• Room 0G.506 - David Keir Building

    United Kingdom

Accepting PhD Students

PhD projects

Open to PhD applications in: the measurement of auditory perception in young children, early precursors to the development of language or literacy, trajectories of neural development for speech and language processing in infancy and early childhood.


Research activity per year

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Personal profile


Tim completed a PhD examining neural markers of developmental dyslexia under the supervision of Professor Guillaume Thierry at the University of Wales, Bangor (now Bangor University) in 2006. In 2005, Tim moved to the University of Cambridge to investigate auditory processing deficits in children with developmental dyslexia using behavioural and neural measures, under the direction of Professor Usha Goswami. Tim joined the lecturing staff at QUB in September 2009.

Tim is a chartered Psychologist (CPsychol), Associate Fellow of the British Psychological Society (AFBPsS) and Fellow of the Higher Education Academy (FHEA).

Research Interests

Tim's research interests are broadly in the development of speech and language. His recent work has focused on the auditory precursors to speech processing and the impact that these have on later literacy development. He works with both typically and atypically developing populations of children.


Tim teaches developmental psychology and aspects of cognition and language at both undergraduate (BSc Psychology) and postgraduate levels (MSc in Childhood Adversity).
Tim is an advisor of studies, personal tutor and disability advisor for the School of Psychology.

Expertise related to UN Sustainable Devlopment Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 4 - Quality Education
  • SDG 10 - Reduced Inequalities


Dive into the research topics where Tim Fosker is active. These topic labels come from the works of this person. Together they form a unique fingerprint.
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