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HVI<but she> [<] [/] she generally plays well with other children .
MOTyes .
HVI*HVI: (be)cause I think sometimes at this age they haven't quite developed the idea of sharing or otherness yet have they and you can often get sort of xxx [>] .
CHIgranny [<] .
CHIgranny [<] .
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HVIyes [<] [/] yes I do .
CHIyyy .
HVI*HVI: obviously I mean if I didn't [//] unless I've got a centile chart and I can acc [/] accurately <sort of look> [>] at their height <and weight> [>] it's difficult to say but +...
GRA<is that all right> [<] ?
CHIyyy [<] .
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MOT<ah I> [<] think it must be uno # dos +...
GRAoh yes it must be because her daddy counts .
MOT*MOT: +, tres # sort of dush because she says dush when she wants to go upstairs as well .
HVIoh does she ?
GRAdoes she count up the stairs [>] ?
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MOTyes .
CHI0.
HVI*HVI: it's quite interesting actually (be)cause you can [//] # talking about children and how they react to certain # situations # from the sort of psychoanalytic point of view as well really adds some xxx richness to the xxx seminars when some of the students have never had any experience [>] .
CHI<yyy # yyy> [<] .
CHIbed [<] .
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HVIshe's remembered that .
CHI0.
MOT*MOT: she sort of likes things to be # <complete and rounded off> [>] .
HVI<she likes things to be tidy> [<] don't you ?
CHI0.
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CHIninã [<] [?] .
HVIxxx [>] .
GRA*GRA: xxx [<] well that's just the sort of thing they might [/] might be used .
HVIyes I'm sure people do try things like that .
HVIyou don't exactly look like heroin smugglers though .
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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> [<] .
HVI*HVI: it'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.
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MOTand 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 .
HVI*HVI: with 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 .
CHIdoor [<] .
GRAdoor [<] ?
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HVII mean I spent hours xxx [>] .
MOTxxx [<] because the transcription <is very> [>] .
HVI*HVI: <that's right> [<] well also # as well when you're you know sort of # quite inexperienced at these things as I am it's knowing what to look for and knowing the <short cuts> [>] and the .
MOTyes [<] .
GRAand then I push that down to pause .