Jennifer Bruder

Jennifer Bruder

Associate Dean, Research
Associate Teaching Professor, Psychology

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Jennifer Bruder is an associate teaching professor of psychology at Carnegie Mellon University in Qatar where she teaches a variety of courses related to cognition, neurobiology, and research methods. Her current research interests include two vastly different topics: the first pertains to neurodevelopmental disorders, such as autism and dyslexia, and the second revolves around efforts to characterize and describe the issues important to environmental and sustainable psychology in Qatar and the Gulf region.


Ph.D. Dr. Hum. Biol., Developmental Neuro-Cognitive Psychology, Department of Adolescent and Child Psychiatry, University of Munich, Munich, Germany

M.Sc., Neuro-Cognitive Psychology, Elite Network Bavaria, Department of Experimental Psychology, University of Munich, Munich, Germany

B.Sc., Psychology. University of Lethbridge, Alberta, Canada

Area Of Expertise

Cognitive Psychology
Environmental Psychology
Sustainable Psychology
Neurodevelopmental disorders:

  • Dyslexia
  • Autism
  • ADHD
  • Dyscalculia

Language Processing related to functional neuroanatomy and EEG correlates

Research Keywords

environmental psychology, sustainable psychology, culture and cognition, dyslexia, autism, dyscalculia, ADHD, developmental disorders, EEG


Wachinger C, Volkmer S, Bublath K, Bruder J, Bartling J, & Schulte- Körne G. (2018). Does the late positive component reflect successful reading acquisition? A longitudinal ERP study. Neuroimage: Clinical,      17, 232-240

Becker J, … Schumacher J. (2014). Genetic analysis of dyslexia candidate genes in the European cross-linguistic
NeuroDys cohort. European Journal of Human Genetics, 22 (5), 675-680

Hasko S, Groth K, Bruder J, Bartling J & Schulte-Körne G. (2014). What does the brain of children with developmental dyslexia tell us about reading improvement? ERP evidence from an intervention study. Frontiers in Human Neuroscience, 8, 441

Moll K, Ramus F, Bartling J, Bruder J, … Landerl K. (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29, 65-77

Moll K, Kunze S, Neuhoff N, Bruder J, & Schulte-Körne G. (2014). Specific learning disorder: Prevalence and gender differences. Plos 1,

Groth K, Hasko S, Bruder J, Kunze S & Schulte-Körne G. (2013) Interventionseffekte bei Lese-Rechtschreibstörung: Evaluation von zwei Förderkonzepte unter besondere Betrachtung methodischer Aspekte. Lernen und Lernstörungen, 2, 161-175

Hasko S, Groth K, Bruder J, Bartling J, & Schulte-Körne, G. (2013). The time course of reading processes in children with and without dyslexia: An ERP study. Frontiers in Human Neuroscience, 7, 570

Lohvansuu K, … Leppannen P. (2013). Separating mismatch negativity (MMN) response from auditory obligatory brain responses in school-aged children. Psychophysiology, 50, 640-652.

Bruder J, Ise E,  Rückert E & Schulte-Körne G.  (2012). Spelling disability: Neurophysiological correlates and intervention. In Breznitz Z, Berninger V & Rubinsten O. (Eds). Listening to many voices: Reading, writing,math and the brain. Springer

Hasko S, Bruder J, Bartling J & Schulte-Körne G. (2012) N300 indexes deficient connectivity between phonological and orthographical lexicons in children with dyslexia. Neuropsychologia, 50 (5), 640-54

Huang M, Hasko S, Schulte-Körne G & Bruder J. (2012). Automatic integration of auditory and visual information is not simultaneous in Chinese. Neuroscience Letters,

Landerl K, et al…. Schulte-Körne G. (2012). Predictors of developmental dyslexia in European orthographies with varying complexity. The Journal of Child Psychology and Pyschiatry, 54: 686–694. doi:10.1111/jcpp.12029

Neuhoff N, Bruder J, Bartling J, Warnke A, Remschmidt H, Müller-Myhsok B & Schulte-Körne G. (2012). Evidence for the late MMN as a neurophysiological endophenotype for dyslexia. PloS One, 7 (5):e34909

Bruder J,  Leppänen PH, Bartling J, Csépe V, Démonet JF & Schulte-Körne G. (2011). Children with dyslexia reveal abnormal native language representations: Evidence from a study of mismatch negativity. Psychophysiology, 48 (8), 1107-18

Bruder J, Bartling J, Csépe V, Démonet JF, Leppänen PH & Schulte-Körne G. (2011). An investigation of prototypical and atypical within-category vowels and non-speech analogues on cortical auditory evoked related potentials (AERPs) in 9 year old children. International Journal of Psychophysiology, 79 (2), 106-117

Czamara D, Bruder J, Becker J, Bartling J, Hoffmann P, Ludwig KU, Müller-Myhsok B & Schulte-Körne G. (2011). Association of a rare variant with mismatch negativity in a region between KIAA0319 and DCDC2 in dyslexia. Behavior Genetics, 41 (1), 110-119

Großheinrich N, Kademann S, Bruder J, Bartling J & Suchodoletz Wv. (2010). Auditory sensory memory and  language abilities in former late talkers: A mismatch negativity study. Psychophysiology, 47, 822-830

Schulte-Körne G & Bruder J. (2010). Clinical neurophysiology of visual and auditory processing in dyslexia: A review. Clinical Neurophysiology, 121, 1794-1809

Ludwig KU, Roeske D, Herms S, Schumacher J, Warnke A, Plume E, Neuhoff N, Bruder J, Remschmidt H, Schulte-Körne G, Müller-Myhsok B, Nöthen MM & Hoffmann P. (2010). Variation in GRIN2B contributes to weak performance in verbal short-term memory in children with dyslexia. American Journal of Medical Genetics Part B (Neuropsychiatric Genetics), 153B (2), 503-511

Roeske D, Ludwig KU, Neuhoff N, Bruder J, Becker J, Warnke A, Remschmidt H, Bartling J, Hoffmann P, Müller-Myhsok B, Nöthen MM & Schulte-Körne G. (2009). First genome-wide association scan on neurophysiological endophenotypes points to trans-regulation-effects on SLC2A3 in dyslexic children. Molecular Psychiatry, 16 (1), 97-107

Gramann K, Bruder J & Deubel H. (2009). Eye-movements during navigation in a virtual tunnel. InternationalJournal of Neuroscience, 119 (10), 1755-1178 

Bruder J, Vetter C, Groth K, Beraldi A & Fast K. (2008). False memories of emotional and neutral words.Behavioural Neurology; 19 (1-2), 7-11

Schulte-Körne G, Ludwig KU, Bruder J, Nöthen MM, Müller-Myhsok B & Hoffmann P. (2007). Genetics and Neuroscience in dyslexia: Perspectives for education and remediation. Mind, Brain and Education; 1(4),162-172

Courses Taught

CMU-Q: Psychology Courses Ongoing and Current

85211 Cognitive Psychology
85219 Biological Foundations of Behavior
85310 Research Methods in Cognitive Psychology
85406 Autism: Psychological and Neuroscience Perspectives
85414 Cognitive Neuropsychology

Courses Co-Taught at CMU-Q

03363 (Biology) Systems Neuroscience (Spring 2020)
79465 (History) Arts in Qatar (Spring 2020)
99275 (University Wide Studies) re(Charge) (Summer 2019)

Other Courses Previously Taught

Functional Neuroanatomy
The Neuroscience of Belief
Learning Disorders
Developmental Disorders
Dyslexia, Dyscalculia and ADHD