Κατάλογος Προσωπικού

ΤΙΜΟΘΕΟΣ ΠΑΠΑΔΟΠΟΥΛΟΣ

PAPADOPOULOS TIMOTHY
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ΚΑΘΗΓΗΤΗΣ/ΡΙΑ
Τμήμα Ψυχολογίας
ΟΕΔ 01 - Σχολή Οικονομικών Επιστημών και Διοίκησης, ΟΕΔ 01 B215
Πανεπιστημιούπολη
Ο Τιμόθεος Κ. Παπαδόπουλος, Ph.D., είναι Καθηγητής στο Τμήμα Ψυχολογίας στο Πανεπιστήμιο Κύπρου και ιδρυτικό μέλος του Κέντρου Εφαρμοσμένης Νευροεπιστήμης. Ολοκλήρωσε τις μεταπτυχιακές και διδακτορικές του σπουδές στο Πανεπιστήμιο της Αλμπέρτα του Καναδά στην Εκπαιδευτική Ψυχολογία, όπου εργάστηκε και ως Ερευνητικός Συνεργάτης στο JP Das Developmental Disabilities Centre. Η ερευνητική του δραστηριότητα στοχεύει στην κατανόηση των νευροαναπτυξιακών διαταραχών και της αντιμετώπισής τους και συγκεκριμένα: (α) στους διάφορους παράγοντες, προστατευτικούς και επικινδυνότητας, των ειδικών αναγνωστικών δυσκολιών μελετώντας θέματα ανάπτυξης, γνωστικών προφίλ και νευροφυσιολογίας, (β) σε αντίστοιχους παράγοντες της διαταραχής ελλειμματικής προσοχής με ή χωρίς υπερκινητικότητα (προσοχή, επιτελικές λειτουργίες, μηχανισμούς αναστολής, ταχύτητα επεξεργασίας) και (γ) στον έλεγχο γνωσιακών προγραμμάτων παρέμβασης μέσω της χρήσης ηλεκτρονικών μέσων και του διαδικτύου. Είναι κύριος ερευνητής ή συνεργάτης σε διεθνή ερευνητικά προγράμματα, συνολικού ύψους 10.5€ εκατ. που έχουν χρηματοδοτηθεί τόσο από διεθνείς όσο και εθνικούς οργανισμούς, όπως της Eυρωπαϊκής Ένωσης (EU Interreg, FP6 for Applied Research Projects, FP7 Infrastructure Funds, COST ELN και COST MultiplEYE στα οποία είναι ο Εθνικός Αντιπρόσωπος της Κύπρου ή Horizon 2020 και Horizon Europe), του Καναδά (Social Sciences and Humanities Research Council) ή της Κύπρου (Ίδρυμα Έρευνας και Καινοτομίας). Είναι επίσης ο Επικεφαλής Επιστημονικός Υπεύθυνος του υψηλού κύρους MSCA ΙΤΝ Ευρωπαϊκού Προγράμματος Neo-PRISM-C (2019-2023) με συνολικό προϋπολογισμό 4M€, http://www.neoprismc.org/. Έχει εκδώσει σε συνεργασία 3 βιβλία, ενώ έχει δημοσιεύσει πάνω από 120 επιστημονικά άρθρα και κεφάλαια βιβλίων. Εργασίες του έχουν βραβευθεί από επιστημονικούς συνδέσμους (όπως τον Αμερικανικό Σύνδεσμο Ψυχολογίας - American Psychological Association), βιβλιογραφικές βάσεις δεδομένων (όπως τη Scopus), ή επιστημονικούς εκδοτικούς οίκους (όπως τον Elsevier). Έχει διατελέσει Αντιπρόεδρος (2012-14) και Πρόεδρος (2014-2016) του Τμήματος Ψυχολογίας, Μέλος του Συμβουλίου της Σχολής Κοινωνικών Επιστημών και Επιστημών της Αγωγής (2012-2022) και Μέλος της Συγκλήτου του Πανεπιστημίου Κύπρου (2014-2016). Έχει εργαστεί ως Eπισκέπτης Καθηγητής στα Πανεπιστήμια του Τρόμσο (Νορβηγία), Queen’s University (Καναδά), McMaster University (Καναδά), St. John's University (NY, H.Π.Α.), Sheffield (Ηνωμένο Βασίλειο), University of Jyväskylä (Φιλανδία), Beijing Normal University and East China Normal University (China), Πανεπιστήμιο Κρήτης (Ελλάδα) και University of Alberta (Καναδά) καθώς και στο Brain Imaging Center της Ουγγρικής Ακαδημίας Επιστημών (Ουγγαρία). Το Ίδρυμα Έρευνας και Καινοτομίας Κύπρου απένειμε στον Καθηγητή Παπαδόπουλο το Βραβείο του "Διακεκριμένου Ερευνητή Έρευνας και Καινοτομίας" της Κύπρου το 2019. To 2024, ο Καθηγητής Παπαδόπουλος εξελέγη Μέλος (Fellow) της Διεθνούς Ακαδημίας για την Έρευνα στις Μαθησιακές Δυσκολίες (International Academy for Research in Learning Disabilities, IARLD) σε αναγνώριση της σημαντικής συμβολής του στη μελέτη των μαθησιακών δυσκολιών.
 
Νευροαναπτυξιακές Διαταραχές
Βέλτιστοι Προγνωστικοί Παράγοντες και Παράγοντες Κινδύνου για την Ανάπτυξη του Παιδιού
Ειδικές Μαθησιακές Δυσκολίες και Γνωστικά Προγράμματα Παρέμβασης
Νευρογνωστική Ανάπτυξη και Επιτελικές Λειτουργίες
Επιτελικές Λειτουργίες Παιδιών με Διαταραχή Ελλειματικής Προσοχής
Γνωστική Παρέμβαση της Διαταραχής Ελλειματικής Προσοχής
Για περισσότερες πληροφορίες: http://www.neoprismc.org/ 
 
Yeratziotis, A., Fotiadis, T., Achilleos, A., Savvides, S., Mettouris, C., Christoforou, C., Arailoudi, A., Mytides, A., Papadopoulos, G. A., & Papadopoulos, T. C. (in press). A game-based cognitive intervention for young learners with reading difficulties. SN Computer Science.
 
Demetriou, A., Spanoudis, G., & Papadopoulos, T. C. (in press). The typical and atypical developing mind: A common model. Development and Psychopathology
 
Christoforou, C., Theodorou, M., Fella, A., & Papadopoulos, T. C. (2023). Phonological ability and neural congruency: Phonological loop or more? Clinical Neurophysiology, 156, 228-241.
 

Fella, A., Loizou, M., Christoforou, C., & Papadopoulos, T.C. (2023). Eye movement evidence for simultaneous cognitive processing in reading. Children, 10, 1855. 

Christoforou, C., Ktisti, C., Richardson, U., & Papadopoulos, T. C. (2023). Microgenetic analysis of reading remediation: A novel computational framework. Advances in Cognitive Psychology, 19, 297-315.

Papadopoulos, T. C., Panayiotou, G., & the Neo-PRISM-C Consortium (2023). The Neo-PRISM-C Final Conference. European Journal of Psychology Open, 82, 129-141.

Christoforou, C. Theodorou, M., Fella, A., Papadopoulos, T. C. (2023). RAN-related neural-congruency: A machine learning approach towards studying the neural underpinnings of naming speed.  Frontiers in Psychology14, 1076501.

Fella, A., Christoforou, C., & Papadopoulos, T. C. (2023). Mapping the gaze of poor and good readers in a consistent orthography: Evidence from reading-level match design. In M. Sofologi, G.A. Kougioumtzis, & C. Koundourou (Eds.), Perspectives of cognitive, psychosocial, and learning difficulties from childhood to adulthood: Practical counselling strategies. Hershey, PA: IGI Global.
 

Papadopoulos, T. C. (2023). New directions in the study of neurodevelopmental disorders. International Journal for Research in Learning Disabilities, 6, 3-13.

Fella, A., Christoforou, C., Loizou, M., & Papadopoulos, T. C. (2023). Investigating the relationship between phonological awareness and reading using event-related potentials. Psychology, 27, 79-97.

Kuperman, V., Siegelman, N., Schroeder, S., Acartürk, C., Alexeeva, S., Amenta, S., Bertram, R., Bonandrini, R., Brysbaert, M., Chernova, D., Da Fonseca, S. M., Dirix, N., Duyck, W., Fella, A., Frost, R., Gattei, C. A., Kalaitzi, A., Lõo, K., Marelli, M., Nisbet, K., Papadopoulos, T. C., Protopapas, A., Savo, S., Shalom, D. E., Slioussar, N., Stein, R., Sui, L., Taboh, A., Tønnesen, V., & Usal, K. A. (2023). Text reading in English as a second language: Evidence from the Multilingual Eye-Movements Corpus (MECO). Studies in Second Language Acquisition, 45, 3-37.

Christoforou, C., Papadopoulos, T. C., & Theodorou, M. (2022). Toward the study of the neural-underpinnings of dyslexia during final-phoneme elision: A machine learning approach. Brain Informatics, LNAI 13406, 74-85.

Siegelman, N., Schroeder, S., Acartürk, C., Ahn, H. D., Alexeeva, S., Amenta, S., Bertram, R., Bonandrini, R., Brysbaert, M., Chernova, D., Da Fonseca, S. M., Dirix, N., Duyck, W., Fella, A., Frost, R., Gattei, C. A., Kalaitzi, A., Kwon, N., Lõo, K., Marelli, M., Papadopoulos, T. C., Protopapas, A., Savo, S., Shalom, D. E., Slioussar, N., Stein, R., Sui, L., Taboh, A., Tønnesen, V., Usal, K. A., & Kuperman, V. (2022). Expanding horizons of cross-linguistic research on reading: The Multilingual Eye-movement Corpus (MECO). Behavior Research Methods, 54, 2843-2863.

Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu, O.,…Gerdzhikova, N. (2022). Teaching and learning in a multilingual Europe: Findings from a cross-European study. European Journal of Psychology of Education, 37, 293-320.

Papadopoulos, T. C., Csépe, V. Aro, M., Caravolas, M., Diakidoy, I. A., Olive, T., & (2021). Methodological issues in literacy research across languages: Evidence from alphabetic orthographies. Reading Research Quarterly, 56, S351-S370.

Christoforou, C., Fella, A., Leppänen, P. H. T., Georgiou, G. K., & Papadopoulos, T. C. (2021). Fixation-related potentials in naming speed: A combined EEG and eye-tracking study on children with dyslexia. Clinical Neurophysiology, 132, 2798-2807.

Tentolouri, E., & Papadopoulos, T. C. (2021). The possible impact of COVID-19 confinement measures on children and adolescents. Psychology, 26, 126-143.

Georgiou, G. K., Inoue, T., Papadopoulos, T. C., & Parrila, R. K. (2021). Examining the growth trajectories and cognitive predictors of reading in a consistent orthography: Evidence from a 10-year longitudinal study. Applied Psycholinguistics, 42, 1287-1311.

Christoforou, C., Papadopoulos, T. C., & Theodorou, M. (2021). Single-trial FRPs: A machine learning approach towards the study of the neural underpinning of reading disorders. Proceedings of the 34th International FLAIRS Conference, USA.

Papadopoulos, T. C., Spanoudis, G., Ktisti, C., Fella, A. (2021). Precocious readers: A cognitive or a linguistic advantage? European Journal of Psychology of Education, 36, 63-90.

Knudsen, H. B. S., Donau, P. S., Mifsud, C., Papadopoulos, T. C., & Dockrell, J. (2021). Multilingual Classrooms: Danish teachers’ practices, beliefs, and attitudes. Scandinavian Journal of Educational Research, 65, 767-782.

Papadopoulos, T. C., Spanoudis, G., & Chatzoudi, D. (2020). A longitudinal investigation of the double dissociation between reading and spelling deficits: The role of linguistic and executive function skills. Reading & Writing, 33, 1075-1104.

Parrila, R. K., Georgiou, G. K., & Papadopoulos, T. C. (2020). Dyslexia in a consistent orthography: Evidence from reading-level match design. Dyslexia, 26, 343-358.

Papadopoulos, T. C., Georgiou, G. K., & Apostolou, T. (2020). The role of distal and proximal cognitive processes in word reading fluency in Greek. In R. Alves, T. Limpo, & M. Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (pp. 171-184). Cham, Switzerland: Springer.

Spanoudis, G., Papadopoulos, T. C., & Spyrou, S. (2019). Specific language impairment and reading disability: Categorical distinction or continuum? Journal of Learning Disabilities, 52, 3-14.

Papadopoulos, T. C., Georgiou, G. K., Deng, C., & Das, J. P. (2018). The structure of speed of processing across cultures. Advances in Cognitive Psychology, 14, 112-125. 

Fella, A., & Papadopoulos, T. C. (2018). Investigating orthographic processing in Greek using eye-tracking technology. Psychology, 23, 183-202.

Christoforou, C., Papadopoulos, T. C., Constantinidou, F., & Theodorou, M. (2017). Your brain on the movies: A computational approach for predicting box-office performance from viewer's brain responses to movie trailers. Frontiers in Neuroinformatics, 11, 72

Papadopoulos, T. C., Spanoudis, G., & Georgiou, G. K. (2016). How is RAN related to reading fluency? A comprehensive examination of the prominent theoretical accounts. Frontiers in Psychology, 7, 1217.

Georgiou, G. K., Parrila, R. K., & Papadopoulos, T. C. (2016). The anatomy of the RAN-reading relationship. Reading and Writing, 29, 1793-1815. 

Papadopoulos, T. C., Parrila, R. K., & Kirby, J. R. (Eds.) (2015). Cognition, intelligence, and achievement. San Diego, CA: Academic Press.

Papadopoulos, T. C., Ktisti, C., Christoforou, C., & Loizou, M. (2015). Cognitive and linguistic dynamics of reading remediation. In T. C. Papadopoulos, R. K. Parrila, & J. R. Kirby (Eds.), Cognition, intelligence, and achievement (pp. 311-343). San Diego, CA: Academic Press.

Papadopoulos, T. C., & Kendeou, P., & Shiakalli, M. (2014). Reading comprehension tests and poor comprehenders: Do different processing demands mean different profiles? Topics in Cognitive Psychology, 114, 725-753. 

Georgiou, G. K., Papadopoulos, T. C., & Kaizer, E. (2014). Different RAN components relate to reading at different points in time. Reading and Writing, 27, 1379-1394.

Spanoudis, G., & Papadopoulos, T. C. (2013). Theory of mind and specific language impairments in school children. Psychology, 20, 266-284. 

Papadopoulos, T. C. (2013). PASS theory of intelligence in Greek: A review. Preschool and Primary Education, 1, 41-66.

Georgiou, G. K., Parrila, R. K., Cui, Y., & Papadopoulos, T. C. (2013). Why is rapid automatized naming related to reading? Journal of Experimental Child Psychology, 115, 218-225. [Ranked among the Top 5 Most Cited Articles in Scopus, 2014-2016]

Kendeou, P., Papadopoulos, T. C., & Kotzapoulou, M. (2013). Evidence for the early emergence of the Simple View of Reading in a transparent orthography. Reading and Writing, 26, 189-204.

Papadopoulos, T. C., Kendeou, P., & Spanoudis, G. (2012). Investigating the factor structure and measurement invariance of phonological abilities in a sufficiently transparent language. Journal of Educational Psychology, 104, 321-336.

Papadopoulos, T. C., Georgiou, G. K., & Parrila, R. K. (2012). Low-level deficits in beat perception: Neither necessary nor sufficient for explaining developmental dyslexia in a consistent orthography. Research in Developmental Disabilities, 33, 1841-1856.

Georgiou, G. K., Papadopoulos, T. C., Fella, A., & Parrila, R. K. (2012). Rapid naming speed components and reading development in a consistent orthography. Journal of Experimental Child Psychology, 112, 1-17.

Kendeou, P., Papadopoulos T. C., & Spanoudis, G. (2012). Processing demands of reading comprehension tests in young readers. Learning and Instruction, 22, 354-367. [Ranked among the Top 9 Most Cited Articles in Scopus, 2014]

Georgiou, G. K., Papadopoulos, T. C., Zarouna, E. & Parrila, R. K. (2012). Are auditory and visual processing deficits related to developmental dyslexia? Dyslexia, 18, 110-129.

Kendeou, P., & Papadopoulos, T. C. (2012). The use of CBM-Maze in Greek: A closer look at what it measures. In C. A. Espin, K. L. McMaster, S. Rose, & M. M. Wayman (Eds.), A measure of success: The influence of Curriculum-Based Measurement on education (pp. 329-339). Minneapolis, MN: University of Minnesota Press.

Georgiou, G. K., Protopapas, A., Papadopoulos, T. C., Skaloumpakas, C., & Parrila, R. K. (2010). Auditory temporal processing and dyslexia in an orthographically consistent language. Cortex, 46, 1330-1344.

Papadopoulos, T. C. & Kendeou, P. (2010). Is there a remedy for reading difficulties? A comparison of two theory-driven programs. Psychological Science (Chinese), 33, 1299-1306.

Papadopoulos T. C., Georgiou, G. K., & Kendeou, P. (2009). Investigating the Double-Deficit Hypothesis in Greek: Findings from a longitudinal study. Journal of Learning Disabilities, 42, 528-547.

Papadopoulos T. C., Spanoudis, G., & Kendeou, P. (2009). The dimensionality of phonological abilities in Greek. Reading Research Quarterly, 44, 127-143.

Papadopoulos, T. C., Georgiou, G. K., & Douklias, S. (2009). Modeling of dyslexia: Is a unitary model of dyslexia possible? In H. D. Friedman and P. K. Revera (Eds.), Abnormal Psychology: New Research (pp. 47-81). Hauppauge, NY: Nova Science Publishers.

Georgiou, G. K., Parrila, R. K., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency in English and Greek: A cross-linguistic comparison. Journal of Educational Psychology, 100, 566-580.

Papadopoulos, T. C., Panayiotou, G., Spanoudis, G., & Natsopoulos, D., (2005). Evidence of poor planning skills in children with attention deficits. Journal of Abnormal Child Psychology, 33, 611-623. [APA ARTICLE AWARD; 2006]

Demetriou, A. & Papadopoulos, T. C. (2004). Human Intelligence: From local models to universal theory. In R. J. Sternberg (Ed.), International Handbook of Intelligence (pp. 445-474). Cambridge University Press.

Papadopoulos, T. C., Charalambous, A., Kanari, A., & Loizou, M. (2004). Kindergarten intervention for dyslexia: The PREP remediation in Greek. European Journal of Psychology of Education, 19, 79-105.

Papadopoulos, T. C., Das, J. P., Parrila, R. K., & Kirby, J. R. (2003). Children at-risk for developing reading difficulties: A remediation study. School Psychology International, 24, 340-366.

Papadopoulos, T. C. (2002b). The impact of inclusion policy on school psychology practices: The Cypriot reality. Educational and Child Psychology, 19, 33-45.

Papadopoulos, T. C., Das, J. P., Kodero, N. H., & Solomon, V. (2002). Assessment of attention in school children: Teachers’ ratings related to tests of attention. European Journal of Special Needs Education, 17, 1-18.

Papadopoulos, T. C. (2001b). Phonological and cognitive correlates of word-reading acquisition under two different instructional approaches. European Journal of Psychology of Education, 16, 549-567.