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Dr Tim Fosker

Photo of Tim Fosker

Lecturer

Email: t.fosker@qub.ac.uk

Address

Room 0G.506, David Keir Building
School of Psychology
Queen's University Belfast
Belfast, BT7 1NN
Northern Ireland, UK

Telephone

+44 (0)28 9097 5576

Biography

Tim completed a BSc in Psychology at University of Wales, Bangor (now Bangor University) in 2001 and completed a PhD under the supervision of Guillaume Thierry also at Bangor in 2006. Tim’s PhD examined event-related potential (ERP) correlates of developmental dyslexia in adults. In 2005, he moved to the University of Cambridge to work as a research associate with Usha Goswami. During his time at Cambridge Tim investigated auditory processing deficits in dyslexic children using behavioural and neural measures. Tim joined the lecturing staff at QUB in September 2009.

School of Psychology Administrative Roles

  • First Year Tutor

Administrative Responsibilities

Module Co-ordinator PSY3066 Developmental Disorders (for academic year 2011-2012)

Teaching

PSY1005 Thinking Critically About Popular Psychology 2

PSY2056 Research Methods and Statistics

PSY2057 Developmental Psychology and Conceptual Issues

PSY3066 Developmental Disorders (Cognitive)

PSY7048 Perspectives on Child Development

PSY7049 Atypical Patterns of Child Development

PSY7050 Assessment and Intervention

PSY7065 Quantitative Data Analysis 1 (for academic year 2011-2012)

Member of the Cognition, Development and Education Research Cluster

My general research interests are in the development of speech and language. My recent work has focused on the auditory precursors to speech processing and the impact that these have on later literacy development. I work with both typical and atypical populations of children.

Funded Projects

Auditory Rates of Discrimination and Children’s Reading Development (PI, British Academy, 2011-2013)

Recent Publications

Goswami, U., Huss, M., Mead, N., Fosker, T., & Verney, J. P. (2013). Perception of patterns of musical beat distribution in phonological developmental dyslexia: Significant longitudinal relations with word reading and reading comprehension. Cortex, 49, 1363–1376.

Goswami, U., Mead, N., Fosker, T., Huss, M., Barnes, L., & Leong, V. (2013). Impaired perception of syllable stress in children with dyslexia: A longitudinal study. Journal of Memory and Language, 69, 1-17.

Gabor, S., Fosker, T., Huss, M., Mead, N., Szucs, D.& Goswami, U. (2011). ERP evidence for amplitude envelope onset (rise-time) deficits in developmental dyslexia. Neuroimage, 57, 723-732.

Hämäläinen, J. A., Fosker, T., Szucs, D. & Goswami, U. (2011). N1, P2 and T-complex of the auditory brain event-related potentials in adults with and without dyslexia. International Journal of Psychophysiology, 81, 51-59.

Huss, M., Verney, J., Fosker, T., Mead, N. & Goswami, U. (2011). Music, rhythm, rise time perception and developmental dyslexia: Perception of musical meter predicts reading and phonology, Cortex, 47, 674-689.

Goswami, U., Wang, S., Cruz, A., Fosker, T., Mead, N., Huss, M. (2011). Language universal sensory deficits in developmental dyslexia: English, Spanish and Chinese. Journal of Cognitive Neuroscience, 23, 325-337.

Kuppen, S., Huss, M., Fosker, T., Mead, N. & Goswami, U. (2011). Basic auditory processing skills and phonological awareness in Low-I.Q. readers and typically-developing controls. Scientific Studies of Reading, 15, 211-243.

Goswami, U., Fosker, T., Huss, M., Mead, N.& Szucs, D. (2011). Rise time and formant transition duration in the discrimination of speech sounds: The ba-wa distinction in developmental dyslexia. Developmental Science, 14, 34-43