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Archive with last of tag-string W95

3V0666.1

3V0666.01 [bear come Peggy]: near sentence example. (11/9/79)

She got away from us — up the stairs where the older children were
while Gretchen and I were in the living room. When I realized she was
gone, I raced to the stairwell and found Peggy at the top, coming down
one step at a time, in the sitting position, dragging her bear along. I
was worried, told her to put the bear down and she replied, “bear come
Peggy.” I watched her closely as she continued down.

3V0668.1

3V0668.01 Answering questions: she interprets query as request for more information but does not interpret specific elements, for example
“who” or “what”. (11/21/79)

Peggy interprets questions as requests for information — more
specificity — in what she has said. but she does not distinguish roles of
elements in a sentence as related to the specific queries, such as
“who?” or “What?” Today, sitting in my lap, she dropped a comb on the
floor and said “drop.” No answer to “who?” But when I asked “who
drop?” Peggy replied, “comb.”

She was interpreting my query — when it specifically related to her
previous utterance by repetition of “drop” as meaning the more
sensible of two questions:
1. “who dropped the whatever ?” (this is a stupid question: she was
sitting in my lap and I didn’t drop it.)
2. “Whatever was it you dropped.?” (a sensible query.)

3V0670.1

3V0670.01 UP & DOWN: symmetrical relations; very IMPORTANT DATA on word-thing relations: she relates words and their structures of meaning
through reversibility as actions. (11/23/79)

Peggy wandered into the living room today with her “Bear Hug” in hand.
She held it high “Up” and put it on the ground “Down.” She repeated
this exercise several times — interrupting it once, I believe, with a hug
accompanied thus “hug”. Peggy was plainly excited by her knowledge,
and she was demonstrating it to me.

What do I make of this ? Here she was relating two words and their
structures of meaning through the reversibility as actions. She brought
together vaguely related terms into a specific relations of antithesis — a
primary kind of specific relations. This shows the level at which
Peggy’s mind is now progressively integrating.

P095

Peggy Study, Panel P095

Themes: One, Two, Three
Source: (Lawler); date: 11/19/1979

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



P95A1 Reading with Miriam, 26mb


P95A2 Reading with Miriam, 19mb


P95B1 Puzzle-Box with Robby, 19mb


P95B2 Puzzle-Box with Robby, 20mb


P95C Toy Box, with Rob, 14mb


P95D Talking,with Bob, Rob, 13mb


P95E Dancing with Bear and Rob, 12mb


P95F Standard Objects, 23mb