Biography:Allyssa McCabe

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Short description: Developmental psychologist
Allyssa McCabe
OccupationScientist, educator
Academic background
Alma materOberlin College; University of Virginia
Academic work
DisciplineDevelopmental Psychology
Sub-disciplineNarrative development
InstitutionsUniversity of Massachusetts Lowell

Allyssa K. McCabe is a psychological scientist known for her work on narrative development. She is Professor Emerita of Psychology in the College of Fine Arts, Humanities and Social Sciences at the University of Massachusetts, Lowell,[1] and affiliated with the Center for Autism Research & Education (CARE).[2]

Education

McCabe received her A.B. in Psychology and English at Oberlin College in 1974.[1] She attended graduate school at University of Virginia (UVA) where she obtained her Masters of Arts (1977) and PhD in psychology (1980)[1] under the supervision of James Deese.[3] Her dissertation entitled A Rhetoric of Metaphor:  Similarity, Goodness, Memory, and Interpretation explored the idea that people's above-average memory for metaphors comes from their metaphoric structure, rather than on the quality of the metaphor itself.[3] As an undergraduate student, McCabe began conducting research on children's narratives in collaboration with Carole Peterson.[4][5] Their collaborative work has been supported by grants from the Natural Sciences and Engineering Research Council of Canada[6] and the Department of Secretary of State of Canada.

Career

After graduating from UVA, McCabe was hired as an assistant professor at Wheaton College where she worked until 1984.[7] During this time she focused her work on metaphor, causal and temporal connectives, and narrative structure and development. McCabe was an assistant professor at Southeastern Louisiana University from 1984 to 1986,[7] where she studied causal and sentential connectives, narrative development, and conduct disorder and verbal aggression. She subsequently moved to Tufts University and Harvard Graduate School of Education where she worked until 1993.[7] Her work at this time focused on narrative structure and development, parental elicitation and influence on narrative, preschool narrative skill-building, causal connectives, and cultural and language differences and preventing misdiagnoses of language deficits based on culture or language, particularly among Japanese, African-American, and Latino children. McCabe joined the faculty of UML in 1993, where she worked her way up from Associate Professor to Professor Emerita.[1] She established a doctoral program in Applied Psychology and Prevention Science in the Psychology Department at UML. The first cohort of doctoral students matriculated in 2016. UML awarded her the Psychology Department Excellence in Teaching Award in 2012.[1]

Editorial Work

McCabe is the founder and editor of Narrative Inquiry,[8] which began publication in 1991 under the name Journal of Narrative and Life History.[9] She has served on the editorial board of Imagination, Cognition and Personality since 2000.[10]

Awards and accolades

In 1999, McCabe received the Editor's Award from Contemporary Issues in Communication Science and Disorders at the Annual Convention for the American Speech-Language-Hearing Association for her work with Lynn S. Bliss and Zenara Covington on the narratives of African American children.[1][11]

McCabe and colleagues' 2014 social policy report on best practices for parents and caregivers and recommendations for policies impacting multilingual children,[12] published by the Society for Research in Child Development, was endorsed by the American Academy of Pediatrics.[13]

The Atlantic has interviewed McCabe as an expert on child language development,[14] most recently calling on her expertise to guide parents in quarantine.[15]

Community Outreach

McCabe has worked and volunteered to better the lives of the children of Lowell, Massachusetts particularly through their language exposure, acquisition, and development. Since 2000, McCabe has participated in the PEN New England literacy outreach to homeless children, with particular focus on the House of Hope in Lowell.[1] In 2006, she was elected to the board of the Acre Family Child Center.[1] In 2011, McCabe and Khanh Dinh collaborated with Lowell High School to explore how personal narratives help Latino and Asian adolescents explore their identity and familial ties.[16] In 2016, McCabe joined MinJeong Kim and Phitsamay Sychitkokhong in their efforts to bring southeast Asian folktales to the children of Lowell, Massachusetts, which has a large Cambodian population, through the assistance of the "creative economy" grant from the UMass president's office.[17] In 2019, the team released "A Long, Long Time Ago in Southeast Asia: Tales from Burma, Cambodia, Laos, and Vietnam,"[18] an illustrated, multilingual book of folk tales to be distributed to Lowell elementary schools.[19]

Research

McCabe has researched narrative development from early childhood[20] throughout the lifespan,[21] the role of parents in a child's narrative development,[22] how narration differs across cultures[23] and languages,[24][12] and the ways in which narrative, phonological awareness, and vocabulary interact with each other.[25] She is perhaps most famous for her work with preschool-age children, working on interventions to encourage their narratives both at home[20] and in school.[26][27]

McCabe, in collaboration with David Dickinson, developed the comprehensive language approach,[25] "which looks at ways that the various strands of oral and written language (e.g., vocabulary, phonological awareness, print knowledge) affect each other in the acquisition of full literacy".[1] This is in contrast to the phonological sensitivity approach which posits that oral language comes first and creates the environment in which a child can gain phonological sensitivity (a language skill).[25] McCabe and colleagues use the comprehensive language approach to recommend that preschools emphasize vocabulary development and other language skills not as prerequisites to phonological sensitivity, but as important pieces in their own right for a child's reading capabilities.[25]

In her work on multilingual and multicultural children's development, she has worked with a diverse range of cultural and language groups. Her first foray into non-English-speaking children's narratives was with her graduate student, Mashahiko Minami; together they explored Japanese children's narratives and the role of haikus.[28][29] Later, with Lynn S. Bliss and Tempii Champion, she began to study African-American[30][31] and Haitian American children's narratives.[32] During this time, she also became interested in creating culturally sensitive assessments of children's language skills, with particular emphasis on reducing culturally-based misdiagnoses of deficits.[33][34][35][36][37] Also with Lynn S. Bliss, McCabe studied narratives of Spanish-speaking children.[38][24] With Khahn Dinh and Jana Sladkova, McCabe has studied Latino and Cambodian immigrant children's narratives. With Chien-ju Chang, she has recently explored Mandarin-speaking children's narratives.[39] Her recent book, "Chinese Language Narration: Culture, cognition, and emotion" with Chien-ju Chang[40] has received acclaim from fellow researchers. Shu-hui Eileen Chen writes that the book "represents one of the few recent works that provides an in-depth study of Chinese language narration" (p. 95).[41]

Books

  • McCabe, A., & Chang, C. (Eds.). (2013). Chinese-language narration: Culture, cognition, and emotion. John Benjamins Publishing Company.
  • McCabe, A., & Peterson, C. (Eds.). (1991). Developing narrative structure. Lawrence Erlbaum Associates.
  • Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child's narrative. Plenum Press.

References

  1. ↑ 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 "Allyssa McCabe | Psychology" (in en). https://www.uml.edu/fahss/psychology/faculty/mccabe-allyssa.aspx. 
  2. ↑ "Allyssa McCabe | Center for Autism Research & Education" (in en). https://www.uml.edu/Research/Autism/members/mccabe-allyssa.aspx. 
  3. ↑ 3.0 3.1 McCabe, A. (April 1980). Memory for metaphor. Paper presented at the Annual Meeting of the Eastern Psychological Association, Hartford,CT.
  4. ↑ Menig-Peterson, Carole; McCabe, Allyssa (1977–1978). "Children Talk about Death". OMEGA – Journal of Death and Dying 8 (4): 305–317. doi:10.2190/jkj4-utb3-hkg0-47m9. ISSN 0030-2228. http://dx.doi.org/10.2190/jkj4-utb3-hkg0-47m9. 
  5. ↑ Menig-Peterson, Carole; McCabe, Allyssa (1978). "Children's orientation of a listener to the context of their narratives.". Developmental Psychology 74 (6): 582–592. doi:10.1037/0012-1649.14.6.582. 
  6. ↑ Peterson, Carole; Jesso, Beulah; McCABE, Allyssa (1999). "Encouraging narratives in preschoolers: an intervention study" (in en). Journal of Child Language 26 (1): 49–67. doi:10.1017/S0305000998003651. ISSN 0305-0009. PMID 10217889. https://www.cambridge.org/core/product/identifier/S0305000998003651/type/journal_article. 
  7. ↑ 7.0 7.1 7.2 "Allyssa McCabe | University of Massachusetts, Lowell - Academia.edu". https://uml.academia.edu/AllyssaMcCabe/CurriculumVitae. 
  8. ↑ McCabe, Dorien Van De Mieroop and Allyssa, ed. "Narrative Inquiry" (in English). https://benjamins.com/catalog/ni. 
  9. ↑ "The Journal of Narrative and Life History". http://www2.clarku.edu/~mbamberg/Pages_Journals/journal-narrative.html. 
  10. ↑ "Imagination, Cognition and Personality: Editorial Board" (in en). https://journals.sagepub.com/editorial-board/ica. 
  11. ↑ Bliss, Lynn S.; Covington, Zenara; McCabe, Allyssa (1999). "Assessing the Narratives of African American Children" (in en). Contemporary Issues in Communication Science and Disorders 26 (Fall): 160–167. doi:10.1044/cicsd_26_F_160. ISSN 1092-5171. http://pubs.asha.org/doi/10.1044/cicsd_26_F_160. 
  12. ↑ 12.0 12.1 McCabe, Allyssa; Bornstein, Marc H.; Guerra, Alison Wishard; Kuchirko, Yana; Páez, Mariela; Tamis‐LeMonda, Catherine S.; Cates, Carolyn Brockmeyer; Hirsh‐Pasek, Kathy et al. (2013). "Multilingual Children: Beyond Myths and Toward Best Practices and commentaries" (in en). Social Policy Report 27 (4): 1–37. doi:10.1002/j.2379-3988.2013.tb00077.x. ISSN 2379-3988. https://srcd.onlinelibrary.wiley.com/doi/abs/10.1002/j.2379-3988.2013.tb00077.x. 
  13. ↑ Pediatrics, American Academy of (May 1, 2014). "Multilingual Children" (in en). Pediatrics 133 (5): e1481. doi:10.1542/peds.2014-0451. ISSN 0031-4005. https://pediatrics.aappublications.org/content/133/5/e1481. 
  14. ↑ Fetters, Ashley (January 5, 2019). "Knock Knock. Who's There? Kids. Kids Who? Kids Tell Terrible Jokes." (in en). https://www.theatlantic.com/family/archive/2019/01/why-kids-tell-weird-jokes/579472/. 
  15. ↑ Fetters, Ashley (March 16, 2020). "How Parents Can Keep Kids Busy (and Learning) in Quarantine" (in en). https://www.theatlantic.com/family/archive/2020/03/activities-kids-coronavirus-quarantine/608110/. 
  16. ↑ "Research | CAAS | UMass Lowell". https://www.uml.edu/research/caas/research/. 
  17. ↑ "UMass Grant to Help Lowell Kids Learn Folk Tales of Southeast Asia" (in en). https://www.uml.edu/news/news-articles/2016/sun-southeast-asia.aspx. 
  18. ↑ Minjeong Kim (2019). A long long time ago in Southeast Asia Tales from Burma, Cambodia, Laos, and Vietnam. Allyssa McCabe, Phitsamay Uy. Lowell, Mass: University of Massachusetts Lowell. ISBN 978-0-368-43775-5. OCLC 1200514028. https://www.worldcat.org/oclc/1200514028. 
  19. ↑ "Lowell Schools Will Share a Book of Translated Stories" (in en). https://www.uml.edu/news/news-articles/2019/sun-translated-stories.aspx. 
  20. ↑ 20.0 20.1 PETERSON, CAROLE; JESSO, BEULAH; McCABE, ALLYSSA (1999). "Encouraging narratives in preschoolers: an intervention study". Journal of Child Language 26 (1): 49–67. doi:10.1017/s0305000998003651. ISSN 0305-0009. PMID 10217889. http://dx.doi.org/10.1017/s0305000998003651. 
  21. ↑ McCabe, Allyssa; Bliss, Lynn S. (2006). "Struggling to Make Sense: Patterns of Impairment in Adult Narrative Discourse". Imagination, Cognition and Personality 25 (4): 321–336. doi:10.2190/p60l-40m2-7354-8u2v. ISSN 0276-2366. http://dx.doi.org/10.2190/p60l-40m2-7354-8u2v. 
  22. ↑ Peterson, Carole; McCabe, Allyssa (1992). "Parental styles of narrative elicitation: effect on children's narrative structure and content". First Language 12 (36): 299–321. doi:10.1177/014272379201203606. ISSN 0142-7237. http://dx.doi.org/10.1177/014272379201203606. 
  23. ↑ Minami, M; McCabe, A (1995). "Rice balls and bear hunts: Japanese and North American family narrative patterns". Journal of Child Language 22 (2): 423–445. doi:10.1017/S0305000900009867. PMID 8550731. 
  24. ↑ 24.0 24.1 DICKINSON, DAVID K.; McCABE, ALLYSSA; CLARK–CHIARELLI, NANCY; WOLF, ANNE (2004). "Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children". Applied Psycholinguistics 25 (3): 323–347. doi:10.1017/s0142716404001158. ISSN 0142-7164. http://dx.doi.org/10.1017/s0142716404001158. 
  25. ↑ 25.0 25.1 25.2 25.3 Dickinson, David K.; McCabe, Allyssa; Anastasopoulos, Louisa; Peisner-Feinberg, Ellen S.; Poe, Michele D. (2003). "The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children.". Journal of Educational Psychology 95 (3): 465–481. doi:10.1037/0022-0663.95.3.465. ISSN 0022-0663. http://dx.doi.org/10.1037/0022-0663.95.3.465. 
  26. ↑ McCabe, Allyssa; Rollins, Pamela Rosenthal (January 1994). "Assessment of Preschool Narrative Skills". American Journal of Speech-Language Pathology 3 (1): 45–56. doi:10.1044/1058-0360.0301.45. 
  27. ↑ Dickinson, David K; McCabe, Allyssa; Essex, Marilyn J. (2007). "A window of opportunity we must open to all: The case for preschool with high-quality support for language and literacy". in Dickinson, David K.. Handbook of early literacy research. 2. Guildford Publications. pp. 11–28. ISBN 9781593855772. 
  28. ↑ Minami, Masahiko; McCabe, Allyssa (1991). "Haiku as a discourse regulation device: A stanza analysis of Japanese children's personal narratives". Language in Society 20 (4): 577–599. doi:10.1017/s0047404500016730. ISSN 0047-4045. http://dx.doi.org/10.1017/s0047404500016730. 
  29. ↑ Minami, Masahiko; McCabe, Allyssa (1995). "Rice balls and bear hunts: Japanese and North American family narrative patterns". Journal of Child Language 22 (2): 423–445. doi:10.1017/s0305000900009867. ISSN 0305-0009. PMID 8550731. http://dx.doi.org/10.1017/s0305000900009867. 
  30. ↑ Bliss, Lynn S.; Covington, Zenara; McCabe, Allyssa (1999). "Assessing the Narratives of African American Children". Contemporary Issues in Communication Science and Disorders 26 (Fall): 160–167. doi:10.1044/cicsd_26_f_160. ISSN 1092-5171. http://dx.doi.org/10.1044/cicsd_26_f_160. 
  31. ↑ Mainess, Karen J; Champion, Tempii B; McCabe, Allyssa (2002). "Telling the Unknown Story Complex and Explicit Narration by African American Preadolescents—Preliminary Examination of Gender and Socioeconomic Issues". Linguistics and Education 13 (2): 151–173. doi:10.1016/s0898-5898(01)00060-2. ISSN 0898-5898. http://dx.doi.org/10.1016/s0898-5898(01)00060-2. 
  32. ↑ Champion, Tempii; McCabe, Allyssa; Colinet, Yvanne (2003). "The Whole World Could Hear: The Structure of Haitian-American Children's Narratives". Imagination, Cognition and Personality 22 (4): 381–400. doi:10.2190/vkct-q90l-prhf-mrdl. ISSN 0276-2366. http://dx.doi.org/10.2190/vkct-q90l-prhf-mrdl. 
  33. ↑ McCabe, Allyssa (1997). "Cultural Background and Storytelling: A Review and Implications for Schooling". The Elementary School Journal 97 (5): 453–473. doi:10.1086/461876. ISSN 0013-5984. http://dx.doi.org/10.1086/461876. 
  34. ↑ Rollins, Pamela Rosenthal; McCabe, Allyssa; Bliss, Lynn (2000). "Culturally Sensitive Assessment of Narrative Skills in Children". Seminars in Speech and Language 21 (3): 223–234. doi:10.1055/s-2000-13196. ISSN 0734-0478. PMID 10958431. http://dx.doi.org/10.1055/s-2000-13196. 
  35. ↑ Bliss, Lynn S.; McCabe, Allyssa (2008). "Personal Narratives". Topics in Language Disorders 28 (2): 162–177. doi:10.1097/01.tld.0000318936.31677.2d. ISSN 0271-8294. http://dx.doi.org/10.1097/01.tld.0000318936.31677.2d. 
  36. ↑ McCabe, Allyssa; Champion, Tempii B. (October 9, 2009). "A Matter of Vocabulary II: Low-Income African American Children's Performance on the Expressive Vocabulary Test". Communication Disorders Quarterly 31 (3): 162–169. doi:10.1177/1525740109344218. ISSN 1525-7401. http://dx.doi.org/10.1177/1525740109344218. 
  37. ↑ Champion, Tempii B.; Rosa-Lugo, Linda I.; Rivers, Kenyatta O.; McCabe, Allyssa (2010). "A Preliminary Investigation of Second- and Fourth-Grade African American Students' Performance on the Gray Oral Reading Test—Fourth Edition". Topics in Language Disorders 30 (2): 145–153. doi:10.1097/tld.0b013e3181e04056. ISSN 0271-8294. http://dx.doi.org/10.1097/tld.0b013e3181e04056. 
  38. ↑ McCabe, Allyssa; Bliss, Lynn S. (2005). "Narratives from Spanish-Speaking Children with Impaired and Typical Language Development". Imagination, Cognition and Personality 24 (4): 331–346. doi:10.2190/cjq8-8c9g-05lg-0c2m. ISSN 0276-2366. http://dx.doi.org/10.2190/cjq8-8c9g-05lg-0c2m. 
  39. ↑ "International Conference on Narrative 2014 Program". http://web.mit.edu/narrative2014/docs/2014NarrativeProgram_final.pdf. 
  40. ↑ Chinese language narration : culture, cognition, and emotion. Allyssa McCabe, Chien-ju Chang. Amsterdam. 2013. ISBN 978-90-272-7109-9. OCLC 867630749. https://www.worldcat.org/oclc/867630749. 
  41. ↑ "Review McCabe, Allyssa, and Chien-Ju Chang (eds.) 2013. Chinese Language Narration: Culture, Cognition, and Emotion" (in en). Concentric: Studies in Linguistics 40 (2). January 1, 2014. doi:10.6241/concentric.ling.40.2.04. 

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