-
GRAwhat are those M ?
CHIyyy .
HVI*HVI: xxx I'm not going to bother saying it # I know exactly what <it is> [>] .
GRA<what's that> [<] ?
GRAsays [>] +...
-
HVIisn't she sweet [<]?
GRAI think she does already [>].
MOT*MOT: <she is xxx > [<] # I'm sure she does yes .
HVIyou little poppet aren't you ?
CHI0.
-
GRAhm ?
HVIxxx sure xxx check it on the [/] on the weight chart +...
GRA*GRA: no I'm not going to throw them .
HVI+, thinking it was the +...
GRAxxx ball xxx .
-
MOTum .
CHIdos # dos [?] .
GRA*GRA: yes dush ["] <I'm sure that's what she's doing> [>] .
HVIxxx [<] .
CHIdos [?] [>] .
-
CHI<oh dear> [<] .
MOTI can tell you at least what she was when we got back from +...
HVI*HVI: there's no # head circumferance chart in here I'm afraid but I've checked that xxx [>] .
MOTno [<] .
HVII'm sure it'll be ok .
-
HVIthere's no # head circumferance chart in here I'm afraid but I've checked that xxx [>] .
MOTno [<] .
HVI*HVI: I'm sure it'll be ok .
GRA0.
CHIGranny [?] .
-
CHIyyy [<] .
GRAxxx .
HVI*HVI: I must have been looking at that I'm sorry I didn't +...
GRAthere we are there we are all gone now give it [= tape] back to Jane .
HVIwhat did we <say she was> [>] ?
-
GRAbecause on my side of the family Margaret's father's very tall and my # father for instance was very short so there's .
HVIisn't it strange # yes .
HVI*HVI: well I'm considered # very tall in my family if that'll give you any indication of how short we are # in Wales .
GRAyes .
HVIand I'm only five foot four but I tower above my sister and my mother .
-
HVIwell I'm considered # very tall in my family if that'll give you any indication of how short we are # in Wales .
GRAyes .
HVI*HVI: and I'm only five foot four but I tower above my sister and my mother .
MOTcould you give the tape back to Jane please ?
HVIcould you put these in the [//] # could you put them in the bag ?
-
HVII think you know # as you say the [//] if one word characterises this age # it's ambivalence # in every sense [>] of the word .
MOTyes [<] .
HVI*HVI: I'm doing this course with Barbara Lloyd # presumably you [/] you know +...
MOTyes .
CHI0.
-
HVIxxx [>] .
GRAxxx [<] well that's just the sort of thing they might [/] might be used .
HVI*HVI: yes I'm sure people do try things like that .
HVIyou don't exactly look like heroin smugglers though .
GRAwell xxx they don't do they [>] .
-
MOT+, it's going on until she's three and a bit .
HVIand she is the [/] the sole subject xxx [>] .
MOT*MOT: <she is for the> [<] [/] for the d [= starts saying something else] yes for [/] for the moment but it's amazing actually # <how much I'm not going to be able to do> [>] because it's [/] it's very detailed type [//] kind of stuff and I'm only going to be able to focus on certain aspects of it so # there's a lot more I could do .
CHI<yyy # yyy # yyy> [<] .
HVIit's very sort of Piagetian isn't it sort of very in depth study of one child <and sort of following it through> [>] .
-
MOT<yes well it's [//] if [/] if you> [<] look at the language it's so detailed it's got so much data you don't know what to do with it really .
CHI0.
MOT*MOT: and I mean I'm only going to be looking at [/] at first at the first at [/] at the stop consonants just those consonants of a particular kind that occur at the beginning of a word so I'm ignoring xxx .
CHIyyy .
HVIwith my uh # pathetic little research project that I did for finals I [/] I did [//] I had to do some data analysis of my videos but what I was trying to find out was # um # what sort of # variable interaction was going on between the parent and the child and # oh I found it so tedious .