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Archive with last of tag-string W44

3V0309.1

3V0309.01 Standing in the crib; not knowing how to sit down: 11/27/78

Saturday afternoon, when her nap should have been coming to its natural end, Peggy started crying most vociferously and continued doing so until rescued. Going into the girls’ room, Gretchen found Peggy standing in the crib, grasping the top rail for dear life, presumably crying because she didn’t know how to sit down. This scenario has been replayed daily since then with minor variations — Peggy standing up in the play pen and at the railing to the living room balcony.

3V0309.2

3V0309.02 Emergence of the Pure Point: pointing and eating: 11/27/78;

As we discussed Peggy’s experiments with her grandmother at the dinner table, when Peggy pointed with her forefinger alone, I remarked to Edie that such an action was what Bruner called “a pure point” and explained our argument at DSRE awhile back. In this context, Gretchen mentioned that though now Peggy points with two fingers, in this specific case her pointing had been preceded by using the forefinger to poke about in her mouth in an attempt to remove an unwanted bit of food. Gretchen added that this use of her fore finger was characteristic, much more common than poking about with several fingers or her right hand in her mouth.

Relevance: Can’t “the pure point” emerge as a melding of diverse actions under social direction thus: as finer sight control is achieved, with the digits of the later state more useful as a general probe, the refinement might proceed by discriminating one finger (the forefinger) from the cluster of digits — this pattern would show the sudden appearance of the pure point; alternately, the discrimination might be more balanced, the digits-as-probes splitting into two groups of two – this is seen in Peggy’s “impure point.” Getting solid bits of food out of the mouth is an activity which might generally favor using only one finger (it fits between gum and cheek better than the fist) in the most propitious circumstance, i.e. where the sensitive and knowledge based directions of behavior and interpretations of feedback are richest — in the mouth. If the mouth is the crucible in which digit control is developed and refined, its recognition is socially witnessed by its application, i.e. by its use in pointing. If we witness a new skill of single-finger action developed in poking around with food bit in the mouth transferred to probing behavior or to object indication, we are using a socially witnessed observation to notice an extension from a much more intrinsic area of experience. Isn’t it sensible to think that the use of the forefinger to point would be not merely witnessed but even directed by social examples?

3V0309.3

3V0309.03 Verbal imitation of “Thank you”: first addition of verbal communication to object based protocol. 11/27

THANK YOU — Peggy has been playing ‘giving’ with her pipe for several days with her grandmother. Edie would take the pipe from Peggy, pretend to puff, and return it with a “Thank you.” Yesterday, as she wheeled about in her walker, she offered her pipe to Gretchen in a series of exchanges and in one, she accompanied her ‘giving’ with /dae/dae/ [the current syllabic favorite] — but what was remarkable was that she “said” ‘Thank you’ — she had the right tempo and intonation pattern. It was after Peggy’s “Thank you” that I observed how regular was Edie’s part in her protocol with Peggy.

RELEVANCE — This ‘giving’ incident is the first one wherein Peggy has appeared to add elements of verbal communication to an object-based communication protocol. What is noteworthy especially is the “turn around”, as imitation, occurring with a different person from the one who inspired it. This is clear evidence that the “phrase” is in Peggy’s mind. This incident is also the first one in which it is fairly clear she has “said” something. — She has just passed her ten month birthday. What other two syllable statements could we expect to recognize from intonation and context?

P044

Peggy Study, Panel P044

Themes: Pointing/Communication, Object Exploration
Source: (Lawler); date: 11/27/1978

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



P44A1 Pointing, 21mb


P44A2 Pointing, 24mb


P44B Ball and Ring Tower, 29mb


P44C1 Cups and Blocks, 18mb


P44C2 Cups and Blocks, 20mb


P44D Nesting Boxes, 20mb