• Outos, Konstantinos (in progress). A connectionist model of Greek word and pseudoword reading.
• Fotiadis, Fotios (in progress). The relative contribution of distinct memory systems in procedural learning tasks.
• Loui, Sofia (in progress). The representation and processing of morphologically complex words in the mental lexicon.
• Andrikopoulou, Angeliki (in progress). Representation and perception of lexical stress in Greek.
• Ziaka, Laoura (in progress). Interference and cognitive control dynamics in the course of serial naming tasks.

A. Interdepartmental graduate program in basic and applied cognitive science, University of Athens

• Katopodi Aikaterini (2015). Automatization of digits and its relation to rapid naming during development.
• Koustoumbardis Miltiadis (2015). Implicit orthographic learning.
• Ziaka, Laoura (2014). Study of intratask components of the Stroop task: Column time and pause time.
• Dimopoulou, Theodora (2014). The role of discriminant reinforcement in task-irrelevant perceptual learning of acoustic-phonetic categories.
• Samaras, Evangelos (2014). Naming interference resulting from practice: Is there symmetry between shape and color?
• Mitsi, Anna (2013). Perceptual familiarization with difficult to spell words during an irrelevant task.
• Altani, Angeliki (2012). The role of executive function in the relationship between rapid naming of visual stimuli and reading.
• Katidioti, Ioanna (2012). A dual-route connectionist model of spelling for the Greek language.
• Andrikopoulou, Angeliki (2011). The effect of different types of semantic priming in readers of Greek.
• Panagaki, Eleonora (2011). Lexical stress information in the mental lexicon of Greek speakers.
• Fotiadis, Fotios (2010). The effect of cue naming in probabilistic category learning.
• Moirou, Despoina (2009). Practice and Stroop interference in children and adults.
• Kapnoula Efthymia (2009). The dual route theory of word recognition: Evaluation of the dual-route cascaded model using Greek data.
• Cheimariou, Spyridoula (2009). Verb morphology in patients with aphasia.
• Outos, Konstantinos, (2009). Computational model of Greek word and pseudoword reading.
• Kotsolakou, Areti (2009). The role of vocabulary in individual variability and longitudinal development of passage comprehension.
• Vagias, Ioannis (2009). Computational models for the study of individual differences in Stroop interference.
• Grimani, Aikaterini (2008). The effect of morphological information on stress assignment in reading words and pseudowords.
• Skoteinou, Dimitra (2008). Individual differences in Stroop interference in relation to reading ability.
• Markatou, Artemis (2008). The role of practice in Stroop interference.
• Foka-Kavalieraki Panagoula (2008). A study of narrative production in patients with aphasia.
• Nomikou, Elina (2007). A study of reading orthographically predictably and unpredictable words.
• Spanou, Elena (2006). Zajonc's theory of affective priming: Is there really an emotional response without prior cognitive processing?
• Vlahou, Eleni (2006). Implicit learning of acoustic categories that may underlie phonetic categories.
• Tsantoula, Dimitra (2005). Language indicators in the preschool age and reading performance in 1st grade.
• Gerakaki Svetlana (2005). Conditions of cognitive load and stress assignment errors in pseudoword reading.
• Alexandri Styliani (2005). Errors in pseudoword reading attributable to metrical patterns of modern Greek.
• Grigoriadou, Alexandra (2005). Construction and preliminary psychometric validation of a scale to measure cognitive styles in foreign language learning.
• Lazaridou, Myrto (2005). The grammatical categories of verb tense, aspect, and agreement in the production of typical Greek speakers.

B. Graduate program “Technoglossia,” Institute for Language & Speech Processing

• Karagiannidou, Afroditi (2011). Assessment of reading comprehension in elementary school children.
• Drakopoulou, Styliani (2008). Categorization of spelling errors and analysis of their relative frequency in the general population.
• Fakou, Aikaterini (2008). Differences in relative frequency of spelling errors between students with and without reading difficulty.
• Paschou, Efstratia (2008). Methods and tasks to measure morphosyntactic awareness.

A. Department of Philosophy and History of Science, University of Athens

• Leventi, Marianna (2016). Implicit orthographic learning.
• Roumelioti, Agathi (in progress). The effect of pictures on semantic priming in school-age children.
• Tsitsopoulou, Sofia-Maria (2014). Implicit orthographic learning during an irrelevant color detection task.
• Galari, Aikaterini (2013). The effect of animacy on the structure and production time of subordinate clauses.
• Piokos, Andreas (2013). The asymmetry that arises after practice in naming colors and shapes.

B. Department of Psychology, Panteion University of Athens

• Pliatsikas, Christos (2004). Nicotine and caffeine: Contemporary studies of their effects on the cognitive functions of healthy individuals.
• Georgakopoulou, Marianna (2003). Memory formation mechanisms of fearful stimuli.
• Valeonti, Natalia (2003). Verb inflection errors in agrammatism.
• Messaritakis, Theodoros (2003). Mood disorders: causes and therapeutic approaches.
• Tsagkaraki Christina (2003). Impaired phonological coding in the memory of children with dyslexia.
• Mpakella, Georgia (2002). Neuropsychological and neurophysiological diagnostic indices of attention deficit-hyperactivity disorder.
• Tsakou, Aikaterini (2002). Attention deficit-hyperactivity disorder: comparative evaluation of pharmaceutical and psychotherapy intervention.
• Archonti, Anastasia (2002). The relationship between reading ability and Stroop interfence form the point of view of automaticity.
• Triantafyllakos, Triantafyllos (2002). The discrepancy between intelligence quotient and reading ability in individuals with learning disability in written language.
• Dimitsantos Evangelos (2001). Psychophysiological assessment of meditational experience.

C. Co-supervision in other departments

• Panagiotaropoulou, Georgia (School of Electrical and Computer Engineering, National Technical University of Athens, 2015). fMRI data processing and their application to the problem of audiovisual saliency. Supervisor: P. Maragos.
• Kollias, Pavlos (Department of Informatics, University of Athens, 2010). Cognitive models for repeated competitive games. Supervisor: M. Koumbarakis.
• Chaspari, Theodora (School of Electrical and Computer Engineering, National Technical University of Athens, 2010). Emotion recognition by voice. Supervisor: P. Maragos.
• Alevizos, Elias (School of Electrical and Computer Engineering, National Technical University of Athens, 2008). Modeling speech signal processing by the auditory nervous system. Supervisor: G. Carayannis.