Professor Emeritus, University of Nicosia, Cyprus
Andreas Demetriou is a cognitive developmental psychologist. Currently he is Professor Emeritus of the University of Nicosia, Cyprus. He obtained his PhD in psychology in 1983 from the Aristotle University of Thessaloniki. He was a professor of psychology at the Aristotle University of Thessaloniki, Greece, (1975-1996), the University of Cyprus (1996-2008), and the Univgersity of Nicosia (2011-2016). He served in top academic or administrative positions, such as Vice-Rector and Acting Rector of the University of Cyprus, foundational President of the Cyprus University of Technology, President of the Conference of Rectors of the Universities of Cyprus and also Minister of Education and Culture of Cyprus. He is a fellow of Academia Europaea and the International Academy of Education, an Honorary Doctor of Middlesex University London, an Honorary Professor of Durham University, UK, and an Honorary Visiting Professor of the Northeastern Normal University, China. He developed a theory of intellectual development integrating the developmental, psychometric, and cognitive traditions and he is currently working along several lines, including basic processes underlying different cognitive domains, the educational implications of the theory, and relations between intellectual and brain development. This work is published in about 200 books and articles, including The Architecture and Dynamics of Developing Mind (1993, with A. Efklides and M. Platsidou) and The Development of Mental Processing (2002, with C. Christou, G. Spanoudis, and M. Platsidou) in the series Monographs of the Society for Research in Child Development, Life-span Developmental Psychology (1998, Wiley, with W. Doise, and C. F. M. van Lieashout), Unity and Modularity in the Mind and the Self (2001, Routledge, with S. Kazi) and (5) Cognitive Developmental Change (2004, Cambridge University Press, with A. Raftopoulos). The journals New Ideas in Psychology (1998), Developmental Review (1999), Developmental Science (1999), Educational Psychology Review (2011),and Intelligence (2013) devoted special issues discussing this work.