Skip to content
Archive with last of tag-string W130

3V0910.1

3V0910.01 Color names again — properly typed but idiosyncratically applied
(7/20/80)

It’s absolutely clear that Peggy knows a number of color names and
knows that they apply to some quality of an object. To me, it appears
as though she uses color names correctly, in re. parts of speech, etc.
but that she has not developed a dependable correspondence between
names and the whatever to which they apply.

3V0910.2

3V0910.02 Possessive pronouns: non-standard forms [he lives in he’s house.]
(7/20-24/80)

Peggy was reading that Britanica book which begins with a picture of
several animals and asks where they live. There are pictured on one
page a horse, dog, spider, turtle, and others (?) and on the facing page
a barn, pond, dog house, and web. Peggy did not point to the house of
one of the critters, and I asked, for clarification, “Where does he live?”
With clarifying emphasis, Peggy exclaimed, “He lives in HE’s house.”
A few days later, there was some small altercation with Miriam, and she
claimed Peggy hurt her hand. Peggy defended herself, “I didn’t hurt SHE hand.”

Gretchen notes in the kitchen just now, Peggy describing Scurry
drinking from her dish “She’s drinking she’s water.” (note: re-check on
/’s/ with possessive:) [Gretchen’s more precise specification: “Gurry
drinking she’s water.”

Importance: Given the irregularity of the pronoun, it should be no
surprise that Peggy learned them as ad hoc items (eg. this is MY X, this
is MINE, not YOURS; it doesn’t belong to YOU). The possessives are
important to her and she has known those above for quite some time.
What is striking is the difficulty [of learning] the non-standard form shown
in the possessives of a third person. Is it because they are rarely used,
and she is fabricating her best guess ? Or do we have here an over-
extension of a systematizing rule (as when weak verb past tense is
super-added to the strong verb past tense) ?

3V0914.1

3V0914.01 Pouring: example of an action looking for objects (7/24/80)

Peggy has been fascinated with pouring for weeks, or even months.
Sometimes she will ask for some juice just to be able to pour it back
and forth. She likes to use my dining chair as a word bench for this
and I frequently find it awash in milk, orange juice, lemonade, ginger
ale, root beer, or tonic. Tonight, I found her in the bathroom, pouring
Miriam’s slophyllin capsules from one container to another.

3V0916.1

3V0916.01 Commitment to an interpretation: [go pick the lady grass.](7/26/80)

Miriam has been given the job of picking grass out of the driveway and
she resists it mightily. I recently scolded her and told her to go pick
out every blade of grass at the turn (the grass had slowed drainage and
caused some flooding). Peggy added her weight to my command,
“Mimi, go pick the lady grass.” Surprised, I said “Lady grass?” Are you
sure ? Couldn’t it be man grass ?” Peggy proclaimed her certainty, “No.
It’s lady grass.”

P130

Peggy Study, Panel P130

Themes: Talking, Object Play, Letters and Reading, “Grown up kid” activities
Source: (Lawler); date: 7/20/1980

Title Peggy at Two and a Half Years
Text commentary: these clips show the centrality to Peggy, now, of talking.



P130A Hammering, Talking, 23mb


P130B Letters, Comments, 24mb


P130C Standard Objects, 38mb


P130D Reading, with Rob, 23mb


P130E Jumping Rope, 40mb