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Transcript

El diagnóstico a lo largo del tiempo.

11er periodo:modelos míticos o especulativossin exigencias Cientifícas.

1

Vives (1492-1540) creia que un buen estudio era la observación directa.

2

Huarte de San Juan (1530-1589), Pruebas mentales, necesidad psicologica como falcilitador del conociemiento.

3

Itard (1775-1830),actividades de diagnóstico e intervención educativa, como el reconocimiento y la discriminación de formas

4

Seguín (1812-1833) eestableció en 1837 la primera escuela montesori, (1870-1950), con su proyección en su vertiente del diagnóstico pedagógico.

5

El impulso de la metodología correlacional. En Galton (1822-1911).Su aportaciónal diagnóstico es la recopilación empírica y organizada de losdatos y una elaboración estadística de la información expresadaen el método correlacional.

6

El desarrollo de la metodología experimental. Wundt (1832-1920).crean el primer laboratorio de psicología experimental, fundamentando su exploración en la observación y en la experimentación.

7

LEl desarrollo del método clínico. Kraepelin (1855-1926).desarrolló un método basado en el análisis individual y la clasificación en función de determinados síntomas.

8

El Diagnóstico a lo largo del tiempo.

La búsqueda de los sujetos con dificultades para aprender. Binet (1857-1911).Aporto el basar los diagnósticos en la evaluación de procesossuperiores de la mente como la inteligencia, memoria, comprensión.

9

La preocupación por medir el progreso y el rendimiento escolar. Catell (1864-1904).marca un hito y supuso un impulso fundamental para la elaboración de pruebas tipificadas de medición y la diferenciación en el análisis de las diferencias educativas

10

Fase de constitución (1905-1920).Se sistematizan los estudios de laetapa anterior en el contexto escolar y los objetivos diagnósticosse dirigen a tres aspectos: la búsqueda y el desarrollo de métodosdiagnósticos, la detección de las dificultades de aprendizaje y laaplicación de la estadística al estudio de las mismas.

11

Fase de expansión o fase de universalización (1919-1920/1945).se amplía a otros sectores del sujetoque no habían sido explorados a partir de una fuerte construccióny aplicación de pruebas, y de la apertura a diagnosticar nuevosestímulos desde los más variados niveles, funciones o áreas, tantopsicológicas como educativas.

12

Fase de crisis (desde 1945-1970).se caracteriza por un fuerte crítica al uso de los test, la perfeccion de las tecnicas de las pruebas.

13

Alrededor de los años setenta, se reanuda la crítica al modelo de diagnóstico psicométrico y clínico. Se constituye un nuevo modelo en diagnóstico que adopta el nombre de evaluación conductual.

14

Desde el ámbito de la pedagogía operatoria se formula una modalidad diagnóstica de los constructos inteligencia y personalidad, combinando 4 factores: madurativo, experiencia, comunicación social, Equilibrio entre organismo y medio.

15

La teoría de los estilos cognitivos. El diagnóstico se centra en la exploración cualitativa de los procesos o maneras de actuación personal y menos en los resultados.

16

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