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Archive with last of tag-string W96


3V0674.01 COUNTING (carrying two cookies) [one, two, seven]
ONE, TWO, SEVEN (11/27/79)

Peggy came into the study (living room) with cookies in hand (one
each) and said to me “two”. She continued beyond me, saying, “One,
two, seven”. [FOOTNOTE: Later note on date written up: 12/6 This
evening, I asked Miriam is she had been teaching Peggy to count
(which Miriam denies) after Peggy’s “funny counting”, as “one, four, ten”]

Peggy clearly has learned several number names – perhaps from
watching Sesame street on TV. But her organization of the knowledge
is quite non-standard. Her construction of the number names goes not
much further than “one, two, three and other bigger numbers”.


Peggy Study, Panel P096

Themes: Language Development, Reading, Object Exploration
Source: (Lawler); date: 11/26/1979

Text commentary: The situation here led to Peggy “reading” her new Grover book to Camera Man Bob; requests for clarification and extension developed into what almost has the appearance of a conversation. Drawing Peggy out verbally argues that her expressive vocabulary approached her recognition vocabulary more than would usually be expected for a pre-articulate infant.
The transition-situation between clips P96B2 and P96B3 suggests that Peggy did not expect the smaller box to fit within the larger box; such situations are central for understanding and interpreting the progressive complication of an infants knowledge of objects and their inter-relations.

P96A1 Preliminary Comment, 2mb

P96A2 Reading to Camera Man, 14mb

P96A3 Grover Book & Doll, 13mb

P96A4 Peg WILL read, 23mb

P96A5 Books, Doll, Bear, 24mb

P96B1 Grover Plaint, 1mb

P96B2 Standard Objects, 19mb

P96B3 Standard Objects, 25mb

P96C1 Snoopy Train, with Miriam, 18mb

P96C2 Snoopy Train, 14mb