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Archive with last of tag-string W157

3V1100.1

3V1100.01 What words mean: example: graphics mean the name of the thing (1/26/81)

After concluding an experiment (P157 I believe), Peggy touched the camera now back in its case.
Pointing to the words on the camera she said, ‘I know what this says.’ ‘What,’ I asked. ‘Camera,’ she replied.

This is a second example (see earlier ‘Walrus’ story at Logo) showing her default expectation is
that any word written on any thing is the common name of that thing.

3V1102.1

3V1102.01 Playing with toys: using animals as manipulatable actors (1/28(81)

Recently Peggy has frequently climbed on my lap after dinner, bringing a small collection
of animal toys with her. Frequently the horses (Calico and Blue Mane) and Gretchen’s old rabbit
and mouse are the main actors.

Peggy takes one animal and gives me another, e.g., ‘Will you be Scurry-baby ?’
When we agreed, the next question from her actor ‘What shall we do now, Scurry Baby ?’
Our actors discuss that, then play hide and seek, or chase, or eat-ice-cream. This particular sort of
relation appears important to Peggy as witnessed by her preference regularly, for playing this game.
Videotape P158 begins with such a game.

3V1103.1

3V1103.01 Peer interactions (1/29/81)

When Peggy was too late to b e enrolled in the North Guilford Nursery School, Gretchen enrolled her in two pre-school library activities. I took Peggy down to the second crafts session, and Miriam asked if she could come. Peggy had a good time at the library but with respect to ‘crafts’ it was a fiasco. One of the mothers brought in materials for cutting and pasting paper flowers. The mothers were having a good time and so was Miriam, but the pre-schoolers had nothing to do. Peggy wandered off while Miriam made flowers. I followed her to the center table where we spent a good amount of time with puzzles. Peggy is surprisingly good at puzzles, even solved a puzzle similar to my Pythagorean proof puzzle (I have seen some adults dumbfounded by it). She did however begin playing on the floor with a set of four connected train cars.

As other children abandoned the crafts table, several came to play on the ramp where Peggy ran her train up and down. A little boy took a car from her, played with it, abandoned it, and Peggy re-attached the car. This was repeated a number of times. The boy’s mother got a little upset, tried to get him to return the toy, which move was a disaster. Peggy did not respond overtly to this. She seemed to accept the boy’s taking of ‘her’ toy — and when he abandoned his claim she reattached the stolen car and went on with her play.

Could it be that she has as yet no well-informed expectations of peer interaction ? Probably she thinks of playing with these others as with Robby and Miriam, but the former are more like herself. She is likely used to Miriam’s taking over, taking things from her, then giving them back.

3V1104.1

3V1104.01 “Gepeters” [computers]: incremental lexicon standardization (1/30/81)

Peggy wants to go to Logo (whatever that means to her) and also asked if she ‘could play with the gepeters at Logo.’ Later, her use slipped into the standard form by first appearing a ‘geputers’ then as ‘computers.’

3V1104.2

3V1104.02 Solla Sollew: just how long is the title ? (1/30(81)

Peggy came to me and asked, ‘Will you read this book (in her hand) about Solla Sollew…(pause) on the banks of the beautiful river Wahoo… where they never have troubles…or at least very few. (Bob suggests she may think this entire spiel is the title.)
Gretchen

3V1105.1

3V1105.01 [I think the Rubic’s cube is Mimi’s, but I’m not sure.] (1/31/81)

no text beyond title.

3V1105.2

3V1105.02 What we observe is not what she intends [Woodstock is patting his tail with the monsters.] (1/31/81)

‘Patting’ is an activity that Peggy knows a lot about. Scurry is her close friend and she pats Scurry every day. She is, in fact, merciless in expressing her affection for the dog who gets no peace at all. But what does ‘patting’ mean to her ? Consider this example.

Peggy at Robby’s place, where he had left a box of metal figurines (characters from his Dungeons and Dragons game). Peggy picked up Woodstock and began saying ‘pat, pat’ as she poked his tail against the figurines in the box. She then explained ‘Woodstock is patting his tail with the monsters.’ From this, we can infer that the tail — which we would see as an instrument — is in her use object and further, that ‘patting’ is a reflexive activity, i.e. it is something one causes to happen to a part of one’s self. I find this bizarre in the extreme.
.

3V1105.3

3V1105.03 Meta-cognitive observations: [I think my jokes are funny.] (late January)

We were driving east on route 1, near Moose Hill Manor. Seeing the ponies of the Diamond M Ranch, Peggy remarked, ‘I want to ride one of those every day.’ I turned to her with shocked surprise, ‘Every day?’ Peggy smiled, ‘I think my jokes are funny.’

confer 3V1105.4; this is most likely a language/social gambit to defuse implicit criticism from me,.

3V1105.4

3V1105.04 Generalized arguments to avoid rejection: [some little kids like candy.] (late January 1981)

For some months now, Peggy has shown a semantically unusual usage. She typically uses “somebody”, “some kids”, “some people” as ways of indirectly expressing her feelings — especially in situations where she may be unsure that a request for something will be met with enthusiasm. For example, knowing that I had a role of Regal Crown candy in my pocket, she came over to me and said, “Some little kids like candy.”

Expressing herself this way protects her from explicit refusal and rejection. It give me the option of asking, “Would you like some candy ?” (which I did and to which she gleefully responded) or of indirectly rejecting an implicit request.
We need more example of this usage and its varieties.

P157

Peggy Study, Panel P157

Themes: Order and Containment, Elements of Number, Minimal Word Reading, Figure Puzzle
Source: (Lawler); date: 1/23/1981

Title Peggy at Three Years
Text commentary: on Peggy’s Third Birthday, she plays with familiar objects and is offered physical and symbolic challenges.



P157A Standard Objects, 33mb


P157B Discrete Substance & Quantity, 37mb


P157C Cuisenaire Rods & Order, 19mb


P157D Limits of Word Reading, 11mb


P157E Colored Blocks, 26mb


P157F Figure Puzzle, 19mb