C1:Listentoaconversationbetweenastudentandaprofessor.Oh,thereyouare.I'msorry,I'mlate.Iwashavingprinterproblems.Printersdosometimeshaveamindoftheirown.Anyway,Ifinallygotthisthingprinted.Okay?Let'shavealook.Good.That'sexactlythekindofdetailedoutline.Iwantedyoutoworkonbeforestartingonthepaperitself.Butwhere'syourtitle?You'llneedatitle.Um,howaboutthesurrogatelife?Theladyinwaitingin18thcenturyFrenchcomedy?Thesurrogatelifenotbad.Youknow,i'veneverreallylikedworkingwithanoutline,butIthinkI'mbeginningtogetit.Well,theydohelpasarule.Theyforceyoutoconsiderthestructureofyourpaperandthelogicofyourargument.IfindthemveryusefullikearoadmapforgettingfrompointatopointBAroadmap.Well,yes,inthesenseofshowingwhereyourdestinationis,butremember,roadmapsoftenshowlotsofdifferentwaystogetfromheretothere.Whatyouhavetodoismakesomechoices.Well,yes.ButwritingupanoutlinebeforeIbeginasalwaysseemedsolimiting.Doesn'tanargumentactuallyevolveasyou'rewritingit?Kindoflikefindingyourwayasyougoalong?Absolutely.Theoutlineisn'tmeanttobesetinstone.It'sit'sakindofguidelinetoprovideageneraldirection.Andalsoithelpsyoutorememberwhatyouwanttoincludeinthepaperalongtheway.Soaslongaseverythingthat'sintheoutlinegetsintothepaper,I'mFreetopushtheargumentasfarasitwilltake.Takeme,well,yes,withinspacelimitations,Idon'twant25pageessays,butIthinkthat'sagoodruleofthumb.Youhavetocoverthemainpoints.Well.Buttowriteapaperthat'smorethanjust,okay,well,ifyoucantakeyourdiscussioninanunexpecteddirectionandbeconvincingenoughtobringyourreaderalongintheprocess,thenyourpaperslikelytobemorethanjustgoodenough.Infact,thosearetheessaysIlovetoget.Butlet'stakethingsonestepatatime,shallwe?Ineverheardanyonesaythatbefore?Onestepatatime?No,sorry,thatit'sagoodthingtotakearisk.Well,remember,ithastobejustifiedbythematerial,andthemain.stillhavetobecovered.Nowforthenextmeeting,I'dliketodiscussyourbibliography.You'llhavetobejudicious,youknowselective.Anawfullothasbeenwrittenabouttheplaysofthisperiod,sochoosecarefully.Andatthisstage,I'dlikeyoutokeepitsmall.Say,adozenentriesatmost.CanIusesuggestedreadingsfromthesyllabus?Iwouldexpectyouto?Soi'llseeyounextWednesday.Sure,thing.Andi'lltrytobeontimefromnowon,oh,Iknowjusthowuncooperativeprinterscanbe.Listentopartofalectureinapsychologyclass.Okay.Let'sbeginwithaquickreview.We'vecovereddifferentaspectsofpreverbaldevelopmentininfants,likewhenthey'remakingrandomemotionsandsoundsorrecognizingvoicesororbeginningtodiscriminatebetweendifferentsounds.Butwitheverythingwe'vetalkedaboutsofar,thebabiesmostlyreactingtowhatitscaregiverdoes.Andasidefromexpressingexpressingbasicneeds,babyreallyisn'tinitiatingcommunication.Sotodaywe'llseehowbabiesstarttobecomeactivepartnerswiththeircaregivers.Forthefirst7or8months,thebabyrespondstostimuli,butwedon'tseeintentionalattemptstocommunicate.WhatImeanispartfromtheirimmediateneeds.Babiesdon'tcommunicateanythingabouttheworldaroundthem.Thentypically,atabout9monthsold,thebabyentersanewanimportantstageinnormal,communicativedevelopment,andwillbegintoengagewithothersasanactiveparticipant.Andthisisessentialforrealintentionalcommunication.Tounderstandwhat'sgoingonhere.Let'slookatsomethingcalledjointattention.Sotheabilitytoshareafocusofattentionwithsomeoneelsethat'sjointattention.Twoormorepeoplehaveaconnectedawarenessofthesamething.Andinjustafewminutes,we'llwatchavideoaboutbabiesbeginningtousethisvital...
