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Archive with last of tag-string W99

3V0695.1

3V0695.01 Non-standard nouns [all+/i/] (12/18/79)

12/18 truck…truckie.
12/20 sock… sockie (previously “soxie”)
Gretchen.

3V0696.1

3V0696.01 [run…running]: effect of variant form in parent expression; interpreted by Peggy as correction. (12/19/79)

Peter Spier’s “London Bridge is Falling Down” is one of Peggy’s favorite
books. She really likes the page on which is “Iron and steel will bend
and bow.” Inevitably she points to the figure in the middle. “Run.”
(Gretchen responds:) “Yes, the man is running.” Today she pointed to
him and remarked, “run…running.” Gretchen.

3V0697.1

3V0697.01 [nice bear]: feeling is first ! good example for raising issues in the further-specification model. (12/20/79)

Peggy has been using the term “nice” very frequently both as an
expression of her feeling about something and her request for
concurrence. For example, in P99 or P98, after drawing on a piece of
paper, she asked “Nice?” and I agreed.

This evening she brought her bear to the bench of our picnic table and
said, “Nice.” Lifting her bear onto the bench and said “Nice…bear.”
(The pause between the adjective and noun is uncertain.”

“Nice bear” looks like a standard English phrase (as written), but is it?
I believe the anchor of the phrase is the primary thing, “nice” – with the
subsequent term “bear” appearing as the further specification of what
that feeling attaches to.

3V0699.1

3V0699.01 Peggy’s first arch. (12/22/79)

During many experiments, Peggy has played with the blocks shown in
this picture, has even been shown an arch (in P??) — but she exhibited
little interest in the blocks except as objects to pile and kick over.

At the end of P99, Peggy took these blocks and piled them by my
typewriter. After playing with other toys or books, Peggy said “blocks”
and began bringing these one by one to a pile in the middle of the
floor. She did her usual things – standing the skinny blocks on end up
on the “biggies” (so she calls them). As she brought the square blocks
over, one, by one, she piled them up. sitting down, Peggy set the large
rectangular on end and, after adding a small square to the other pillar,
capped the arch with a second large rectangle. “Nice?” she asked.

insert Arch picture here

I congratulated her, and took this picture, during the doing of which
Peggy once peered at me through the opening between the pillars.
Peggy did not intend to build an arch. Her peering through the opening
indicates she noticed a “special” thing about an arch. She had the
opportunity to construct other arches (as she continued playing with
the blocks) but she did not do so. The next day, Peggy once again got
out these blocks and built a single tower of squares which pleased her
as much as the arch.

Peggy has been fascinated by the picture above. She first referred to
her image as a “baby” but afterwards referred to it as “peggy.” (We
told her it was Peggy, those myriad times she has come to us requesting
to see the picture.)

3V0699.2

3V0699.02 [hat…water…drop]; [li-len run…puppy running too] (comments on book pictures). (ca. 12/22/79 )

Looking at another picture in London Bridge, Peggy said,
“hat…water…drop.” (a man is leaning over the balustrade of new
London Bridge, looking down at the hat he has dropped.”
Looking at the Brittanica book “words.” “li-len (lion)” “run… puppy running too.”
(to me it is unclear whether the last string involved pauses between the
words or not; not marked in the original text. RWL)

P099

Peggy Study, Panel P099

Themes: Language Development, Object Exploration, Social Interactions
Source: (Lawler); date: 12/17/1979

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



P99A Christmas Tree, 8mb


P99B1 Play with Miriam, 23mb


P99B2 Play with Miriam, 23mb


P99C Standard Objects, 25mb


P99D Building Blocks, 24mb


P99E1 Dapper Dan, 7mb


P99E2 Writing/Drawing, 8mb


P99F1 Objects and Dapper Dan, 22mb


P99F2 end bits, 5mb