Jacqueline Bruce, Ph.D.

Research Scientist
Oregon Social Learning Center

Active Research Projects

Primary Research and Clinical Interests

Dr. Bruce received her Ph.D. in Child Clinical Psychology from the University of Minnesota in 2005 and has been a Research Scientist at the Oregon Social Learning Center since 2009. Her program of research focuses on the impact of early adverse experiences (e.g., child maltreatment and multiple caregiver transitions) on the development of young children. She is particularly interested in the development of behavioral regulation (or the ability to voluntarily regulate one’s behavior to meet the demands of the situation) and the underlying neural systems. She has been the principal investigator or co-investigator on a number of longitudinal studies involving the collection of behavioral and neurobiological measures, including event-related potential (ERP), event-related functional magnetic resonance imaging (fMRI), salivary cortisol, and autonomic cardiac data, with at-risk developmental populations, such as maltreated toddlers and preschoolers in foster care, kindergarteners with developmental disabilities, and maltreated adolescents living with their biological parents. Currently, Dr. Bruce is the principal investigator on a study designed to investigate the effects of early adverse experiences and the cognitive processes underlying behavioral regulation on alcohol use in maltreated adolescents and nonmaltreated adolescents.

Selected Publications

  • Bruce, J., Fisher, P. A., Graham, A. M., Moore, W. E., III, Peake, S. J., & Mannering, A. M. (2013). Patterns of brain activation in foster children and nonmaltreated children during an inhibitory control task. Development and Psychopathology, 25, 931-941

  • Bruce, J., Gunnar, M. R., Pears, K. C., & Fisher, P. A. (2013). Early adverse care, stress neurobiology, and prevention science: Lessons learned. Prevention Science, 14, 247-256.

  • Martin, C. G., Bruce, J., & Fisher, P. A. (2012). Racial and ethnic differences in diurnal cortisol rhythms in preadolescents: The role of parental psychosocial risk and monitoring. Hormones and Behavior, 61, 661-668.

  • Bruce, J., Fisher, P. A., Pears, K. C., & Levine, S. (2009). Morning cortisol levels in preschool-aged foster children: Differential effects of maltreatment type. Developmental Psychobiology, 51, 14-23.

  • Bruce, J., McDermott, J. M., Fisher, P. A., & Fox, N. A. (2009). Using behavioral and electrophysiological measures to assess the effects of a preventive intervention: A preliminary study with preschool-aged foster children. Prevention Science, 10, 129-140.

  • Bruce, J., Tarullo, A. R., & Gunnar, M. R. (2009). Disinhibited social behavior among internationally adopted children. Development and Psychopathology, 21, 157-171.

Recent Publications

  • Graham, A. M., Pears, K. C., Kim, H. K., Bruce, J., & Fisher, P. A. (2018). Effects of a school readiness intervention on hypothalamus–pituitary–adrenal axis functioning and school adjustment for children in foster care. Development and Psychopathology, 30(2), 651-664. doi:10.1017/S0954579417001171