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1	The development of Merge and recursion in early child language. On the functional/lexical divide
	Roy, Isabelle; Copley, Bridget; Mccune, Lorraine
	In: Workshop on the Emergence of Features ; https://hal.archives-ouvertes.fr/hal-01658056 ; Workshop on the Emergence of Features, Oct 2017, Tromsø, Norway (2017)
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2	The development of Merge and recursion in the transition from single words to sentences. Tracking the development of syntactic complexity in early child language.
	Roy, Isabelle; Copley, Bridget; Mccune, Lorraine
	In: https://hal.archives-ouvertes.fr/hal-01336091 ; 2016 (2016)
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3	Learning to combine words: The development of children’s use of the grammatical operation Merge
	Roy, Isabelle; Copley, Bridget; Mccune, Lorraine
	In: International Society for the Study of Behavioural Development (ISSBD) ; https://hal.archives-ouvertes.fr/hal-01336137 ; International Society for the Study of Behavioural Development (ISSBD), Jul 2016, Vilnius, Lithuania (2016)
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4	The emergence of Merge and recursion in the transition from single words to sentences
	Roy, Isabelle; Copley, Bridget; Mccune, Lorraine
	In: 12th Generative Approaches to Language Acquisition ; https://halshs.archives-ouvertes.fr/halshs-01199657 ; 12th Generative Approaches to Language Acquisition, Université de Nantes, Sep 2015, Nantes, France (2015)
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5	A measure of syntactic complexity in early child productions : maximal syntactic depth.
	Roy, Isabelle; Copley, Bridget; Mccune, Lorraine
	In: TbiLLC 2015 : Eleventh International Tbilissi Symposium on Language, Logic and Computation ; https://hal.archives-ouvertes.fr/hal-01658006 ; TbiLLC 2015 : Eleventh International Tbilissi Symposium on Language, Logic and Computation, 2015, Tbilissi, Georgia (2015)
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6	A measure of syntactic complexity in early child productions : maximal syntactic depth
	Roy, Isabelle; Copley, Bridget; Mccune, Lorraine
	In: Workshop "Hard sentences: how to measure syntactic complexity?" - Societá di Linguistica Italiana, annual meeting ; https://hal.archives-ouvertes.fr/hal-01658015 ; Workshop "Hard sentences: how to measure syntactic complexity?" - Societá di Linguistica Italiana, annual meeting, Sep 2015, La Valette Malta (2015)
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7	The emergence of Merge and recursion as generative processes in early child language
	Roy, Isabelle; Copley, Bridget; Mccune, Lorraine
	In: Society for Research on Child Development Biennal Meeting ; https://halshs.archives-ouvertes.fr/halshs-01199659 ; Society for Research on Child Development Biennal Meeting, Mar 2015, Philadelphia, United States (2015)
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8	On the development of Merge and recursion in the transition from single words to sentences
	Roy, Isabelle; Copley, Bridget; Mccune, Lorraine
	In: 12th Generative Approaches to Language Acquisition ; https://hal.archives-ouvertes.fr/hal-01220706 ; 12th Generative Approaches to Language Acquisition, Sep 2015, Nantes, France (2015)
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9	Student teacher beliefs before and after the internship
	Schramm-Possinger, Megan, 1971-. - 2012
	Abstract: Teachers’ beliefs about pedagogical practices and disciplinary procedures as well as their perceptions of students powerfully influence the corresponding approaches they utilize. The student teaching experience is cited as one of the most critical facets of teachers’ professional development. That which is learned by student teachers during their apprenticeship shapes their core set of beliefs, priorities, and schemes of effective practice in an enduring manner. This makes the comparison of beliefs held by pre-service teachers immediately after having completed their core didactic coursework with those held immediately after the student teaching experience of great interest. This comparison provides clues to the effects of the didactic experience and the student teaching experience on students’ core beliefs. Also noted within the academic research base are the striking disconnects between the poignant lessons learned in the field and theories of best pedagogical practice. Realities within “real classrooms” such as learner diversity, external mandates to cover a wide array of material, and the pressures of high stakes testing are just some of the factors influencing this discrepancy. This research reveals that student-teachers’ espouse humanistic beliefs upon completion of their didactic coursework. A belief in humanistic, in contrast to custodial orientations, was retained on behalf of participants after they student taught. Changes in reference to specific practices such as the use of external rewards to shape student behavior were more highly prioritized after immersion in the field, suggesting that even if discrete changes -- born of experience – emerge, overall belief systems stay intact. The frequently positive evaluation of the student teaching experience on behalf of participants was noted, as was the relationship between the said perceptions and either having had an unequivocally negative apprenticeship or having confronted a surmountable challenge. ; Ph. D. ; Includes bibliographical references ; by Megan Elise Schramm-Possinger
	Keyword: Education; Student teachers--Attitudes; Student teaching
	URL: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000065262
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10	Successive single-word utterances and use of conversational input: a pre-syntactic route to multiword utterances
	Herr-Israel, Ellen; McCune, Lorraine
	In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 38 (2011) 1, 166-180
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	OLC Linguistik
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11	Generation 1.5 students' perceptions of written feedback on their essays from multiple sources: a qualitative research study
	Peleg, Janet. - 2011
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12	Symbolic transformation : the mind in movement through culture and society
	Obeyesekere, Gananath; Zittoun, Tania; Sonesson, Göran. - London [u.a.] : Routledge, 2010
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	UB Frankfurt Linguistik
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13	Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers
	Chernobilsky, Ellina D., 1968. - 2009
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14	How children learn to learn language
	McCune, Lorraine. - Oxford : Oxford University Press, 2008
	MPI für Psycholinguistik
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15	Anat Ninio: Language and the learning curve [Rezension]
	McCune, Lorraine
	In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 35 (2008) 4, 922-929
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	OLC Linguistik
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16	How children learn to learn language
	McCune, Lorraine. - Oxford [u.a.] : Oxford Univ. Press, 2008
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	UB Frankfurt Linguistik
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17	Dynamic event words : from common cognition to varied linguistic expression
	McCune, Lorraine
	In: First language. - London [u.a.] : SAGE Publ. 26 (2006) 77, 233-255
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	OLC Linguistik
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18	Dynamic event words: From common cognition to varied linguistic expression
	Mccune, Lorraine
	In: First language. - London [u.a.] : SAGE Publ. 26 (2006) 78, 233
	OLC Linguistik
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19	Analysis of Motion-Event Semantics in the Transition from Single Words to Early Language Combinations : Evidence from English and French
	Mccune, Lorraine; Veneziano, Edy; Herr-Israel, Ellen
	In: 2nd Lisbon Conference on Language acquisition: Romance Languages ; https://halshs.archives-ouvertes.fr/halshs-00134515 ; 2nd Lisbon Conference on Language acquisition: Romance Languages, 2004, Lisbonne, Portugal (2004)
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20	English McCune Corpus
	McCune, Lorraine. - : TalkBank, 2004
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