ΤΙΜΟΘΕΟΣ ΠΑΠΑΔΟΠΟΥΛΟΣ
ΠΑΠΑΔΟΠΟΥΛΟΣ ΤΙΜΟΘΕΟΣ
PAPADOPOULOS TIMOTHY
...
PROFESSOR
Department of Psychology
FEB 01 - Faculty of Economics and Management
University Campus
ΟΕΔ 01 B215
+35722892079
+35722895075
ucy.ac.cy/dir/en/component/comprofiler/userprofile/tpapadop

Προσωπικό Προφίλ

Ο Τιμόθεος Κ. Παπαδόπουλος, Ph.D., είναι Καθηγητής στο Τμήμα Ψυχολογίας στο Πανεπιστήμιο Κύπρου. Ολοκλήρωσε τις μεταπτυχιακές και διδακτορικές του σπουδές στο Πανεπιστήμιο της Αλμπέρτα του Καναδά στην Εκπαιδευτική Ψυχολογία, όπου εργάστηκε επίσης ως Ερευνητικός Συνεργάτης στο JP Das Developmental Disabilities Centre. Η ερευνητική και διδακτική του δραστηριότητα εστιάζεται στη μελέτη των ειδικών μαθησιακών δυσκολιών και της αντιμετώπισής τους και, συγκεκριμένα: (α) στις διάφορες διαστάσεις της αναγνωστικής ανάπτυξης και της δυσλεξίας (ανάπτυξη, γνωστικά προφίλ και παθολογία), (β) στα προβλήματα προσοχής (προσοχή, επιτελικές λειτουργίες, μηχανισμούς αναστολής, ταχύτητα επεξεργασίας) και (γ) στην ανάπτυξη γνωσιακών προγραμμάτων παρέμβασης μέσω της χρήσης ηλεκτρονικών μέσων και του διαδικτύου. Είναι κύριος ερευνητής ή συνεργάτης σε διάφορα διεθνή ερευνητικά προγράμματα που έχουν χρηματοδοτηθεί τόσο από διεθνείς όσο και εθνικούς οργανισμούς, όπως της Eυρωπαϊκής Ένωσης (EU Interreg, FP6 for Applied Research Projects, FP7 Infrastructure Funds, the COST ELN στο οποίο είναι ο Εθνικός Αντιπρόσωπος της Κύπρου ή Horizon 2020), του Καναδά (Social Sciences and Humanities Research Council-International Opportunities Funds) ή της Κύπρου (Ίδρυμα Προώθησης Έρευνας). Είναι επίσης ο Επικεφαλής Επιστημονικός Υπεύθυνος του υψηλού κύρους ΙΤΝ Ευρωπαϊκού Προγράμματος Neo-PRISM-C (2019-2023) με συνολικό προϋπολογισμό 4M€. Έχει εκδώσει σε συνεργασία 3 βιβλία, ενώ έχει δημοσιεύσει πάνω από 80 επιστημονικά άρθρα και κεφάλαια βιβλίων (βλ. http://store.elsevier.com/Cognition-Intelligence-and-Achievement/isbn-9780124103887/ για το πιο πρόσφατο βιβλίο από τις εκδόσεις Academic Press). Έχει διατελέσει Αντιπρόεδρος (2012-14) και Πρόεδρος (2014-2016) του Τμήματος Ψυχολογίας, Μέλος του Συμβουλίου της Σχολής Κοινωνικών Επιστημών και Επιστημών της Αγωγής (2012-2018) και Μέλος της Συγκλήτου (2014-2016). Ο Τιμόθεος Παπαδόπουλος έχει εργαστεί ως Eπισκέπτης Καθηγητής στα Πανεπιστήμια του Τρόμσο (Νορβηγία), Queen’s University (Καναδά), Sheffield (Ηνωμένο Βασίλειο), University of Jyväskylä (Φιλανδία), Πανεπιστήμιο Κρήτης (Ελλάδα) και University of Alberta (Καναδά) καθώς και στο Brain Imaging Center της Ουγγρικής Ακαδημίας Επιστημών (Ουγγαρία).
 
Γνωστικοί και γλωσσικοί παράγοντες αναγνωστικής ανάπτυξης και μοντέλα ανάγνωσης
Αναγνωστικές δυσκολίες, δυσλεξία και γνωστικά προγράμματα παρέμβασης
Γνωστική ανάπτυξη και επιτελικές λειτουργίες
Επιτελικές λειτουργίες παιδιών με προβλήματα προσοχής
Γνωστική παρέμβαση προβλημάτων προσοχής
 

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. (in press). Investigating orthographic processing in Greek using eye-tracking technology. Psychology: The Journal of the Hellenic Psychological Society.

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

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: The Journal of the Hellenic Psychological Society, 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.

Profile Information

Timothy C. Papadopoulos, Ph.D. is Professor at the Department of Psychology, University of Cyprus. He pursued his graduate studies at the University of Alberta, Canada in Educational Psychology, where he also worked as Research Associate at the JP Das Developmental Disabilities Centre. His research and teaching focus on the study of learning disabilities and their treatment and specifically on (a) all aspects of reading development and dyslexia (development, cognition, and pathology), (b) attention deficits (attention, executive functioning, inhibition, and processing speed) and (c) the development of web-based cognitive remedial programs. He leads or participates in the consortiums of international projects, funded by both international and national agencies from the European Union (Interreg, FP6 for Applied Research Projects, FP7 Infrastructure Funds, the COST ELN in which he serves as the National Coordinator or Horizon 2020), Canada (Social Sciences and Humanities Research Council-International Opportunities Funds) or Cyprus (Research Promotion Foundation). He is also the Project Coordinator of the prestigious Neo-PRISM-C ITN project, also funded by the EU (2019-2023), with a total budget of 4M€. He has co-authored 3 books and has published over 80 scientific articles and book chapters (see http://store.elsevier.com/Cognition-Intelligence-and-Achievement/isbn-9780124103887/ for the most recent book by Academic Press). He has served as Vice-Chair (2012-14) and Chair (2014-2016) of the Department of Psychology, Member of the Faculty Board of Social Sciences and Education (2012-2018), and Member of the University Senate (2014-2016). Timothy Papadopoulos has been Visiting Professor at the University of Tromsø (Norway), Queen’s University (Canada), University of Sheffield (UK), University of Jyväskylä (Finland), University of Crete (Hellas), University of Alberta (Canada), and the Brain Imaging Center of the Hungarian Academy of Sciences (Hungary).
 
Cognitive Skills Underpinning Reading Development
Reading Difficulties, Dyslexia, and Remediation
Cognitive Development and Cognitive Planning
Executive Functions in Children with ADHD
Cognitive Remediation of Attention Deficits
 

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. (in press). Investigating orthographic processing in Greek using eye-tracking technology. Psychology: The Journal of the Hellenic Psychological Society.

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

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: The Journal of the Hellenic Psychological Society20, 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.