words: [QNA = “Peggy Lawler”] (4/10/80)

Peggy played on the floor with her magnetic desk. On the surface,
grouped together she put the letters, Q, N, and A.” She got my
attention, pointing to the three “Who’s that, Daddy?” I answered that
I didn’t know. She informed me, “Peggy Lawler.” Picking up the letter
‘E’, she asked “Who’s that?” I answered, “The name of the letter is ‘E’.”
We repeated this with other letters.


3V0809.02 Imitation and microscript inception

Robby was playing hide, getting under his blanket and calling. “Where’s
Robby?” Peggy went over by her crib and asked “Where’s Peggy?”

(I have never heard her do that before. If someone else says, “Where’s
Peggy?” she points to herself and says, “Here.”)


3V0811.01 Peggy writing ‘Daddy Lawler’ (4/12/80)

I came home from Cambridge last night with a cast on my leg. Robby
and Miriam both put their decorations on them. Peggy, this morning
took a blue pen somehow indicating she wanted to write on the cast.

When I asked what she would write, Peggy said, “Daddy Lawler.” She
drew a line of squiggles (reproduced in notes) at first, then for her next
two “Daddy Lawlers” she wrote long, linear scrawls.


3V0811.02 ‘That’s what’ — a microscript (4/12/80)

Peggy’s “Why?” question — which has come to follow our every
utterance to her — has become quite annoying. Sometimes we ignore
her question, treating it as an annoyance. Other reactions of ours, similar
in kind, are “because I told you to” or in truncated form “because…”

Outside, a few days ago, I prohibited Peggy from doing something she
really wanted to do. Instead of “Why?”, she asked, almost crying, “Why
’cause.” Similarly, Peggy has encountered an occasional “That’s why.”

Her occasional question “What?” has also been met with the curt and
incisive reply, “That’s what.” Peggy has apparently recognized this as a
joke — because the older children are practicing on her the three line
Jokester: You know what ?
Victim: What ?
Jokester: that’s What.
Today, Peggy turned the tables on Robby. When he replied “What?” to
some question (from me), Peggy continued, “That’s what.”


3V0811.03 Correction (4/12/80)

With my cast, I received a small boot to protect the plaster from the
weather. I’ve told Peggy this is my “bootie.” I just sent her out to get
her face and hands washed (she is very sticky after Miriam’s birthday
party.) As she passed my foot, she leaned on my foot (in the cast, in
the bootie). I complained, “Keep your sticky hands off my cast.” Peggy
walked on, then turned and remarked, “It’s a bootie” before continuing
on her way.


3V0811.04 Surprising syngnosticity (4/12/80)

Peggy’s toy elephant she names “Arroot.” Miriam received as a
birthday present a pig hand-puppet which Peggy very much admires.
She asked the name and Miriam called it “Alfred,” since which Peggy
has been chasing and pestering her for “My arroot.”

The resolution a half hour later: Peggy came in the study with Alfred
on her arm. She said, “Say ‘Hi Arroot’.” I did so.
P: “Peggy’s Arroot.”
B: No. That’s Mimi’s Arroot.
She still asserted, “Peggy’s Arroot.”
I persisted. “Mimi’s Arroot.”
Peggy then said, “I love Peggy’s Arroot,” thrummed and ran out to
Miriam, asking her to take the “arroot.” As she entered the study,
I asked her where her Arroot was. she shrugged her shoulders, tried the
toy box, and found it. Digging out the Arroot, she said, “It’s Mimi’s, my

This seems to be the incident where she distinguished between two
pink, lovable things named “Arroot” — not before. This is remarkable
if true, because they are so dissimilar in appearance and use.
This raises the question of how precise need be the descriptions Peggy
uses or needs to function well.


3V0811.05 Multiple farewells (4/12/80)

I was taking a bath and Peggy was in the room. She turned and went
out, saying. “I’m going to see Mimi.”
G: OK.
P: “Bye-bye.”
G: Bye, Peggy
P: See you later, Mommy.
G: See you later, Peg.


3V0811.06 Birds (4/12/80)

Miriam made a cardinal “Make it bake-it.” years ago; it hangs from the
center of our dining-room window and is frequently remarked upon by
Peggy. Since the birds have returned this spring, she has more to
discuss at table. Climbing in a chair by the window shoe noted,
“See more birdie…Right there…He’s gone.”


Peggy Study, Panel P115

Themes: Language Development, Object Exploration, Social Interaction
Source: (Lawler); date: 4/7/1980

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

P115A Benjamin Bunny, with GPL, 22mb

P115B Toy Play, 9mb

P115C Standard Objects, 16mb

P115D Toy Play, 24mb

P115E1 Letter Desk, 23mb

P115E2 Letter Desk, 22mb

P115F Now We Are Six, with Bob, 23mb

P115G Riding & Napping, 12mb