image 81

Lorraine D. McCune

Educational Psychology
10 Seminary Place Room 318 New Brunswick, NJ 08901

• Ed.D., Rutgers University
• Director of the Infant/Early Childhood Specialist Certificate Program

  • Research Work with Students

    Language Acquisition and Development; Early Childhood Development and Education

  • Recent & Selected Publications


    McCune, L. (2008) How children learn to learn language. New York: Oxford University Press.

    Key Articles and Chapters

    Zlatev, J. & McCune, L, (2014) Toward an integrated model of semiotic development. In Chen R. (Ed.) Cognitive Development: Theories, Stages & Processes and Challenges. New York: Nova Science Publisher, pp 59-77.

    McCune, L. (2014) Child phonology: A view from developmental psychology. In M.M.Vihman & T. Keren-Portnoy (Eds.) The emergence of phonology: Whole word approaches and cross-linguistic evidence. Cambridge University Press, 441-459.

    Herr-Israel, E. & McCune, L. (2011) Successive single word utterances and use of conversational input: A presyntactic route to multiword utterances. Journal of Child Language. 38:01, pp166 180.

    McCune, L. (2010) Developing symbolic activities. In Brady Wagoner (Ed.). Symbolic transformations: The mind in movement through culture and society. pp. 193-208. Oxford: RoutledgeAcademic Press.

    McCune, L. (2006) Dynamic event words: From common cognition to varied linguistic expression. First Language, 26:02, 233-255.

    McCune, L. and Agayoff, J. (2002). Pretending as representation: A developmental an comparative view. In R. Mitchell (Ed.) Pretending in animals and children. Cambridge, UK: Cambridge University Press, pp 43-59.

    McCune, L. and Zanes, M. (2001) Learning, attention and play. In S. Golbeck, (Ed.) Psychological Perspectives on Early Childhood Education: Reframing Dilemmas in research and Practice. Mahwah, NJ: Erlbaum, pp 92-107.

    McCune, L. and Vihman, M.M. (2001). Early phonetic and lexical development: A productivity approach. Journal of Speech, Language, and Hearing Research, 44, 670-684.

    McCune, L. (1999). The transition to language in human infants: A human model for the development of vocal communication in other primate species. In Barbara King, (Ed.) The origins of language: What nonhuman primates can tell us. Santa Fe: School of American Research Press.

    Maida, S. O’M. & McCune, L. (1996) The development of crawling in blind and sighted infants. RE:view: Rehabilitation and Education for Blindness and Visual Impairment, 28 (3) pp 119-134.

    McCune, L.; Vihman, M.; Roug-Hellichius, L.; Delery, D. B.; Gogate, L. (1996) Grunt communication in human infants. Journal of Comparative Psychology, 110 (1), 27-37.

    McCune, L. (1995). A normative study of representational play at the transition to language. Developmental Psychology 31(2), 198-206.

    Vihman, M. & McCune, L. (1994). When is a word a word? Journal of Child Language, 21(3), 517-542.

    McCune, L., DiPane, D., Fireoved, R. & Fleck, M. (1994). Play: A context for mutual regulation within mother-child interaction. In Arieta Slade and Dennie Palmer Wolf (Eds.) Children at play: Clinical and develo0mental approaches to meaning and representation, pp 148-169.

    McCune, L. (1993). The development of play as the development of consciousness. In M. Bornstein & A. O’Reilly (Eds.), New Directions in Child Development. No. 59 The Role of Play in the Development of Thought. San Francisco CA: Jossey-Bass, pp. 67-81.

    McCune, L. (1987). The complementary roles of differentiation and integration in the transition to symbolization. Cahiers de la Fondation Archive Jean Piaget, No. 8 (English version). 119-129.

    McCune-Nicolich, L. (1981a). Toward symbolic functioning: Structure of early pretend games and potential parallels with language. Child Development, 52, 785-797.

    McCune-Nicolich, L. (1981b). The cognitive basis of relational words in the single word period. Journal of Child Language, 8, 15-36.

    Nicolich, L. McC. (1977). Beyond sensorimotor intelligence: Assessment of symbolic maturity through analysis of pretend play. Merril Palmer Quarterly, 23, 89-101.

Take the Next Step
Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback form.
Scroll to Top