Patricia J Bauer
Biographic Data
| ID | 767178 |
|---|---|
| NAME | Patricia J Bauer |
| GIVEN NAMES | Patricia J |
| FAMILY NAME | Bauer |
| SIGNATURE | BAUER P J |
| AFFILIATIONS | Emory University |
| ORCID | 0000-0002-4456-7717 |
| VERIFIED | Yes |
| TOTAL WORKS | 38 |
| TOTAL CITATIONS | 64 |
| AUTHOR COUNT | 38 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Self-derivation through memory integration: Clusters of precursor sub-processes
Knowledge builds through direct experiences (e.g., teaching) and productive processes (e.g., analogy). There is variability in the specific productive process of self-derivation of new knowledge through integration of separate yet related episodes of new learning. The variability relates to each of four hypothesised precursor sub-processes: encoding, reactivation, integration (all three for both children and adults), and selection (tested in chil…
Age-related differences in autobiographical memory consistency at the level of narrative detail
Young adults’ personal and relationship memories: Recollections of self, siblings, and family
We investigated the phenomenological and narrative characteristics of young adults’ self- and other-related memories within the context of significant relationships. We also examined whether participants’ gender and/or gender concordance between participants and their siblings was associated with autobiographical memory characteristics. We collected data from 108 college students who had only one sibling. All participants provided narratives in r…
Development of self-derivation through memory integration and relations with world knowledge
Accumulating world knowledge is a major task of development and education. The productive process of self-derivation through memory integration seemingly is a valid model of the process. To test the model, we examined relations between generation and retention of new factual knowledge via self-derivation through integration and world knowledge as measured by standardised assessments. We also tested whether the productive process of self-derivatio…
Generative and active engagement in learning neuroscience: A comparison of self-derivation and rephrase
Contributions of shared book reading to children's learning of new semantic facts through memory integration
Event characteristics help to explain the distribution of autobiographical memories over the first decade of life
The shape of the distribution of autobiographical memories over the first decade of life is characterised by a paucity of memories from the early years followed by a gradual increase in the number of surviving memories. Though many events and experiences from this period are forgotten, some are well remembered. To better understand why certain memories survive, we examined characteristics of events recalled by young adolescents (12 - to 14-year-o…
Self-motivated and directed learning across the lifespan
Self-motivated and directed learning is integral to knowledge base expansion for learners of all ages. Both motivational and cognitive processes drive self-motivated and directed lifelong learning, yet how these different processes operate together from childhood through adulthood is largely unknown. In this review, we discuss the role of personal motivators, such as beliefs in self-efficacy and personality traits in self-motivated and directed l…
The influence of books’ textual features and caregivers’ extratextual talk on children’s science learning in the context of shared book reading
During early childhood, reading books with one's caregiver (shared book reading) is a valuable means of supporting learning. Yet, there are gaps in our understanding of the influence of shared book reading on young children's science learning. The current research bridges this gap by examining the pedagogical quality of science books in preschool-aged children's environments and investigating how such books influence children's learning and careg…
Transitions and transformations in sibling relationships: Characteristics of Turkish and US young adults' sibling-related turning-point memories
This study investigated the narrative characteristics of Turkish and U.S. young adults' sibling-related turning-point memories across gender, age orders, and cultures. We conducted face-to-face semi-structured interviews with 45 Turkish and 27 U.S. college students who had only one sibling. Participants were asked two main narrative questions: whether they have a close and personal relationship with their sibling and there is a turning point in t…
Self-derivation of new knowledge through memory integration varies as a function of prior knowledge
The current research was an investigation of the effects of prior, domain-relevant knowledge on self-derivation of new, integrated knowledge. Adults were presented with novel "stem" facts and tested for self-derivation of new knowledge through integration of the facts in memory. To examine the effects of prior knowledge on memory integration, we tested participants under three within-subject conditions, in which in advance of stem encoding, they …
Determinants of elementary-school academic achievement: Component cognitive abilities and memory integration
Children are on a quest for knowledge. To achieve it, children must integrate separate but related episodes of learning. The theoretical model of memory integration posits that the process is supported by component cognitive abilities. In turn, memory integration predicts accumulation of a knowledge base. We tested this model in two studies (data collected in 2016–2018) with second (8-year-olds; n = 391; 196 female; 36% Black, 27% Hispanic/Latinx…
Developmental differences in reactivation underlying self-derivation of new knowledge through memory integration
Domain-specific anxiety relates to children’s math and spatial performance
Mathematical and spatial reasoning abilities during childhood predict later success in male-dominated science, technology, engineering, and math (STEM) disciplines, yet relatively little is known about the affective correlates of children's math and spatial performance or gender differences therein. In the present research, we assessed math and spatial anxiety in 394 elementary schoolchildren (ages 6 to 12 years) and investigated their relations …
Productive extension of semantic memory in school-aged children: Relations with reading comprehension and deployment of cognitive resources
We investigated 7- to 10-year-old children's productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and integrated the information and used it to further extend their semantic knowledge, as evidenced by high levels…
Short- and Long-term Memory during Infancy and Early Childhood across Cultures
Development of episodic and autobiographical memory: The importance of remembering forgetting
Adults’ reports of their earliest memories: Consistency in events, ages, and narrative characteristics over time
Remembering the Times of Our Lives: Memory in Infancy and Beyond
The purpose of Remembering the Times of Our Lives: Memory in Infancy and Beyond is to trace the development from infancy through adulthood in the capacity to form, retain, and later retrieve autobiographical or personal memories. It is appropriate for scholars and researchers in the fields of cognitive psychology, memory, infancy, and human development
Memory for One‐Time Experiences in the Second Year of Life: Implications for the Status of Episodic Memory
Memory based on a one‐time experience is an important element of its definition as “episodic.” Infants' memories for one‐time experiences over long delays are largely unexplored. Using elicited imitation, we tested 20‐ and 16‐month‐olds' (Experiment 1) and 13‐month‐olds' (Experiment 2) memories as a function of number of experiences and delay. Over 1 month, 20‐ and 16‐month‐olds remembered individual actions of one‐time events; 20‐month‐olds also…
Coherence of Personal Narratives Across the Lifespan: A Multidimensional Model and Coding Method
Personal narratives are integral to autobiographical memory and to identity, with coherent personal narratives being linked to positive developmental outcomes across the lifespan. In this article, we review the theoretical and empirical literature that sets the stage for a new lifespan model of personal narrative coherence. This new model integrates context, chronology, and theme as essential dimensions of personal narrative coherence, each of wh…
Equal Learning Does Not Result in Equal Remembering: The Importance of Post-Encoding Processes
Explanations of variability in long-term recall typically appeal to encoding and/or retrieval processes. However, for well over a century, it has been apparent that for memory traces to be stored successfully, they must undergo a post-encoding process of stabilization and integration. Variability in post-encoding processes is thus a potential source of age-related and individual variance in long-term recall. We examined post-encoding variability …
When three is not a crowd: Mother-triplet interaction during individual memory conversations and group book reading
Consistency in maternal support and children's involvement in conversations was examined in this case study by observing the interaction of one mother and her triplet sons individually in conversations about past experiences and during group book reading. The mother demonstrated consistent use of elaborations and affirmations across memory conversations, but she varied in her use of utterances that gained the boys' involvement. Although the child…
Infants' ERP Responses to Novel and Familiar Stimuli Change Over Time: Implications for Novelty Detection and Memory
Detection of novelty is an important cognitive ability early in development, when infants must learn a great deal about their world. Work with adults has identified networks of brain areas involved in novelty detection; this study investigated electrophysiological correlates of detection of novelty and recognition of familiarity in 9‐month‐old infants, using event‐related potentials (ERPs). Infants were familiarized with an event in the laborator…
Predicting Individual Differences in Recall by Infants Born Preterm and Full Term
A heterogeneous sample of infants with preterm histories and infants born full term participated in a study of declarative memory and rate of encoding, as measured in an imitation task and an examining task, respectively. Here we report the comparisons of the performances of infants born very preterm (27-34 weeks gestation) and moderately preterm (35-37 weeks gestation) to infants born full term (38-41 weeks gestation) and tested at 12 months cor…
One thing follows another: Effects of temporal structure on 1- to 2-year-olds' recall of events
Investigated whether recall of events by children under 2 years of age is similar to that of older preschoolers and adults. Experiment 1 used elicited-imitation to test 16- and 20-month-olds' immediate and delayed recall (2-week delay) of familiar and novel events. Ordered recall at immediate and delayed test was superior for familiar events and for novel events with causal relations among the elements; ordered recall of novel events lacking caus…
Putting the horse before the cart: The use of temporal order in recall of events by one-year-old children
Previous research has shown that 16- and 20-month-old children recall action sequences depicting familiar, script-based events, and also novel event sequences, in the correct temporal order. In 2 experiments, elicited imitation was used to assess 11.5- and 13.5-month-olds' immediate recall of familiar and novel event sequences. In Experiment 1,13.5-month-olds were tesfed on 2-act and 3-act sequences depicting both familiar and novel events. They …
Planning ahead: Goal-directed problem solving by 2-year-olds
On tasks that require overcoming an obstacle along an existing path to a physically present goal, infants and very young children evince planning. In each of 3 experiments, the authors tested 21- and 27-month-olds' ability to construct a path to a mentally re-presented goal. Across experiments, the authors varied the number and type of cues to the solution provided. After exposure to the goal-state configuration of problems, both age groups showe…
When the Name Says it All: Preschoolers' Recognition and Use of the Gendered Nature of Common Proper Names
By the time they enter preschool children have acquired extensive knowledge of gender stereotypes. There has been little work on their use of this knowledge to make inferences about behavior; there is virtually no information as to how the explicitness of gender‐category information influences the reliability of inferences. In two experiments we tested 3‐112‐year‐old children's recognition and use of less‐than‐explicit, yet highly reliable, cues …
A Longitudinal Study of Gendered Vocabulary and Communicative Action in Young Children
Development of children's vocabularies for gender-typed words and communicative actions was investigated longitudinally from 13 to 36 months and in a group of 9.5-month-olds. Vocabularies of gendered words were assessed using lists of adult-rated gender-typed words from the MacArthur-Bates Communicative Development Inventories (CDI; L. Fenson et al., 1994). At 24 to 36 months, girls' and boys' productive vocabularies contained more same-gender-ty…
What do infants recall of their lives? Memory for specific events by one- to two-year-olds
Episodic memory in 16- and 20-month-old children: Specifics are generalized but not forgotten
Three experiments tested (a) whether 1- to 2-year-olds generalize their knowledge of events to new instantiations and (b) one possible mechanism by which generalization is accomplished. In Experiment 1, 16- and 20-month-old children enacted 6 event sequences. One week later they were tested for delayed recall. At delayed testing the props used to enact one half of the events were replaced by novel, functionally equivalent props. Children in both …
Domain-specific anxiety relates to children’s math and spatial performance
Mathematical and spatial reasoning abilities during childhood predict later success in male-dominated science, technology, engineering, and math (STEM) disciplines, yet relatively little is known about the affective correlates of children's math and spatial performance or gender differences therein. In the present research, we assessed math and spatial anxiety in 394 elementary schoolchildren (ages 6 to 12 years) and investigated their relations …
The influence of books’ textual features and caregivers’ extratextual talk on children’s science learning in the context of shared book reading
During early childhood, reading books with one's caregiver (shared book reading) is a valuable means of supporting learning. Yet, there are gaps in our understanding of the influence of shared book reading on young children's science learning. The current research bridges this gap by examining the pedagogical quality of science books in preschool-aged children's environments and investigating how such books influence children's learning and careg…
Transitions and transformations in sibling relationships: Characteristics of Turkish and US young adults' sibling-related turning-point memories
This study investigated the narrative characteristics of Turkish and U.S. young adults' sibling-related turning-point memories across gender, age orders, and cultures. We conducted face-to-face semi-structured interviews with 45 Turkish and 27 U.S. college students who had only one sibling. Participants were asked two main narrative questions: whether they have a close and personal relationship with their sibling and there is a turning point in t…
Productive extension of semantic memory in school-aged children: Relations with reading comprehension and deployment of cognitive resources
We investigated 7- to 10-year-old children's productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and integrated the information and used it to further extend their semantic knowledge, as evidenced by high levels…
One thing follows another: Effects of temporal structure on 1- to 2-year-olds' recall of events
Investigated whether recall of events by children under 2 years of age is similar to that of older preschoolers and adults. Experiment 1 used elicited-imitation to test 16- and 20-month-olds' immediate and delayed recall (2-week delay) of familiar and novel events. Ordered recall at immediate and delayed test was superior for familiar events and for novel events with causal relations among the elements; ordered recall of novel events lacking caus…
Putting the horse before the cart: The use of temporal order in recall of events by one-year-old children
Previous research has shown that 16- and 20-month-old children recall action sequences depicting familiar, script-based events, and also novel event sequences, in the correct temporal order. In 2 experiments, elicited imitation was used to assess 11.5- and 13.5-month-olds' immediate recall of familiar and novel event sequences. In Experiment 1,13.5-month-olds were tesfed on 2-act and 3-act sequences depicting both familiar and novel events. They …
Episodic memory in 16- and 20-month-old children: Specifics are generalized but not forgotten
Three experiments tested (a) whether 1- to 2-year-olds generalize their knowledge of events to new instantiations and (b) one possible mechanism by which generalization is accomplished. In Experiment 1, 16- and 20-month-old children enacted 6 event sequences. One week later they were tested for delayed recall. At delayed testing the props used to enact one half of the events were replaced by novel, functionally equivalent props. Children in both …
Measures of linguistic and non-linguistic knowledge of objects in the second year
In comparing linguistic to non-linguistic categorization in children, researchers have typically considered children's ability to distinguish between classes from different superordinate categories. In this research we compared categorization of objects from basic level categories in both linguistic and non-linguistic domains. This study also added the additional control of using the same specific concepts in each domain. The sample consisted of …
What do infants recall of their lives? Memory for specific events by one- to two-year-olds
Sorting out language and level: Examining the relation between productive vocabulary and category differentiation
In two experiments we examined the relation between productive vocabulary and categorization at the basic and superordinate levels. Experiment 1 assessed categorization using a spontaneous object-manipulation task; Experiment 2 used a structured task employing 3 different levels of verbal support. In both experiments 24-month-old children participated in two sessions, with different levels of categorization tested at each session. Each child's pr…
When the Name Says it All: Preschoolers' Recognition and Use of the Gendered Nature of Common Proper Names
By the time they enter preschool children have acquired extensive knowledge of gender stereotypes. There has been little work on their use of this knowledge to make inferences about behavior; there is virtually no information as to how the explicitness of gender‐category information influences the reliability of inferences. In two experiments we tested 3‐112‐year‐old children's recognition and use of less‐than‐explicit, yet highly reliable, cues …
When the Name Says it All: Preschoolers' Recognition and Use of the Gendered Nature of Common Proper Names
Effects of language modality on preschoolers' recall of spatial-temporal sequences
Given the visual-spatial nature of American Sign Language (ASL), children acquiring this language may be expected to show facility in recall of spatial-temporal sequences that are arbitrarily ordered. Further, because the language provides experience with spatial-temporal sequences lacking props and themes, language-specific experience may generalize to support recall of non-linguistic sequences lacking these features. To test these suggestions, …
Planning ahead: Goal-directed problem solving by 2-year-olds
On tasks that require overcoming an obstacle along an existing path to a physically present goal, infants and very young children evince planning. In each of 3 experiments, the authors tested 21- and 27-month-olds' ability to construct a path to a mentally re-presented goal. Across experiments, the authors varied the number and type of cues to the solution provided. After exposure to the goal-state configuration of problems, both age groups showe…
Beyond the Bounds of Consciousness: Conceptual and Educational Implications
Getting explicit memory off the ground: Steps toward construction of a neuro-developmental account of changes in the first two years of life
A Longitudinal Study of Gendered Vocabulary and Communicative Action in Young Children
Development of children's vocabularies for gender-typed words and communicative actions was investigated longitudinally from 13 to 36 months and in a group of 9.5-month-olds. Vocabularies of gendered words were assessed using lists of adult-rated gender-typed words from the MacArthur-Bates Communicative Development Inventories (CDI; L. Fenson et al., 1994). At 24 to 36 months, girls' and boys' productive vocabularies contained more same-gender-ty…
When three is not a crowd: Mother-triplet interaction during individual memory conversations and group book reading
Consistency in maternal support and children's involvement in conversations was examined in this case study by observing the interaction of one mother and her triplet sons individually in conversations about past experiences and during group book reading. The mother demonstrated consistent use of elaborations and affirmations across memory conversations, but she varied in her use of utterances that gained the boys' involvement. Although the child…
Infants' ERP Responses to Novel and Familiar Stimuli Change Over Time: Implications for Novelty Detection and Memory
Detection of novelty is an important cognitive ability early in development, when infants must learn a great deal about their world. Work with adults has identified networks of brain areas involved in novelty detection; this study investigated electrophysiological correlates of detection of novelty and recognition of familiarity in 9‐month‐old infants, using event‐related potentials (ERPs). Infants were familiarized with an event in the laborator…
Predicting Individual Differences in Recall by Infants Born Preterm and Full Term
A heterogeneous sample of infants with preterm histories and infants born full term participated in a study of declarative memory and rate of encoding, as measured in an imitation task and an examining task, respectively. Here we report the comparisons of the performances of infants born very preterm (27-34 weeks gestation) and moderately preterm (35-37 weeks gestation) to infants born full term (38-41 weeks gestation) and tested at 12 months cor…
Coherence of Personal Narratives Across the Lifespan: A Multidimensional Model and Coding Method
Personal narratives are integral to autobiographical memory and to identity, with coherent personal narratives being linked to positive developmental outcomes across the lifespan. In this article, we review the theoretical and empirical literature that sets the stage for a new lifespan model of personal narrative coherence. This new model integrates context, chronology, and theme as essential dimensions of personal narrative coherence, each of wh…
Equal Learning Does Not Result in Equal Remembering: The Importance of Post-Encoding Processes
Explanations of variability in long-term recall typically appeal to encoding and/or retrieval processes. However, for well over a century, it has been apparent that for memory traces to be stored successfully, they must undergo a post-encoding process of stabilization and integration. Variability in post-encoding processes is thus a potential source of age-related and individual variance in long-term recall. We examined post-encoding variability …
Memory for One‐Time Experiences in the Second Year of Life: Implications for the Status of Episodic Memory
Memory based on a one‐time experience is an important element of its definition as “episodic.” Infants' memories for one‐time experiences over long delays are largely unexplored. Using elicited imitation, we tested 20‐ and 16‐month‐olds' (Experiment 1) and 13‐month‐olds' (Experiment 2) memories as a function of number of experiences and delay. Over 1 month, 20‐ and 16‐month‐olds remembered individual actions of one‐time events; 20‐month‐olds also…
Adults’ reports of their earliest memories: Consistency in events, ages, and narrative characteristics over time
Remembering the Times of Our Lives: Memory in Infancy and Beyond
The purpose of Remembering the Times of Our Lives: Memory in Infancy and Beyond is to trace the development from infancy through adulthood in the capacity to form, retain, and later retrieve autobiographical or personal memories. It is appropriate for scholars and researchers in the fields of cognitive psychology, memory, infancy, and human development
Short- and Long-term Memory during Infancy and Early Childhood across Cultures
Development of episodic and autobiographical memory: The importance of remembering forgetting
Productive extension of semantic memory in school-aged children: Relations with reading comprehension and deployment of cognitive resources
We investigated 7- to 10-year-old children's productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and integrated the information and used it to further extend their semantic knowledge, as evidenced by high levels…
Domain-specific anxiety relates to children’s math and spatial performance
Mathematical and spatial reasoning abilities during childhood predict later success in male-dominated science, technology, engineering, and math (STEM) disciplines, yet relatively little is known about the affective correlates of children's math and spatial performance or gender differences therein. In the present research, we assessed math and spatial anxiety in 394 elementary schoolchildren (ages 6 to 12 years) and investigated their relations …
Psychology (37 works) · Cognitive psychology (29 works) · Developmental psychology (29 works) · Cognition (18 works) · Child and Animal Learning Development (17 works) · Social Psychology (15 works) · Recall (14 works) · Identity, Memory, and Therapy (13 works) · Memory Processes and Influences (13 works) · Computer Science (12 works)