Evidence
3V0762.01 [Robby… com-po-si-tion] (2/23 /80) (Bob calls to Robby from the living room -> no answer). Peggy says “Robby” and heads into the living room. I expect her to summon Robby, but as she heads out of the room she calls “com-pos-si-tion.” (She has heard us reminding the two older children about writing compositions for …
3V0757.02 [Where Mimi is ?] (2/8/80) Miriam often plays with Peggy, but she was away from home for several hours today sledding. At one point Peggy asked, “Where Mimi is ?” and we told her. This is another example of non-standard sentence order in a question like “Where Pony is?”
3V0755.01 [offa Daddy] (2/16/80) Peggy sat in my lap and was squirming. “Do you want to get down?” I asked. She said, “offa Daddy,” as she clambered down from my lap.
3V0749.01 Words and Numbers; primary roots of discrimination (2/10/80) Miriam and Peggy play with my yardstick a lot (a free one from a local hardware store, it has the measure and advertisements on it). Miriam marches around with it on her shoulder: “hup, two, three, four; hup…” Peggy marches too, “hup, two, three; hup, two, …
3V0748.01 [Where pony is ?] (2/9/80) Peggy’s favorite books are now about a pony, Little Black. It is kept on a shelf with another fifty or more books. when Peggy wants a specific book read, she usually carries it to her reader and says “read…some- name.” She has referred to missing favorites. “Bridge?…read Bridge ?” …
3V0747.03 Number/temporal names (2/8/80) Miriam tells me she has asked Peggy the time and Peggy responded “eleven.” The answer was not correct but was significant as a number name. Peggy may have been imitating a specific response heard from some one else in response to the same question. Miriam asked again of Peggy, in my …
3V0747.02 Pause deletion in practice (2/8/80) Peggy plays with a knitted pocket book belonging to her sister Miriam. She walked past my place at the table, talking to herself: Mimi…pocket-book… Mimi pocket-book.” This example argues that Peggy is constructing compact phrases “purposefully” by deleting pauses which occur naturally in a “commentary” mode of expression wherein …
3V0747.01 [Culdy me… bite]; very non-standard form (2/8/80) Peggy came to me after playing with the dog and said “Bite hand” I asked, “Who?” She replied, “Culdy me…bite.” It’s obvious Peggy meant the dog bit her. The agent and patient were named with no intervening pauses. I consider this a clear, natural example of a …
3V0744.01 A catalog of the kinds of things Peggy says (2/24/80) 2/5 “mama, look…did it.” 2/6 (Asking for cookies, and being told the wrapper was empty and the cookies all gone.) “Robby’s eat it.” 2/7 “Lookit…Lookit that” 2/9 (Rummaging around the bookshelf) Where Pony is ? [ie a book called “Little Black, a Pony.”] 2/11 …
3V0743.02 More already compacted phrases; an invention (2/4/80) Peggy drinks a lot of juice, and it’s not surprising that she should produce a two-element phrase such as “good juice.” One could argue this was purely imitative by her merely taking cognizance of part of the question she heard frequently, “Is that good juice?/Is that good …
3V0742.01 Partly pause-deleted phrases (2/3/80) Peggy produced several phrases today exhibiting compaction by pause deletion – but such [is] not universal: Three examples: “toys… love-em” (at toy box) “Culdy…like-it.” (that mouse again) “find-it” The last has been common in Peggy’s recent speech and might be considered a precursor of the development of compound structure.
3V0738.01 “Up on the bed”; [pocket…in…into pocket] (1/30/80) In our bedroom today, Peggy came over to the bed and said “Up on the bed.” [she wanted to get up.] Later she was playing with her “gold” buttons in the pocket of my sweater. She put them back, remarking “Pocket…in…into pocket…” Gretchen.
3V0736.02 Culdy’s mouse; apparent possessive (1/28/80) Peggy has been of late forcing the dog’s toy on her, will she or not. With Scurry in the other room, Peggy picked up the toy and very distinctly and precisely named it as “Culdy’s mouse” then ran off to put it on her. This is an uncontestable use …
3V0736.01 [pick oo up] (1/28/80) Peggy has begun to say “Pick oo up” instead of or in addition to just “up.” Over the subsequent days, victim of a bad cold, Peggy used this phrase constantly. Recently Bob noted that he heard her say ”Pick up.” dropping out the “oo” [you]. Peggy probably developed this phrase …
3V7033.03 More variations and pause deletions; noun-noun structure (1/25/80) Peggy, Gretchen, and I drove over to Clinton to retrieve Scurry from the kennel. As we rode along, I tried explaining my views of the importance of Peggy’s variations and pause deletions. Peggy was more interested in my furry gloves. She asked for them (they were …
3V0733.02 More variations. (1/25/80) Over the past few days, Peggy has been using the words ‘many’ and ‘more’ in various contexts. Example : sitting on my lap, Peggy looked up at the picture illustrating Chaucer’s Canterbury pilgrims, and remarked P : ‘Many (unclear).’ G : What ? What did you say ? P : Many …
3V0733.01 [chin hurts] Variation anchor, abetted by questioning. (1/25/80) Peggy somehow hurt herself, and when asked what was the matter, replied, ‘Chin hurts.’ A few days previously, as I was changing her diaper, I became aware that she was talking away. P : ‘…neck….hurt (or hurts, I could not notice)…’ G : ‘Your neck hurts, …
3V0729.01 [bye, X] -> [bye chair]…[bye table]…[by stairs]…(as bedroom entered) [bye bed] [bye culdy]…bye Robby… bye Mimi…(bob, from afar, “what about daddy?”) bye daddy] [bye house…bye car…bye trees…bye house (a neighbor, the car now moving) Going upstairs to have her diapers changed, Peggy recited a litany as we passed.
3V0728.03 [take X] Central note on syntax development: Anchored on verb “take”; following agent is variable. The phrases (sentences) made of two elements; they have internal pauses deleted. (1/20/80) Miriam brought to my attention today what I expect to be primary evidence for the pause deletion development of Peggy’s speech. Miriam reported that Peggy was …
3V0728.01 [Robby…lookit] vocative + verb example (plus others) (1/20/80) Another example of a vocative-verb to element structure. Peggy, just now, (1/29/80) came out with another, more directly comparable to ‘Mimi…did-it’), she carried a book to Robby and said ‘Robby, do-it.’
3V0720.03 First time Peggy opens shape-fitting toy box. (1/12/80) For the first time, Peggy opened her shape-fitting toy box. On later days, she has delighted in dumping out the pieces and fitting them back in through the holes.
3V0720.02 [joke… knock-knock]: verbally formulated classification based on a single exemplar. 1/12/80) We all sat at table this evening. Either Gretchen and I teased and all of us laughed, Peggy too. I believe I asked her what she laughs about (the joke was one she could not comprehend). Peggy responded, “joke…” and then continued “knock-knock.” …
3V0720.01 [fork…hurts…arm…me]: Peggy’s most complex phrase construction before the upsurge of pause deletion and appearance of anchoring with variation in her verbal productions (1/12/80) Peggy stabbed herself with the tines of a fork. I can’t recall whether she was in her high chair or helping unload the dishwasher, but her words and pauses are certain. …
3V0719.01 [gone…room], [found…floor] more examples of loose structures. (1/11/80) [gone…room] Peggy wanted to go out with me. As I stood with my coat on by the door, I asked, “Where’s your coat ?” Peggy responded, “Gone…room.” She then ran into the living room (which she refers to as “room” and returned with her coat.. [Found… …
3V0718.02 Tirades: reappearance as singing (cf. P103-105); talking to Scurry. (1/10/80) Failing earlier to capture Peggy’s tirades mechanically, I’ve been delighted to find this behavior re-emerge. The most striking example appeared as Peggy led Scurry around the house on the leash. She spent considerable time yammering at Scurry as she took her on this inside …
3V0714.01 [own stool… on it] Example of two loosely joined tight substructures: needed descriptions of cross level tightness of binding. (1/6/80) Miriam cooked soup at the stove and Peggy wanted to see. Miriam offered the use of her small red stool, one of two. Peggy chose to get the second, put it next to Miriam, …
3V0707.01 Color names: beginning of a long story. (12/30/79) Peggy wears plastic pants over her diapers. Most are transparent. One pair is pink and she prefers that pair. While changing her recently, Gretchen began putting on a pair of transparent pants. Peggy cried plaintively, “Black, black” while pointing in the direction of the pink pants …
3V0706.02 Puppy in Boston: default location of “gone” animate things (12/29/79) Over the past several weeks, Peggy has often given evidence of distinguishing between the sound of a bark and the word as the name of the sound. One of the puzzles Peggy received for Christmas was a five piece Puppy puzzle. Peggy came crawling …
3V0706.01 Knock knock jokes: story used in ACR chapter of CECD. (12/29/79) Jokes have been much in the air lately. I’ve worked on OCL: Inventing Jokes. Miriam made me a joke book as a Christmas present. Peggy has begun telling knock-knock jokes, apparently in imitation (without instruction): Peggy: knock-knock ? Victim: Who’s there ? Peggy: …
3V0705.01 Social Shaping of utterance word order change 12/28/79 (see 12/22/79) Today Peggy remarked “Drop…hat…water.” [Usually when she points to this and says whatever, I respond “Yes. The man dropped his hat into the water.” Later on, she phrased it “drop…water…hat” Coming back from Gordy’s, Bob made some remark about beer. Peggy immediately cried “pop-pop …
3V0703.02 Adjectives and Causes “shitty…toilet…diaper…init.” (12/26/79) Carried past the bathroom where her newly removed diaper was soaking: “shitty…toilet…diaper…init.” Gretchen.
3V0703.01 [Mimi…mad…Mimi…fall down] Expressed speculation. (12/26/79) Miriam has been playing with her old set of infant size legos which we gave Peggy for a Christmas present. She has tried through much of the day to construct a mobile dog (dragon?) and failed with amazing consistency. Lately cries of “awg !!” have been coming down from …
3V0701.01 [Mine…Peggy…Peggy’s…back]:clear use of a possessive, but one where syntactic structure is decidedly subordinate to the context; Peggy’s picture (12/24/79) I bought some Polaroid film the other day and today had taken a picture of Peggy sitting with me in my chair. I set it on the piano to develop completely. when her image appeared, …
3V0700.02 Knives and spoons: learning the word “fork”; called initially a spoon; when I named the object as fork, she called it a “foon”; counting incident. (12/23/79) When the dishwasher cycle ended, I asked Miriam to put away the dishes. Helpful Peggy was easily recruited. She started selecting silverware from the dishwasher and carried it …
3V0700.01 [apples…all gone] (12/23/79) Peggy has been sick the last few days — running nose, cough and excessive vomiting. We decided to regularize her diet by removing the large bag of apple I recent bought from Bishop’s Orchard. Peggy has been eating enormous quantities of apples (for one her size). I removed that bag in …
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 …
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 …
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:) …
3V0695.01 Non-standard nouns [all+/i/] (12/18/79) 12/18 truck…truckie. 12/20 sock… sockie (previously “soxie”) Gretchen.
3V0690.01 Harp and Guitar: naming shows assimilation of a new object to a familiar schema with spontaneous naming, social differentiation of relations, and her locking in the relationship. (12/13/79) We were all watching the Marx Brothers movie “Monkey Business.” (Note also that bob Despain recently gave Miriam an old Guitar of his.) At one point, …
3V0687.01 [gone…room] answers “what happened to your pants?” progressive specification example. (12/13/79) Peggy came into my ken in a short [shirt?] and diaper. “Peggy, what happened to your pants ?” “Gone…room,” she responded. Here the meaning of “gone” is clearly applied beyond the scenario of her game — but the pattern of her response is …
3V0689.01 Conversation: adverbial phrase sans pause assembled from fragments of Gretchen’s phrases. (12/12/79) Today Peggy inquired of me “Daddy ?” G: “Daddy’s coming home… probably tonight.” P: Back ?” G: “Yes, Daddy’s coming back.” “Soon.” Later on, I said something about Daddy, and Peggy responded, “Back soon.” In one of our conversations, Peggy said something …
3V0688.01 Directions and conversation: [there…up]; [throw… down] (12/4/79) As I was sitting in the big recliner, Peggy came over to me and requested, “Book.” confused, I replied, “Book…Where ?” Peggy waved her hand in the general direction behind me and said, “There…up.” following her instructions, I located the Sesame Street record, whose built in “book” …
3V0686.01 [gone…bird] Formulation: pre-sentences as further verbal specification of a well worked out scenario of action (along with infant’s gradually increasing sense of what else it might have meant). (12/4/79) Peggy has been playing her “gone” joke or game (cf. ???) for sometime. Frequently when she says gone, I ask “What’s gone?” Today, while [playing …
3V0683.01 CHIN: word learning and private review in play. (12/6-7/79) Peggy found an old doll of Gretchen’s in the basement. She brought it to Miriam (who was sitting in my lap) and me and began pointing to and naming what struck her — the dress, the hair, face parts — eyes, nose. I realized that …
3V0679.01 OKAY: communication ending with acknowledgment (12/2/79) While I prepared a lecture, Peggy brought a toy to me and named (it) in her way of imploring me to play with her — Peggy: Train. Train. Bob: Take it out to Robby. Peggy: ‘Kay. (takes the toy to Robby. They play.) This very simple conversation show …
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 …
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 …
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 …
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, …