- Doctor of Philosophy in Cognitive Science, Brown University, Providence, Rhode Island, USA, 1997
- Master of Science in Engineering, Brown University, Providence, Rhode Island, USA, 1995.
- Master of Science in Cognitive Science, Brown University, Providence, Rhode Island, USA, 1993.
- University degree, Department of Physics, University of Patras, Greece, 1991.
- Professor, Department of Special Needs Education, University of Oslo, since August 2016.
- Associate Professor of Cognitive Science, Department of Philosophy and History of Science, University of Athens, Greece, June 2010–July 2016.
- Principal Researcher, Institute for Language & Speech Processing. September 2000–June 2010.
- Visiting research scholar, Department of Cognitive & Neural Systems, Boston University. May–July 2005.
- Visiting research scholar, LRDC, Department of Psychology, University of Pittsburgh. February–April 2005.
- Software development consultant, Neuroscience Solutions Corporation (now PositScience corporation; San Francisco, California, USA). January–July 2004.
- Postdoctoral fellow, Institute for Language & Speech Processing. February 1999–August 2000.
- Research consultant, Scientific Learning Corporation (Berkeley, California, USA). January–December 1999.
- Operations Manager, Scientific Learning Corporation, May 1997–March 1998.
- Research scientist, Scientific Learning Corporation, July 1996–December 1998.
- SPED4400, SPED1100 and SNE4200 lectures on reading and dyslexia
- SNE4230 and SPED4010 lectures on statistics
- UV9323 doctoral seminar on learning and memory systems
- Previously I have taught undergraduate and graduate courses in cognitive science, cognitive psychology, phonetics, and cognitive neuroscience at the undergraduate and graduate level since 1999 in Greek Universities (see http://users.uoa.gr/~aprotopapas/CV/Protopapas-CV-EN.html).
Current research interests
I am primarily interested in understanding the development and cognitive mechanisms of word reading fluency, focusing on topics such as:
- rapid serial naming tasks as models of fluency
- implicit orthographic learning and visual word recognition
- cognitive skills specifically underlying fluent reading
- simultaneous cascaded processing of multiple elements in reading words and lists
- the eye-voice span and other eye-tracking measures as indexes of fluency
- lexical, sublexical, and practice effects on visual word recognition and lexical access
- relationships of word reading fluency with decoding and text comprehension
I am also interested in methodological issues including experimental design in behavioral and eye-tracking studies, statistical modeling and data analysis, measurement, and psychoeducational assessment.
- Current member of the Society for the Scientific Study of Reading (since 2005; voting member since 2007; board member 2011–2013) and Fellow of the Psychonomic Society (since 2018)
- Previously member of the American Psychological Association (1998–2018), and the Cognitive Science Society (1998–2018).
- Associate Editor of the Journal of Experimental Psychology: Human Perception and Performance (since 2019) and PLOS One (2019–2020).
- Member of the editorial board of Scientific Studies of Reading (since 2010) and Reading &Writing (since 2013).
International peer-reviewed journal publications prior to 2017
Protopapas, A., Panagaki, E., Andrikopoulou, A., Gutiérrez Palma, N., & Arvaniti, A. (2016). Priming stress patterns in word recognition. Journal of Experimental Psychology: Human Perception & Performance, 42, 11, 1739–1760. https://doi.org/10.1037/xhp0000259
Protopapas, A., Orfanidou, E., Taylor, J. S. H., Karavasilis, E., Kapnoula, E. C., Panagiotaropoulou, G., Velonakis, G., Poulou, L. S., Smyrnis, N., & Kelekis, D. (2016). Evaluating cognitive models of visual word recognition using fMRI: Effects of lexical and sublexical variables. NeuroImage, 128, 328–341. https://doi.org/10.1016/j.neuroimage.2016.01.013
Protopapas, A., & Kapnoula, E. C. (2016). Short-term and long-term effects on visual word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 4, 542–565. https://doi.org/10.1037/xlm0000191
Protopapas, A., Parrila, R., & Simos, P. G. (2016). In search of Matthew effects in reading. Journal of Learning Disabilities, 49, 5, 499–514. https://doi.org/10.1177/0022219414559974
Protopapas, A., Cheimariou, S., Economou, A., Kakavoulia, M., & Varlokosta, S. (2016). Functional categories related to verb inflection are not differentially impaired in Greek aphasia. Language and Cognition, 8, 1, 124–141. https://doi.org/10.1017/langcog.2014.46
Anastasiou, D., & Protopapas, A. (2015). Difficulties in lexical stress versus difficulties in segmental phonology among adolescents with dyslexia. Scientific Studies of Reading, 19, 31–50. https://doi.org/10.1080/10888438.2014.934452
Protopapas, A., Vlahou, E. L., Moirou, D., & Ziaka, L. (2014). Word reading practice reduces Stroop interference in children. Acta Psychologica, 148, 204–208. https://doi.org/10.1016/j.actpsy.2014.02.006
Protopapas, A. (2014). From temporal processing to developmental language disorders: Mind the gap. Philosophical Transactions of the Royal Society B: Biological Sciences 369, 1634, 20130090. https://doi.org/10.1098/rstb.2013.0090
Fotiadis, F. A., & Protopapas, A. (2014). The effect of newly trained verbal and nonverbal labels for the cues in probabilistic category learning. Memory and Cognition, 42, 1, 112–125. https://doi.org/10.3758/s13421-013-0350-5
Protopapas, A., Altani, A., & Georgiou, G. K. (2013). Development of serial processing in reading and rapid naming. Journal of Experimental Child Psychology, 116, 4, 914–929. https://doi.org/10.1016/j.jecp.2013.08.004
Protopapas, A., Altani, A., & Georgiou, G. K. (2013). RAN backward: A test of the visual scanning hypothesis. Scientific Studies of Reading, 17, 6, 453–461. https://doi.org/10.1080/10888438.2013.769556
Nikolinakos, D., Georgiadou, A., Protopapas, A., Tzavaras, A., & Potagas, C. (2013). A case of color-taste synesthesia. Neurocase, 19, 3, 282–294. https://doi.org/10.1080/13554794.2012.667123
Protopapas, A., Fakou, A., Drakopoulou, S., Skaloumbakas, C., & Mouzaki, A. (2013). What do spelling errors tell us? Classification and analysis of spelling errors made by Greek schoolchildren with and without dyslexia. Reading & Writing: An Interdisciplinary Journal, 26, 5, 615–646. https://doi.org/10.1007/s11145-012-9378-3
Protopapas, A., Mouzaki, A., Sideridis, G. D., Kotsolakou, A., & Simos, P. G. (2013). The role of vocabulary in the context of the simple view of reading. Reading & Writing Quarterly, 29, 2, 168–202. https://doi.org/10.1080/10573569.2013.758569
Protopapas, A., Tzakosta, M., Chalamandaris, A., & Tsiakoulis, P. (2012). IPLR: An online resource for Greek word-level and sublexical information. Language Resources & Evaluation, 46, 3, 449–459. https://doi.org/10.1007/s10579-010-9130-z
Vlahou, E., Protopapas, A., & Seitz, A. R. (2012). Implicit training of non-native speech stimuli. Journal of Experimental Psychology: General, 141, 2, 363–381. https://doi.org/10.1037/a0025014
Protopapas, A., Simos, P. G., Sideridis, G. D., & Mouzaki, A. (2012). The components of the simple view of reading: A confirmatory factor analysis. Reading Psychology, 33, 3, 217–240. https://doi.org/10.1080/02702711.2010.507626
Simos, P. G., Sideridis, G. D., Protopapas, A., & Mouzaki, A. (2011). Psychometric evaluation of a receptive vocabulary test for Greek elementary students. Assessment for Effective Intervention, 37, 1, 34–49. https://doi.org/10.1177/1534508411413254
Protopapas, A., Sideridis, G. D., Mouzaki, A., & Simos, P. G. (2011). Matthew effects in reading comprehension: myth or reality? Journal of Learning Disabilities, 44, 5, 402–420. https://doi.org/10.1177/0022219411417568
Georgiou, G. K., Protopapas. A., Papadopoulos, T. C., Skaloumbakas, C., & Parrila, R. (2010). Auditory temporal processing and dyslexia in an orthographically consistent language. Cortex, 46, 10, 1330–1344. https://doi.org/10.1016/j.cortex.2010.06.006
Seitz, A. R., Protopapas, A., Tsushima, Y., Vlahou, E. L., Gori, S., Grossberg, S., & Watanabe, T. (2010). Unattended exposure to components of speech sounds yields same benefits as explicit auditory training. Cognition, 115, 3, 432–443. https://doi.org/10.1016/j.cognition.2010.03.004
Protopapas, A., & Gerakaki, S. (2009). Development of processing stress diacritics in reading Greek. Scientific Studies of Reading, 13, 6, 453–483. https://doi.org/10.1080/10888430903034788
Protopapas, A., & Vlahou, E. L. (2009). A comparative quantitative analysis of Greek orthographic transparency. Behavior Research Methods, 41, 4, 991–1008. https://doi.org/10.3758/BRM.41.4.991
Protopapas, A., Skaloumbakas, C., & Bali, P. (2008). Validation of unsupervised computer-based screening for reading disability in the Greek elementary Grades 3 and 4. Learning Disabilities: A Contemporary Journal, 6, 1, 45–69.
Protopapas, A. (2007). CheckVocal: A program to facilitate checking the accuracy and response time of vocal responses from DMDX. Behavior Research Methods, 39, 4, 859–862. https://doi.org/10.3758/BF03192979
Protopapas, A., Gerakaki, S., & Alexandri, S. (2007). Sources of information for stress assignment in reading Greek. Applied Psycholinguistics, 28, 4, 695–720. https://doi.org/10.1017/S0142716407070373
Protopapas, A., Archonti, A., & Skaloumbakas, C. (2007). Reading ability is negatively related to Stroop interference. Cognitive Psychology, 54, 3, 251–282. https://doi.org/10.1016/j.cogpsych.2006.07.003
Protopapas, A., Sideridis, G. D., Simos, P. G., & Mouzaki, A. (2007). Development of lexical mediation in the relation between reading comprehension and word reading skills in Greek. Scientific Studies of Reading, 11, 3, 165–197. https://doi.org/10.1080/10888430701344322
Protopapas, A., & Skaloumbakas, C. (2007). Traditional and computer-based screening and diagnosis of reading disabilities in Greek. Journal of Learning Disabilities, 40, 1, 15–36. https://doi.org/10.1177/00222194070400010201
Protopapas, A., Gerakaki, S., & Alexandri, S. (2006). Lexical and default stress assignment in reading Greek. Journal of Research in Reading, 29, 4, 418–432. https://doi.org/10.1111/j.1467-9817.2006.00316.x
Sideridis, G. D., Mouzaki, A., Simos, P., & Protopapas, A. (2006). Classification of students with reading comprehension difficulties: The roles of motivation, affect, and psychopathology. Learning Disability Quarterly, 29, 3, 159–180. https://doi.org/10.2307/30035505
Varlokosta, S., Valeonti, N., Kakavoulia, M., Lazaridou, M., Economou, A., & Protopapas, A. (2006). The breakdown of functional categories in Greek aphasia: Evidence from agreement, tense and aspect. Aphasiology, 20, 8, 723–743. https://doi.org/10.1080/02687030500513703
Protopapas, A. (2006). On the use and usefulness of stress diacritics in reading Greek. Reading and Writing: An Interdisciplinary Journal, 19, 2, 171–198. https://doi.org/10.1007/s11145-005-4023-z
B. D. McCandliss, J. A. Fiez, A. Protopapas, M. Conway, & J. L. McClelland (2002). Success and failure in teaching the [r]-[l] contrast to Japanese adults: Tests of a Hebbian model of plasticity and stabilization of spoken language perception. Cognitive, Affective, and Behavioral Neuroscience, 2, 2, 89–108. https://doi.org/10.3758/CABN.2.2.89
R. M. Uchanski, A. E. Geers, & A. Protopapas (2002). The intelligibility of modified speech for young listeners with normal and impaired hearing. The Journal of Speech, Language, and Hearing Research, 45, 5, 1027–1038. https://doi.org/10.1044/1092-4388(2002/083)
E. Ahissar, S. Nagarajan, M. Ahissar, A. Protopapas, & M. M. Merzenich (2001). Speech comprehension is correlated with temporal response patterns recorded from auditory cortex. Proceedings of the National Academy of Sciences of the U.S.A., 98, 23, 13367–13372. https://doi.org/10.1073/pnas.201400998
R. A. Poldrack, E. Temple, A. Protopapas, S. Nagarajan, P. Tallal, M. M. Merzenich, & J. D. E. Gabrieli (2001). Relations between the neural bases of dynamic auditory processing and phonological processing: Evidence from fMRI. Journal of Cognitive Neuroscience, 13, 687–697. https://doi.org/10.1162/089892901750363235
E. Temple, J. D. E. Gabrieli, A. Protopapas, S. Nagarajan, T. Salz, P. Tallal, M. M. Merzenich, & R. A. Poldrack (2000). Disruption of the neural response to rapidly transient acoustic stimuli in dyslexia: Evidence from fMRI. Proceedings of the National Academy of Sciences of the U.S.A., 97, 25, 13907–13912. https://doi.org/10.1073/pnas.240461697
M. Ahissar, A. Protopapas, M. Reid, & M. M. Merzenich (2000). Auditory processing parallels reading abilities in adults. Proceedings of the National Academy of Sciences of the U.S.A., 97, 12, 6832–6837. https://doi.org/10.1073/pnas.97.12.6832
A. Protopapas (1999). Connectionist modeling of speech perception. Psychological Bulletin, 125, 4, 410–436. https://doi.org/10.1037/0033-2909.125.4.410
A. Protopapas, S. A. Finney, & P. D. Eimas (1999). Baseline conditions in structural induction: Comments on Pitt, Smith, & Klein (1998). Journal of Experimental Psychology: Human Perception and Performance, 25, 5, 1472–1475. https://doi.org/10.1037/0096-15126.96.36.1992
E. R. Pickett, E. Kuniholm, A. Protopapas, J. Friedman, & P. Lieberman (1998). Selective speech motor, syntax, and cognitive deficits associated with bilateral damage to the putamen and the head of the caudate nucleus: a case study. Neuropsychologia, 36, 2, 173–188. https://doi.org/10.1016/S0028-3932(97)00065-1
A. Protopapas & P. D. Eimas (1997). Perceptual differences in infant cries revealed by modifications of acoustic features. The Journal of the Acoustical Society of America, 102, 6, 3723–3734. https://doi.org/10.1121/1.420403
A. Protopapas & P. Lieberman (1997). Fundamental frequency of phonation and perceived emotional stress. The Journal of the Acoustical Society of America, 101, 4, 2267–2277. https://doi.org/10.1121/1.418247
S. A. Finney, A. Protopapas, & P. D. Eimas (1996). Attentional allocation to syllables in American English. Journal of Memory and Language, 35, 893–909. https://doi.org/10.1006/jmla.1996.0046
P. Lieberman, A. Protopapas, & B. G. Kanki (1995). Speech production and syntax comprehension deficits on Mt. Everest. Aviation, Space, and Environmental Medicine, 66, 857–864.
P. Lieberman, A. Protopapas, B. G.Kanki, E. Reed, & J. W.Youngs (1994). Cognitive defects at altitude. Nature, 372, 325. https://doi.org/10.1038/372325a0
Georgiou, George K; Cho, Jeung-Ryeul; Deng, Ciping; Altani, Angeliki; Romero, Sandra & Kim, Min-Young [Show all 9 contributors for this article] (2022). Cascaded processing in naming and reading: Evidence from Chinese and Korean. Journal of Experimental Child Psychology. ISSN 0022-0965. 220. doi: 10.1016/j.jecp.2022.105416. Full text in Research Archive
Kuperman, Victor; siegelman, noam; Schroeder, Sascha; Acartürk, Cengiz; Alexeeva, Svetlana & Amenta, Simona [Show all 30 contributors for this article] (2022). Text reading in English as a second language: Evidence from the Multilingual Eye-Movements Corpus. Studies in Second Language Acquisition. ISSN 0272-2631. doi: 10.1017/S0272263121000954. Full text in Research Archive
siegelman, noam; Schroeder, Sascha; Acartürk, Cengiz; Ahn, Hee-Don; Alexeeva, Svetlana & Amenta, Simona [Show all 31 contributors for this article] (2022). Expanding horizons of cross-linguistic research on reading: The Multilingual Eye-movement Corpus (MECO). Behavior Research Methods. ISSN 1554-351X. doi: 10.3758/s13428-021-01772-6. Full text in Research Archive
van Viersen, Sietske; Protopapas, Athanassios; Georgiou, George K; Parrila, Rauno; Ziaka, Laoura & de Jong, Peter F (2021). Lexicality Effects on Orthographic Learning in Beginning and Advanced Readers of Dutch: An Eye-tracking Study. Quarterly Journal of Experimental Psychology (QJEP). ISSN 1747-0218. doi: 10.1177/17470218211047420. Full text in Research Archive
Kuperman, Victor; Bar-On, Amalia; Bertram, Raymond; Boshra, Rober; Deutsch, Avital & Kyröläinen, Aki-Juhani [Show all 9 contributors for this article] (2021). Prevalence of spelling errors affects reading behavior across languages. Journal of experimental psychology. General. ISSN 0096-3445. doi: 10.1037/xge0001038. Full text in Research Archive
Diamanti, Vasiliki; Goulandris, Nata; Campbell, Ruth & Protopapas, Athanassios (2018). Dyslexia profiles across orthographies differing in transparency:An evaluation of theoretical predictions contrasting English and Greek. Scientific Studies of Reading. ISSN 1088-8438. 22(1), p. 55–69. doi: 10.1080/10888438.2017.1338291. Full text in Research Archive
Altani, Angeliki; Protopapas, Athanasios & Georgiou, George K (2017). The contribution of executive functions to naming digits, objects, and words. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-016-9666-4.
Diamanti, Vassiliki; Benaki, Argyro; Mouzaki, Angeliki; Ralli, Asimina; Antoniou, Faye & Papaioannou, Sophia [Show all 7 contributors for this article] (2017). Development of early morphological awareness in Greek: Epilinguistic versus metalinguistic and inflectional versus derivational awareness. Applied Psycholinguistics. ISSN 0142-7164. 39(3), p. 545–567. doi: 10.1017/S0142716417000522. Full text in Research Archive
Diamanti, Vassiliki; Mouzaki, Angeliki; Ralli, Asimina; Antoniou, Faye; Papaioannou, Sophia & Protopapas, Athanassios (2017). Preschool phonological and morphological awareness as longitudinal predictors of early reading and spelling development in Greek. Frontiers in Psychology. ISSN 1664-1078. 8. doi: 10.3389/fpsyg.2017.02039. Full text in Research Archive
Parrila, Rauno & Protopapas, Athanassios (2017). Dyslexia and word reading problems. In Cain, Kate; Compton, Donald & Parrila, Rauno (Ed.), Theories of reading development. John Benjamins Publishing Company. ISSN 978 90 272 1811 7. p. 333–358. doi: 10.1075/swll.15.19par. Full text in Research Archive
Altani, Angeliki; Georgiou, George; Deng, Ciping; Cho, Jeung-Ryeul; Katopodi, Katerina & Wei, Wei [Show all 7 contributors for this article] (2017). Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek. Journal of Experimental Child Psychology. ISSN 0022-0965. 164, p. 117–135. doi: 10.1016/j.jecp.2017.07.006. Full text in Research Archive
Kapnoula, Efthymia; Protopapas, Athanassios; Saunders, Steven & Coltheart, Max (2017). Lexical and sublexical effects on visual word recognition in Greek: comparing human behavior to the dual route cascaded model. Language, Cognition and Neuroscience. ISSN 2327-3798. 32(10), p. 1290–1304. doi: 10.1080/23273798.2017.1355059. Full text in Research Archive
Protopapas, Athanassios; Mitsi, Anna; Koustoumbardis, Miltiadis; Tsitsopoulou, Sofia; Leventi, Marianna & Seitz, Aaron (2017). Incidental orthographic learning during a color detection task. Cognition. ISSN 0010-0277. 166, p. 251–271. doi: 10.1016/j.cognition.2017.05.030. Full text in Research Archive
Varlokosta, Spyridoula; Stamouli, Spyridoula; Karasimos, Athanasios; Markopoulos, Georgios; Kakavoulia, Maria & Nerantzini, Michaela [Show all 10 contributors for this article] (2016). A Greek Corpus of Aphasic Discourse: Collection, Transcription, and Annotation Specifications. Linköping Electronic Conference Proceedings. ISBN 978-91-7685-730-4. 8 p.
Varlokosta, Spyridoula; Stamouli, Spyridoula; Karasimos, Athanasios; Markopoulos, Georgios; Kakavoulia, Maria & Nerantzini, Michaela [Show all 10 contributors for this article] (2016). A Greek corpus of aphasic discourse: Collection, transcription, and annotation specifications.