El psicopedagogo como observador: por qué y cómo

• Autores: Christiane Gillieron
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Nº 9, 1980, págs. 7-22
• Idioma: español
• DOI: 10.1080/02103702.1980.10821773
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    En este artículo, la autora plantea dos importantes y actuales problemas de la investigación psicopedagógica. En primer lugar se aborda el tema de la definición del término psicopedagogía y sus relaciones con otras ciencias. Asimismo se estudia cuál debe ser el objeto de estudio y las funciones del psicopedagogo, partiendo de una revisión crítica de las investigaciones en psicopedagogía tradicionales, proponiendo una alternativa a esta situación. En segundo lugar, se valoran los métodos de experimentación y observación, y se hace especial hincapié a la importancia de la observación en la investigación psicopedagógica, señalando distintos niveles en que se puede llevar a cabo.

  • English

    In this article two important and current problems of psychopedagogic research are reviewed. First, the definition of the term �psychopedagogy� is discussed together with its relation with other sciences and focus of study. The functions of the psychopedagogue are then examined, beginning with a critical reappraisal of traditional research in this field and proposing an alternative approach. Secondly, methods of experimentation and observation are evaluated, with special reference to the importance of observation in psychopedagogic research. Different ways in which this can be carried out are outlined.

• Referencias bibliográficas
  • Arnheim, R.: Picasso's Guernica: The genesis of a painting. Berkeley: University of California Press. 1962. [Google Scholar]
  • Bernstein, B.: Class, codes and control. London: Routledge & Kegan Paul, vol. 1, 1971. Vol. 2, 1973. [Google Scholar]
  • Binet, A., & Simon, Th.: La mesure du développement de l'intelligence chez les jeunes enfants, Paris: Alean, 1911. [Google Scholar]
  • Brandt, R. M.: Studying behavior in natural settings. New York: Holt, Rinehart & Winston, 1972. [Google Scholar]
  • Bruner, J. S.: Some elements of discovery. In L. S. Shulman & E. R. Keisler (Eds), Learning by discovery: A critical appraisal. Chicago:...
  • Campbell, D. T., & Fiske, D. W.: Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin,...
  • Campbell, D. T., & Stanley, J. C.: Experimental and quasi-experimental designs for research on teaching. In N. L. Gage (Ed.), Handbook...
  • Chapman, L. J.: Illusary correlation in observational report. Journal of Verbal Learning and Verbal Behavior, 1967, 6, págs. 151–155. [Google...
  • Claparede, E.: Comment diagnostiquer les aptitudes chez les écoliers. Paris: Flammarion, 1924. [Google Scholar]
  • Claparede, E.: Point de vue du psychologue et point de vue du sujet. Archives de Psychologie, 1931, 23, págs. 1–24. [Google Scholar]
  • Friedman, N.: The social nature of psychological research. New York: Basic Books, 1967. [Google Scholar]
  • Gregoire, A.: L'apprentissage du langage: Les deux premières années. Liège: Bibliothèque de la Faculté de Philosophie et Lettres de l'Université...
  • Gruber, H. E.: Darwin on man: A psychological study of scientific creativity together with Darwin's early and unpublished notebooks. P....
  • Guillaume; P.: L'imitation chez l'enfant. Paris: PUF, 1968. [Google Scholar]
  • Hawkins, D.: Learning the unreachable. In L. S. Shulman & E. R. Keislar (Eds.), Learning by discovery: A critical appraisal. Chicago:...
  • Heider, F., & Simmel, M.: An experimental study of apparent behavior. American Journal of Psychology, 1944, 57, págs. 243–259. [Google...
  • Heyns, R. W., & Lippitt, R.: Systematic observational techniques. I. G. Lindzey (Ed.), Handbook of social psychology, vol. 1. Reading,...
  • Luria, A. R.: The man with a shattered world. New York: Basic Books, 1972. [Google Scholar]
  • Meydley, D., & Mitzel, H.: Measuring classroom behavior by systematic observation. In N. Gage (Ed.), Handbook of research on teaching,...
  • Newell, A., & Simon, H. A.: Human problem solving. Englewood Cliffs, N. J.: Prentice Hall, 1972. [Google Scholar]
  • Peak, H.: Problems of objective observation. In L. Festinger & D. Katz (Eds.) Research méthods in the behavioral sciences. New York: Holt,...
  • Piaget, J.: La naissance de l'intelligence. Neuchâtel & Paris: Delachaux & Niestlé, 1936. [Google Scholar]
  • Piaget, J.: La construction du réel chez l'enfant. Neuchâtel & Paris: Delachaux & Niestlé, 1937. [Google Scholar]
  • Pike, K. K.: Language in relation to a unified theory of the structure of human behavior. The Hague: Mouton, 1967. [Crossref], [Google Scholar]
  • Roulet, E.: Linguistique et comportement humain. L'analyse tagmémique de Pike. Ncuchâtcl & Paris: Delachaux & Niestlé, 1974. [Google...
  • Snow, R. E.: Representative and quasi-representative designs for research on teaching. Review of Educational Research, 1974, 44, págs. 265–291....
  • Webb, E. J., Campbell, D. T., Schwartz, R. D., & Sechrest, L.: Unobstrusive measures: a survey of non-reactive research in social science....
  • Weick, K.: Systematic observational methods. In G. Lindzey & E. Aronson (Eds.), Handbook of social psychology, vol. 2 (2.a ed.). Reading,...
  • Weir, R. H.: Languaje in the crib. The Hague: Mouton, 1962. [Google Scholar]
  • Willems, E. P.: Toward an explicit rationale for naturalistic research methods. Human Development, 1967, 10, págs. 138–154. [Google Scholar]