Tales from the telling-house /

Pictorial t.p. in black and red.

Peter Parley's method of telling about the history of the world to children,

Title vignette.

Telling America's story abroad :

Mode of access: Internet.

The gipsy's present; an unerring guide to the science of fortune-telling. To which is added, the signification of moles, and a treatise on the art of palmistry.

Mode of access: Internet.

Telling Bible stories,

Introduction.--The Old Testament and the child.--The morning stories.--More morning stories.--Before the flood and after.--A patriarch story.--Other patriarch stories.--Hero tales.--Romance stories.--Purpose stories.

Good stories for great holidays, arranged for story-telling and reading aloud and for the children's own reading,

"Reference lists for story-telling and collateral reading": p. [429]-443.

Wally Wanderoon and his story-telling machine,

In publisher's illustrated binding, no publisher's ads at end.

The history of playing cards, with anecdotes of their use in conjuring, fortune-telling, and card-sharping.

Pages 529-530 incorrectly numbered 528-529.

USIA : telling America's story to the world.

Mode of access: Internet.

Theory of mind and mental state discourse during book reading and story-telling tasks

This article presents three studies conducted in Canada and Australia that relate theory of mind (ToM) development to mental state discourse. In Study 1, mental state discourse was examined while parents and their 5-7-year-old children jointly read a storybook which had a surprise ending about the identity of the main character. Comments specific to the mental states of the story characters and discourse after the book had ended were positively related to children's ToM, and this was due to parent elaborations. Studies 2 and 3 examined children's mental state discourse during storytelling tasks, and in both, mental state discourse of children during narrative was concurrently related to ToM performance. While research has shown that mental state discourse of parents is related to children's ToM acquisition, the current research indicates that children's spontaneous use of mental state language examined outside of the interactional context is also a strong correlate.

Telling the story of theory of mind: Deaf and hearing children's narratives and mental state understanding

Theory of mind (ToM) was examined in late-signing deaf children in two studies by using standard tests and measures of spontaneous talk about inner states of perception, affect and cognition during storytelling. In Study 1, there were 21 deaf children aged 6 to 11 years and 13 typical-hearing children matched with the deaf by chronological age. In Study 2, there were 17 deaf children aged 6 to 12 years and 17 typical-hearing preschoolers aged 4 to 5 years who were matched with the deaf by ToM test performance. In addition to replicating the consistently reported finding of poor performance on standard false belief tests by late-signing deaf children, significant correlations emerged in both studies between deaf children's ToM test scores and their spontaneous narrative talk about imaginative cognition (e.g. 'pretend'). In Study 2, with a new set of purpose-built pictures that evoked richer and more complex mentalistic narration than the published picture book of Study 1, results of multiple regression analyses showed that children's narrative talk about imaginative cognition was uniquely important, over and above hearing status and talking of other kinds of mental states, in predicting ToM scores. The same was true of children's elaborated narrative talk using utterances that either spelt out thoughts, explained inner states or introduced contrastives. In addition, results of a Guttman scalograrn analysis in Study 2 suggested a consistent sequence in narrative and standard test performance by deaf and hearing children that went from (1) narrative mention of visible (affective or perceptual) mental states only, along with FB failure, to (2) narrative mention of cognitive states along with (1), to (3) elaborated narrative talk about inner states along with (2), and finally to (4) simple and elaborated narrative talk about affective/perceptual and cognitive states along with FIB test success. Possible explanations for this performance ordering, as well as for the observed correlations in both studies between ToM test scores and narrative variables, were considered.