Bauer Lab Integration and Self-derivation Stimulus bank
Dear Colleague
Thank you for your interest in the Bauer Lab Integration and Self-derivation Stimulus (BLISS) bank. The BLISS bank materials have been developed by and used in studies in the Bauer Memory at Emory research laboratory at Emory University. The materials have been used in studies of self-derivation of new factual knowledge through integration of separate yet related episodes of new learning. They have been used with children as young as 4 years of age, through the elementary school years, and with college students. Information about the basic paradigm in which the BLISS bank materials have been used, and variants thereon, is provided in published articles, a list of which is below.
Considering our exclusively scholarly interests, we do not sell these materials. We provide them solely for use in academic, not-for-profit research at recognized degree-granting educational institutions.
To receive the BLISS bank for your research, please fill out the BLISS Statement of Use form (below) and submit it to aesposito@clarku.edu. Within 30 days of our receipt of your signed BLISS bank Statement of Use form, you will receive a username and password, and the link directing you to the BLISS bank website. This link should not be provided on your website, or shared, distributed, or linked to another website.
We expect that the BLISS bank materials will be used only in basic and health research projects. In accepting these materials, researchers are expected not to provide them to profit making companies or organizations. Furthermore, they are expected not to make them available to the media (television, magazines, etc.), to house them on the internet in any form, or to publish them in any form. These images should not be used for teaching or as examples of novel stimuli in school courses. Making these materials familiar to the general public can jeopardize their validity, which requires that the facts be novel to participants at the time of exposure to them.
Thanks again for your interest in the Bauer Lab Integration and Self-derivation Stimulus (BLISS) bank.
Patricia Bauer
Memory at Emory research laboratory
Selected Bauer Lab Publications using the BLISS bank:
Bauer, P. J., & San Souci, P. (2010). Going beyond the facts: Young children extend knowledge by integrating episodes. Journal of Experimental Child Psychology, 107, 452-465. (Ms. ID# NIHMS210076)
Bauer, P. J., King, J. E., Larkina, M., Varga, N. L., & White, E. A. (2012). Characters and clues: Factors affecting children’s extension of knowledge through integration of separate episodes. Journal of Experimental Child Psychology, 111, 681-694. doi:10.1016/j.jecp.2011.10.005
Varga, N. L., & Bauer, P. J. (2013). Effects of delay on 6-year-old children’s self-generation and retention of knowledge through integration. Journal of Experimental Child Psychology, 115, 326-341. doi:10.1016/j.jecp.2013.01.008
Bauer, P. J., Varga, N. L., King, J. E., Nolen, A. M., & White, E. A. (2015). Semantic elaboration through integration: Hints both facilitate and inform the process. Journal of Cognition and Development, 16, 351-369. doi:10.1080/15248372.2013.849707
Bauer, P. J., Blue, S. N., Xu, A., & Esposito, A. G. (2016). Productive extension of semantic memory in school-aged children: Relations with reading comprehension and deployment of cognitive resources. Developmental Psychology, 52, 1024-1037. doi:10.1037/dev0000130
Varga, N. L., Stewart, R., & Bauer, P. J. (2016). Integrating across episodes: Investigating the long-term accessibility of self-derived knowledge in 4-year-old children. Journal of Experimental Child Psychology, 145, 48-63. doi:10.1016/j.jecp.2015.11.015
Bauer P. J., & Larkina, M. (2017). Realizing relevance: The influence of domain-specific information on generation of new knowledge through integration in 4- to 8-year-old children. Child Development, 88, 247-262. doi: 10.1111/cdev.12584
Bauer, P. J., & Varga, N. L. (2017). Integration of separate episodes of experience: ERISS, a component processes model. Journal of Applied Research in Memory and Cognition, 6, 124-128. doi: 10.1016/j.jarmac.2017.01.006
Esposito, A. G., & Bauer, P. J. (2017). Going beyond the lesson: Self-generating new factual knowledge in the classroom. Journal of Experimental Child Psychology, 153, 110-125. doi: 10.1016/j.jecp.2016.09.003
Varga, N. L., & Bauer, P. J. (2017). Using ERPs to dissociate the neurocognitive processes underlying knowledge extension through memory integration. Journal of Cognitive Neuroscience, 29(11), 1932-1949.
Varga, N. L., & Bauer, P. J. (2017). Young adults self-derive and retain new factual knowledge through memory integration. Memory & Cognition, 45, 1014-1027.
Esposito, A. G., & Bauer, P. J. (2018). Building a knowledge base: Predicting self-derivation through integration in 6- to 10-year-olds. Journal of Experimental Child Psychology, 176, 55-72.
Bauer, P. J., & Jackson, F. L. (2015). Semantic elaboration: ERPs reveal rapid transition from novel to known. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(1), 271-282. doi:10.1037/a0037405
Bauer, P. J., Dugan, J. A., Varga, N. L., & Riggins, T. (2019, April). Relations between neural structures and children’s self-derivation of new knowledge through memory integration. Developmental Cognitive Neuroscience, 36. doi.org/10.1016/j.dcn.2018.12.009
Esposito, A. G., & Bauer, P. J. (2019). From bench to classroom: Collaborating within a dual-language education model. Journal of Cognition and Development, 20(2), 165-181.
Varga, N. L., Esposito, A. G., & Bauer, P. J. (2019). Cognitive correlates of memory integration across development: Explaining variability in an educationally relevant phenomenon. Journal of Experimental Psychology: General, 148(4), 739-762. doi.org/10.1037/xge0000581
Esposito, A. G., & Bauer, P. J. (2019). Self-derivation through memory integration under low surface- similarity conditions: The case of multiple languages. Journal of Experimental Child Psychology, 187, N.PAG. https://doi.org/10.1016/j.jecp.2019.07.001
Bauer, P. J., Esposito, A. G., & Daly, J. J. (2020). Self-derivation through memory integration: A model for accumulation of semantic knowledge. Learning and Instruction, 66, N.PAG. https://doi-org.proxy.library.emory.edu/10.1016/j.learninstruc.2019.101271
Bauer, P. J., Cronin-Golomb, L. M., Porter, B. M., Jaganjac, A., & Miller, H.E. (2021). Integration of memory content in adults and children: Developmental differences in task conditions and functional consequences. Journal of Experimental Psychological: General.