PAPADOPOULOS TIMOTHY

TIMOTHY PAPADOPOULOS

+35722892079

...

Position

PROFESSOR

Entity

Department of Psychology

Building/ Office

FEB 01 - Faculty of Economics and Management, ΟΕΔ 01 B215

Address

University Campus

ucy.ac.cy/dir/en/component/comprofiler/userprofile/tpapadop

Timothy C. Papadopoulos, Ph.D., is a Professor at the Department of Psychology, University of Cyprus, and a founding member of the Center for Applied Neuroscience. He pursued his graduate studies in Educational Psychology at the University of Alberta, Canada, where he also worked as a Research Associate at the JP Das Developmental Disabilities Centre. His research aims to understand neurodevelopmental disorders and their treatment, specifically (a) various optimal and protective factors for specific learning disorders, focusing on development, cognitive profiles, and neurophysiology, (b) similar components for attention deficit hyperactivity disorder (attention, executive functioning, inhibition, and processing speed) and (c) the effects of web-based cognitive remedial programs. He has led or participated in the consortiums of international projects funded by both international and national agencies from the European Union (EU Interreg, FP6 for Applied Research Projects, FP7 Infrastructure Funds, COST ELN και COST MultiplEYE in which he served as the National Coordinator or Horizon 2020 and Horizon Europe), Canada (Social Sciences and Humanities Research Council) or Cyprus (Research & Innovation Foundation). He is the Project Coordinator of the Neo-PRISM-C ITN MSCA project, also funded by the EU (2019-2023), with a total budget of 4M€, http://www.neoprismc.org/. He has co-authored 3 books and has published over 120 scientific articles and book chapters. His work has received awards from scientific organizations (such as the American Psychological Association), citation databases (such as Scopus), and scientific publishers (such as Elsevier). He has served as Vice-Chair (2012-14) and Chair (2014-2016) of the Department of Psychology, a Member of the Faculty Board of Social Sciences and Education (2012-2022), and a Member of the University Senate (2014-2016). He has been a Visiting Professor at the University of Tromsø (Norway), Queen’s University (Canada), McMaster University (Canada), St. John’s University (NY, USA), University of Sheffield (UK), University of Jyväskylä (Finland), Beijing Normal University and East China Normal University (China), University of Crete (Hellas), University of Alberta (Canada), and the Brain Imaging Center of the Hungarian Academy of Sciences (Hungary). The Cyprus Research and Innovation Foundation bestowed Prof. Papadopoulos the Distinguished Researcher Cyprus Research and Innovation Award in 2019.

Neurodevelopmental Disorders

Optimal Predictors and Risk Factors for Child Development

Specific Learning Disabilities and Remediation

Neurocognitive Development and Cognitive Planning

Executive Functions in Children with ADHD

Cognitive Remediation of Attention Deficits

For more information: http://www.neoprismc.org/

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 Psychology, 14, 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.