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Archive with last of tag-string W59


3V0413.01 Change of fashion in Peggy’s favored sounds; cups, closing(3/11/79)

About three weeks ago “Doit” [do-it?] replaced “ha zat” (have that) and
“zat …zat…zat” as the most frequently used phrase in Peggy’s speech.
For a while the older phrases disappeared completely, then returned….

Ten days or so ago, Peggy went to take a nap about 5 pm, and slept
through until 2:30 am. Naturally she was wide awake and fresh, so I
took her down stairs and fed her a container of yogurt. Part way
through, she refused the spoon, pointing to the lid and saying “that,
that, that.” When I gave her the lid she began playing with it and
resumed eating the yogurt. (She does this frequently, sometimes not
eating at all until she obtains the lid.) She then started replacing the lid
on the container, at first in between my dipping out a spoonful, then
while the spoon was still inside. When the container was empty, she
played with it also, putting the lid on and lifting the container up with
both hands. At one point she brought it to her mouth like a cup. Tiring
of this, she bobbed her head forward to peer up at me, and laughed
delightedly when I imitated her. She repeated the action many times to
provoke my response.

At about the same time, she picked up her cup to drink. By chance the
drinking spout was on the upper edge. Previously I have always seen
her try to drink from the spout anyway, but this time she rotated the
cup by bringing her left hand over to the right and the right over to
the left, and drank in that contorted position. She also delights in
pouring some milk out onto the tray of the high chair, so she can
smack the puddle with her hand. Gretchen.


3V0415.01 Functional classification: two examples, one in error (3/13/79)

Peggy has begun to classify objects by what she knows their use to be.
Some examples are equivocal, though I remain convinced of their
interpretation. For example, Peggy has been “brushing” her hair. This
could be from having her hair brushed, from seeing Miriam brush her
hair, or it could be her use of the object according to a functional
definition of what it is for. A further complication, with a hair brush, is
that Peggy passes so many things behind her neck, it is hard to be
certain that she is really “brushing.” (The best evidence is that she
repeatedly brushes her hair even if she eventually passes the brush
behind her neck.)

There is less certainty about the second example, depending as it does
on an incorrect assimilation, Peggy hates to have her nails cut. She
carries on terribly. She sat in my lap demanding objects from my table.
One of the first that came to her hand was a pair of tweezers. Peggy
held one end and touched the other to each of the toes on one foot in
succession. (The day before, she had had her nails clipped.) I infer
that Peggy saw the tweezers as a nail clipper (both are of the same
length and have a small set of jaws at the end). The functional
classification it witnessed by her application of the tweezers.


3V0417.01 Putting-in with no pockets! insensitive to the “obvious” (3/15/79)

After many games of “wooba wooba”, pockets still confuse Peggy.
Equally, they interest her. When my shirt pockets have the flaps tucked
in, she can occasionally get enough of a hanky in for it to stay in place.
Similarly, she succeeds more or less well getting my pipe stems or pens
(even two at a time) into my pocket. With the flap down, but not
buttoned, she fails. When Peggy fails to insert an object in a pocket,
she tries a second time, holding the object in place and (it seems)
pressing slightly or holding long. This response applies even when I
have no pockets. In one case, I wore a sweater about the same color as
my green shirt and , when we played with a hanky, Peggy tried putting it
into a non-existent pocket in the sweater.

Peggy tries putting objects, especially pens, into her “pockets.” Her
infant clothes have none, but whenever she sits and the material
puckers up between sets of snaps, she has a pocket which she pokes
about in.


Peggy Study, Panel P059

Themes: Putting-On Activities, Books with Bob, Standard Objects
Source: (Lawler); date: 3/12/1979

Text commentary: These clips show object oriented activities, primarily; also increasing verbal communication.

P59A1 Blocks & Tables, 22mb

P59A2 Blocks & Tables, 23mb

P59A3 Blocks & Tables, 9mb

P59B1 Her Books with Bob, 21mb

P59B2 Her Books with Bob, 16mb

P59C1 Standard Objects, 3.4mb

P59C2 Standard Objects, 24mb

P59C3 Standard Objects, 24mb