Tim Fosker

1.3k total citations
18 papers, 915 citations indexed

About

Tim Fosker is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Clinical Psychology. According to data from OpenAlex, Tim Fosker has authored 18 papers receiving a total of 915 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Developmental and Educational Psychology, 11 papers in Cognitive Neuroscience and 2 papers in Clinical Psychology. Recurrent topics in Tim Fosker's work include Reading and Literacy Development (12 papers), Neuroscience and Music Perception (9 papers) and Hearing Loss and Rehabilitation (6 papers). Tim Fosker is often cited by papers focused on Reading and Literacy Development (12 papers), Neuroscience and Music Perception (9 papers) and Hearing Loss and Rehabilitation (6 papers). Tim Fosker collaborates with scholars based in United Kingdom, Hungary and Czechia. Tim Fosker's co-authors include Usha Goswami, Martina Huss, Natasha Mead, Dénes Szűcs, Lisa L. Barnes, Victoria Leong, Gábor Stefanics, Angela Wilson, Jarmo A. Hämäläinen and Maria Chait and has published in prestigious journals such as NeuroImage, Child Development and Journal of Cognitive Neuroscience.

In The Last Decade

Tim Fosker

18 papers receiving 897 citations

Peers

Tim Fosker

DEP

ECP

EDUCA

Annabel S. C. Thorn United Kingdom

Sari Ylinen Finland

Franziska Degé Germany

S. Pesenti Italy

Ulf Träff Sweden

José Morais Belgium

Clara Regina Brandão de Ávila Brazil

Amy S. Desroches Canada

Yun Nan China

Jessica Bulthé Belgium

Annabel S. C. Thorn United Kingdom

Tim Fosker

563 ×0.8

669 ×1.0

DEP

105 ×0.5

161 ×1.0

ECP

64 ×0.8

EDUCA

Citations per year, relative to Tim Fosker Tim Fosker (= 1×) peers Annabel S. C. Thorn

Countries citing papers authored by Tim Fosker

Since Specialization

Citations

This map shows the geographic impact of Tim Fosker's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Tim Fosker with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Tim Fosker more than expected).

Fields of papers citing papers by Tim Fosker

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Tim Fosker. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Tim Fosker. The network helps show where Tim Fosker may publish in the future.

Co-authorship network of co-authors of Tim Fosker

This figure shows the co-authorship network connecting the top 25 collaborators of Tim Fosker. A scholar is included among the top collaborators of Tim Fosker based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Tim Fosker. Tim Fosker is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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18 of 18 papers shown

Fosker, Tim, et al.. (2024). A Systematic Review of the Impact of Placement Instability on Emotional and Behavioural Outcomes Among Children in Foster Care. Journal of Child & Adolescent Trauma. 17(2). 641–655. 10 indexed citations

Fosker, Tim, et al.. (2021). The impact of care-related factors on the language and communication needs of looked after and adopted children/young people. Research Portal (Queen's University Belfast). 3(3). 235–255. 4 indexed citations

Marecka, Marta, Tim Fosker, Jakub Szewczyk, Patrycja Kałamała, & Zofia Wodniecka. (2020). AN EAR FOR LANGUAGE. Studies in Second Language Acquisition. 42(5). 987–1014. 1 indexed citations

Goswami, Usha, Martina Huss, Natasha Mead, & Tim Fosker. (2020). Auditory Sensory Processing and Phonological Development in High IQ and Exceptional Readers, Typically Developing Readers, and Children With Dyslexia: A Longitudinal Study. Child Development. 92(3). 1083–1098. 19 indexed citations

Fosker, Tim, et al.. (2019). Reconsidering methods for systematic classroom observation: the measurement and analysis of categorical time-series observations. International Journal of Research & Method in Education. 43(3). 311–326. 1 indexed citations

Agus, Trevor, et al.. (2018). Measuring Auditory Discrimination Thresholds in Preschool Children: An Empirically Based Analysis. Research Portal (Queen's University Belfast). 1(3-4). 173–204. 1 indexed citations

Goswami, Usha, Maria Chait, Martina Huss, et al.. (2016). Perception of Filtered Speech by Children with Developmental Dyslexia and Children with Specific Language Impairments. Frontiers in Psychology. 7. 791–791. 35 indexed citations

Goswami, Usha, Natasha Mead, Tim Fosker, et al.. (2013). Impaired perception of syllable stress in children with dyslexia: A longitudinal study. Journal of Memory and Language. 69(1). 1–17. 91 indexed citations

Goswami, Usha, et al.. (2012). Perception of patterns of musical beat distribution in phonological developmental dyslexia: Significant longitudinal relations with word reading and reading comprehension. Cortex. 49(5). 1363–1376. 112 indexed citations

10.

Hämäläinen, Jarmo A., Tim Fosker, Dénes Szűcs, & Usha Goswami. (2011). N1, P2 and T-complex of the auditory brain event-related potentials to tones with varying rise times in adults with and without dyslexia. International Journal of Psychophysiology. 81(1). 51–59. 14 indexed citations

11.

Stefanics, Gábor, Tim Fosker, Martina Huss, et al.. (2011). Auditory sensory deficits in developmental dyslexia: A longitudinal ERP study. NeuroImage. 57(3). 723–732. 49 indexed citations

12.

Huss, Martina, et al.. (2011). Basic Auditory Processing Skills and Phonological Awareness in Low-IQ Readers and Typically Developing Controls. Scientific Studies of Reading. 15(3). 211–243. 21 indexed citations

13.

Huss, Martina, et al.. (2011). Correction to: Basic Auditory Processing Skills and Phonological Awareness in Low-IQ Readers and Typically Developing Controls. Scientific Studies of Reading. 15(6). 559–559. 2 indexed citations

14.

Huss, Martina, et al.. (2010). Music, rhythm, rise time perception and developmental dyslexia: Perception of musical meter predicts reading and phonology. Cortex. 47(6). 674–689. 259 indexed citations

15.

Stefanics, Gábor, et al.. (2010). Amplitude envelope onset (rise time) detection and developmental dyslexia — A longitudinal ERP study. International Journal of Psychophysiology. 77(3). 236–237. 1 indexed citations

16.

Goswami, Usha, Tim Fosker, Martina Huss, Natasha Mead, & Dénes Szűcs. (2010). Rise time and formant transition duration in the discrimination of speech sounds: the Ba-Wa distinction in developmental dyslexia. Developmental Science. 14(1). 34–43. 112 indexed citations

17.

Goswami, Usha, et al.. (2010). Language-universal Sensory Deficits in Developmental Dyslexia: English, Spanish, and Chinese. Journal of Cognitive Neuroscience. 23(2). 325–337. 182 indexed citations

18.

Fosker, Tim, Martina Huss, Dénes Szűcs, & Usha Goswami. (2008). ERP measures of auditory processing in dyslexia. Research Portal (Queen's University Belfast). 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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