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Archive with last of tag-string W73


3V0513.01 Sentence completion (6/19/79)

“Peggy, do you want to get…?” This question I addressed to her while
she stood in her high chair. Peggy responded /dau/. No big surprise.
The point is raising this question to salience. What minor changes of
our speech patterns can we introduce that will permit us to better
probe Peggy’s speech and knowledge competence.


3V0516.01 Naming cars; relation of teaching and exploration (6/22/79)

Riding Back from graduation at MIT, Peggy frequently pointed at trucks
passing in the opposite direction with her squeals of delight. We
named them for [her] “truck,” “van.” We all over subsequent days
continued this on local trips where the distinction was often made
between trucks and cars (the latter seen more frequently). This
gradually became passé.

Today, Peggy sat in her car seat, nobody paying any particular
attention. As we passed any car either on the road or parked, she
would point and say /ka/, once for each vehicle.

Relevance — This incident touches upon the problem of language use by
others, learning to recognize and associate specific sounds and
objects, and then the appearance [of] those sounds as labels in speech
production. This case shows a lag of several weeks from the beginning
of the social instruction, its becoming boring to the ‘teachers.’ The
drop in interest by others perhaps inspired Peggy to extend herself
from recognizing correspondences to producing them herself. The
slight ‘vacuum’ gave her room and motive (?) to expand her
performance. If this be a typical pattern, it implies that the best
procedure for investigating Peggy’s growing knowledge and
competence — (best for bringing it out in explicit, public behavior) —
is to cut off any verbal prompting, letting the pragmatics of the
situation call forth whatever she is capable of.

Could this be the method of “natural instruction” — and an explicit
model for education. [marginal note, partly missing: …sensitive…this
sort of instruction]


3V0516.02 Concrete pipe: putting in (6/22/79)

Peggy often rides with Miriam and me down to the Cox school to pick
up Robby after soccer practice. Beside the soccer field is a play area
for the older children.. One object is an 8 foot long concrete pipe of 4
foot diameter. Peggy was obvious(ly) fascinated by it when Miriam
went through it. She toddled over, leaned in then backed up to me for
comfort. From the other end, Miriam urged her by calling. Peggy did
go through with some unease and was delighted at having finished the
challenge — delighted but not merely relieved. Robby joined us and
calling her to keep her attention on him, he first went around the
outside then came back to her through the inside of the pipe.
Relevance: this records an experience of Peggy’s wherein she goes
through personally a cylinder in the way of various objects she inserts
in the cardboard tubes in our videotape experiments. This sort of
experience could serve as an exemplar permitting connection of
putting-into and going-through kinds of experiences.


3V0517.01 Feeding the dog [Scurry…he eaten’] spontaneous production (6/23/79)

Food is one thing Scurry and Peggy have in common. Scurry follows Peg
about picking up crumbs, claiming whatever falls and is neglected, and
even receiving an occasional handout. Peggy, however, takes food from
Scurry as well as gives it to her. Thus, it is no surprise to find Peggy,
from her high chair, dropping food on the floor, then peering over the
edge to watch Scurry eat. What was surprising was Peggy’s comment to
me when I asked, “Peggy, what are you doing?” Her reply was
[Scurry…he eaten’]. This last was /i en/ (the /t/ was omitted, but the
pronoun was definitely there following a pause).

Relevance — This is a spontaneous example of Peggy’s speech
production. It is already a definitely meaningful comment about an
activity in [which] Peggy was engaged and thus contrasts directly with
the uncommunicative tirade of speech production.