P050E1 Clip Notes
Headlines for this clip could be:
| Notes:n:nn | by Analyst, Transcribed 6/22/2026; 2/19/2014 |
| on the Clip: | Headlines for this clip could be: 1. Developing Strings of PVVs (ProbablyVerbalVocalizations) 2. PVVs Agglomeration as Idioms or Proto-sentences? 3. Noted: Significantly Increased Interests in Pictures and Images |
| on the Text: | Consider details for those issues: 1. Doubled PVVs in episodes D and F; a repeated triplet in H 2. Compare those PVV examples with ~=sentence “I see That” in E & @2:48 3. For picture interest, see note in episode G |
| on the Trace: | |
| Video Clip: | Context |
| Setting,Props | Cedar Hall, Family Room: With a book, Baby Animals |
| Actors,Aims | Peggy and Baby Animals book ; Bob on camera. |
| Episode A: 00:03 |
Bob: Peggy came over because she wanted a book that was laying on the floor. So I gave her right now a book that she, ahem, call it “read” yesterday: yesterday, she ripped off the cover. There’s the cover. It’s a book of baby animals. (Peggy: PVV ~=”That”) Bob: What’s that, sweetie? (Peggy: PVV ~=”That” (quiet)) |
| Episode B: 00:23 |
Peggy: PVV ~=”That” (Bob: That’s a picture of a baby fox on the cover.) Peggy: PVV ~=”That” 2 NVVs Bob: What?… (Peggy: 2 NVVs) Bob: I would like you to do is move back here so I can get a little better focus. Let me move this junk over. And you come back here. See, baby, see, there’s the rest of the book if you’re interested in that. Peggy: [puts the cover on the book] (Bob: All right, put the cover on. Good for you. [BREAK] Bob: Thick here is the wobble. We’re getting a wobble on the tape because the power supply is off. |
| Episode C: 01:14 |
Peggy: [flips open the book and begins turning pages] (Bob: See the baby bear?) Peggy: [responds by pointing in the picture) Bob: That’s right. What do you think of that?… Peggy: PVV ~=”That” [flips to the front page and points] (Bob: What’s that on the front? I don’t know. You can see it better than I can.) |
| Episode D: 01:27 |
Peggy: [drops then flips the book over twice] 2 PVVs ~=”Ha(ve)That”, “That” [she flips the book, attempting to find a picture page] PVV ~=”That” Bob: Oh, I see another animal in there…. Peggy: PVV ~=”That” (Bear’s face is visible to her) PVV ~=”That” [pointing at the face] Bob: That is a baby bear playing with his feet just the way you do. (Peggy: [she let’s the page slip closed]) |
| Episode E: 02:14 |
Peggy: PVV ~=”That” (a camel, at 2:16) [more pages flipped] Bob: you’ve never seen one of those (the pictured camel) Peggy: PVV ~=”That” (on interior front page image) Peggy: PVV ~=”That” (on back of book obscured by her leg) Peggy: [pressing on the book pushes it behind her; she turns and brings it within control (but not camera view); she utters “That” twice and possibly a 3 word sentence: “I see that” at 2:48] |
| Episode F: 02:52 |
Peggy: PVV ~=”That” (looking in the book) (Bob: see that baby bear again?) Peggy: PVV ~=”Yeah” (quiet) (Bob: Umh-huh.) Peggy: 2 PVVs ~=”That” , ~=”andThat” Bob: Oh, don’t rip it. Bob: That’s a baby bear. (visible to him but not to the camera) That’s what it is. That’s another picture of the baby bear reading a book. |
| Episode G: 03:35 |
Bob: I think we’ll have to go out and buy you some books, Peggy, that you can look at and not destroy. Maybe if they’re made of cloth or some hard plastic, that would be better. Well, not too hard, I guess. Because it seems to me, over the past two weeks, you’ve made a big change in what you’re interested in. |
| Episode H: 04:02 |
Bob: Yes, that’s a picture of an owl. And it seems what you’re interested in now are pictures. (Peggy: ~=”That”) Bob: Where’d you go, sweetie?… You’re trying to find a leopard? Or not a leopard, it’s a camel. I was thinking of a king’s camel leopard. Peggy: 2 triple PVVs ~=”That”, ~=”Yeah”, ~=”That”… ~=”That”, ~=”Yeah”, ~=”That” [after pointing, she looks up to Bob] |
| Episode I: 04:42 |
Bob: Yes, that is a baby bear. Amazing. (Peggy: PVV ~=”That”) Bob: Quite a little critter. Bob: See the book that the baby bear has? (Peggy: PVV ~=”That” ) Bob: is an owl, just like the one on your mother’s coffee cup that you’ve always liked so much. Peggy: [pointing at the owl image] PVV ~=”That” (Bob: That is an owl.) |
| Episode J: 05:28 |
Peggy: PVV ~=”That” [As Bob reduced responses to Peggy’s “That” vocalizations, she set aside the book and turned away] [End 05:42] |
| Episode: | |
| Actions: | Traced in More Detail |
| Trace: | of collated sensory and motor details (as available) |
| AI Summary: | as Contents List A: 00:03 Bob explained that Peggy had come over because she wanted a book lying on the floor and gave her a book of baby animals that she had explored the previous day. He noted that Peggy had ripped the cover off the book. Peggy repeatedly vocalized what sounded like “That,” apparently directing attention toward the book and its cover. Bob responded to her vocalizations and attempted to engage her in a conversation about what she was noticing. B: 00:23 Peggy repeatedly vocalized “That” while looking at the book cover. Bob identified the image as a baby fox and responded to her attempts to draw attention to the picture. Bob rearranged objects and encouraged Peggy to move closer to the camera. Peggy placed the detached cover back onto the book. Bob acknowledged and praised this action, indicating recognition of her attempt to restore the book. C: 01:14 Peggy opened the book and began turning pages independently. When Bob asked about a baby bear pictured in the book, Peggy responded by pointing to the image. She vocalized “That” while turning to another page and pointed again, demonstrating visual attention to specific illustrations and coordinating gestures with vocalizations. Bob continued to ask questions about the pictures she selected. D: 01:27 Peggy dropped and flipped the book over several times while searching through its pages. She repeatedly vocalized “That” and appeared to be looking for particular pictures. When a bear image became visible, she pointed directly at the face and again vocalized “That.” Bob identified the picture as a baby bear and related the image to Peggy’s own behavior by noting that the bear was playing with its feet. Peggy then allowed the page to close. E: 02:14 Peggy turned more pages and vocalized “That” when looking at a picture of a camel. Bob commented that she had never seen one before. Peggy continued to point out images on various pages and covers of the book, repeatedly using “That” to direct attention. When the book slipped behind her, she turned her body and retrieved it, bringing it back under her control. She continued vocalizing while examining the book and may have produced a short phrase resembling “I see that.” F: 02:52 Peggy looked into the book and vocalized “That.” When Bob asked whether she saw the baby bear again, Peggy quietly responded with a vocalization resembling “Yeah.” She continued to point out pictures and vocalize while examining the pages. Bob cautioned her not to rip the book and identified the pictures she was viewing, including a baby bear and an illustration of the bear reading a book. G: 03:35 Bob reflected on Peggy’s growing interest in books and pictures. He suggested that she might benefit from cloth or durable plastic books because of her tendency to damage paper books. He remarked that over the previous two weeks he had noticed a substantial change in her interests, indicating his observation of developmental change in her attention and preferences. H: 04:02 Bob identified a picture of an owl and commented that Peggy now seemed especially interested in pictures. Peggy vocalized “That” repeatedly while examining the book. Bob attempted to identify the animal she was seeking and discussed the camel picture. After pointing to an image, Peggy looked up at Bob, demonstrating coordination between object-focused attention and social engagement with him. I: 04:42 Bob confirmed that Peggy was looking at a baby bear. Peggy repeatedly vocalized “That” while attending to the illustrations. Bob directed her attention to a book depicted within the picture and then connected the owl image in the book to an owl on her mother’s coffee cup that she was already familiar with. Peggy pointed to the owl image while vocalizing “That,” and Bob labeled the picture as an owl, supporting the association between images, words, and familiar objects. J: 05:28 Peggy vocalized “That” once more. As Bob gradually reduced his responses to her repeated attention-directing vocalizations, Peggy set the book aside and turned away, ending her engagement with the activity. |
| AI Narrative: | This brief episode offers a valuable glimpse into an infant’s emerging interest in books, pictures, language, and shared attention with a caregiver. Peggy approaches Bob because she wants a book that is lying on the floor, demonstrating both purposeful behavior and memory for an object she had explored previously. Although Bob jokingly refers to her earlier interaction with the book as “reading,” Peggy’s actions reveal an important developmental transition: she is becoming interested in the pictures and information contained within books rather than simply treating them as objects to handle. Throughout the interaction, Peggy repeatedly vocalizes what sounds like the word “that” while looking at pictures. Although her speech is still limited, these vocalizations function as communicative acts. She appears to use “that” as a way of directing Bob’s attention toward images she finds interesting, much as older children and adults point out objects by naming them. Her frequent use of pointing alongside these vocalizations demonstrates the growing coordination of gesture and language that is characteristic of the second year of life. Peggy’s handling of the book reveals developing cognitive and motor skills. She places the detached cover back onto the book, opens it independently, turns pages, flips the book over when searching for desired pictures, and retrieves it when it slips behind her. These actions show persistence, problem-solving, and increasing control of objects. Her behavior also suggests that she understands books contain meaningful content and that different pages contain different images worth searching for. A particularly noteworthy aspect of the interaction is Peggy’s apparent effort to locate specific pictures. She repeatedly turns pages while vocalizing and points to images of animals such as a bear, camel, and owl. Rather than randomly manipulating the book, she appears to be intentionally searching for familiar or interesting illustrations. This reflects emerging representational understanding—the realization that pictures stand for real animals and objects in the world. Bob actively supports Peggy’s learning through responsive conversation. He labels the animals she points to, asks questions about what she sees, connects pictures to Peggy’s own experiences, and follows her focus of attention. For example, he compares the baby bear playing with its feet to Peggy’s own behavior and later relates an owl picture to an owl on her mother’s coffee cup. Such connections help infants build associations between pictures, words, and real-world experiences, strengthening vocabulary development and conceptual understanding. The exchange also illustrates the development of joint attention, one of the foundations of language learning. Peggy repeatedly points to pictures and vocalizes while looking to Bob for acknowledgment. Bob responds by identifying the images and commenting on them. Together they create a shared focus on the book’s contents. Research has shown that these moments of shared attention provide important opportunities for language acquisition because the child and caregiver are attending to the same object while words are being attached to it. Another interesting feature is Peggy’s apparent understanding of conversational turn-taking. When Bob asks whether she sees the baby bear again, she quietly responds with a vocalization resembling “Yeah.” Although still primitive, such responses suggest increasing awareness that communication involves reciprocal exchanges between people. Bob also observes a broader developmental change. He remarks that during the previous two weeks Peggy’s interests have shifted noticeably toward pictures. This observation highlights an important reality of infant development: periods of rapid change often occur as children begin to understand symbols, images, and language. Activities that previously involved primarily sensory exploration increasingly become opportunities for learning about representations and meanings. The episode concludes with an instructive social moment. As Bob gradually reduces his responses to Peggy’s repeated “that” vocalizations, Peggy eventually sets the book aside and turns away. This suggests that the social interaction itself was an important component of the activity. Her interest was not only in the pictures but also in sharing discoveries with a responsive partner. For young children, learning often occurs most effectively within these warm, reciprocal exchanges with attentive caregivers. Overall, this brief interaction captures a developmental period in which an infant is moving beyond simple object exploration toward picture recognition, intentional communication, joint attention, symbolic understanding, and early language use. The combination of Peggy’s curiosity and Bob’s responsive participation creates an excellent example of how everyday book-sharing experiences can support cognitive, social, and language development. |
| Link Index | Panel P050, Language Development, Object Exploration, Social Interactions |
| Themes, Interplay |
