Explorando la relación entre las funciones ejecutivas y la metacognición: ¿las primeras predicen la segunda?

Exploring the connection between executive functions and metacognition: Do the former predict the latter?

Contenido principal del artículo

Antonio P. Gutierrez de Blume
Diana Marcela Montoya Londoño

Resumen

El propósito de este artículo es explorar las relaciones empíricas entre las funciones ejecutivas (FE), la conciencia metacognitiva subjetiva —conocimiento de la cognición y regulación de la cognición— y el monitoreo metacognitivo objetivo —precisión absoluta y sesgo absoluto—. Más específicamente, se examinó el efecto predictivo de las FE sobre la metacognición en una muestra de estudiantes universitarios colombianos. Los resultados revelaron que las FE predecían mejor el conocimiento de la cognición subjetivo, pero eran las menos predictivas para la regulación de la cognición subjetiva. Con respecto a las medidas objetivas, las FE predijeron mejor la precisión absoluta del monitoreo. Así mismo, los patrones predictivos a través de la metacognición subjetiva y objetiva diferían, aunque la “selección de refranes” —una FE asociada con la región de la corteza prefrontal anterior del cerebro que mide la capacidad de comprender, comparar y seleccionar respuestas con un sentido figurado— predijo todo, menos el sesgo absoluto del monitoreo. Al final, se discuten las implicaciones para la teoría y la investigación y se dan recomendaciones para la práctica.

Palabras clave:

Descargas

Los datos de descargas todavía no están disponibles.

Detalles del artículo

Referencias (VER)

Ardila, A., & Ostrosky, F. (2008). Desarrollo histórico de las funciones ejecutivas. Revista de Neuropsicología, Neuropsiquiatria y Neurociencias, 8(1), 1–21. https://aalfredoardila.wordpress.com

Baddeley, A., & Hitch, G. (1974). Working memory: The multiple component modelo. Recent advances in learning and motivation. Academic Press.

Baddeley, A., & Hitch, G. (2000). Development of Working Memory: Should the Pascual-Leone and the Baddeley and Hitch Models Be Merged? Journal of Experimental Child Psychology, 77(2), 128–137. https://doi.org/10.1006/jecp.2000.2592

Barak, M. (2010). Motivating self-regulated learning in technology education. International Jorunal of Technology and Distance Education, 20, 381–401. https://doi.org/10.1007/s10798-009-9092-x

Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivación and understanding (pp. 65–116). Lawrence Erlbaum.

Bryce, D., Whitebread, D., & Szűcs, D. (2015). The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children. Metacognition and Learning, 10(2), 181–198. https://doi.org/10.1007/s11409-014-9120-4

Chua, E., Pergolizzi, D., & Weintraub, R. (2014). The cognitive neuroscience of metamemory monitoring: understanding metamemory processes, subjective levels expressed, and metacognitive accuracy. In Stephen Fleming & C. Frith (Eds.), The Cognitive Neuroscience of Metacognition (pp. 267–292). Springer.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Collete, F., & et Andrés, P. (1999). Lobes frontaux et mémoire de travail. In M. Van der Linden, X. Seron et.P, & L. Gall (Eds.), Neuropsycologie de Lobes Frontaux (pp. 89–114). Solal.

Curtis, C., Zald, D., & Pardo, J. (2000). Organization of working memory within the human prefrontal cortex: A PET study of self-ordered object working memory. Neuropsychologia, 38(11), 1503–1510. https://doi.org/10.1016/S0028-3932(00)00062-2

Dehaene, S., & Changeux, J. (1997). A hierarchical neuronal network for planning behavior. Proceedings of the National Academy of Sciences of the United States of America, 94(24), 13293–13298. https://doi.org/10.1073/pnas.94.24.13293

Dinsmore, D., Alexander, P., & Loughlin, S. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391–409. https://doi.org/10.1007/s10648-008-9083-6

Effeney, G., Carroll, A., & Bahr, N. (2013). Self-regulated learning and executive function: exploring the relationships in a sample of adolescent males. Educational Psychology, 33(7), 773–796. https://doi.org/10.1080/01443410.2013.785054

Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25. https://doi.org/10.1080/00461520.2011.538645

Fernandez-Duque, D., Baird, J., & Posner, M. (2000). Executive Attention and Metacognitive Regulation. Consciousness and Cognition, 9(2), 288–307. https://doi.org/10.1006/ccog.2000.0447

Flavell, J. (1979). Metacognition and Cognitive Monitoring A New Area of Cognitive — Developmental Inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066x.34.10.906

Flavell, J. (1987). Speculation about nature and develpment of metacognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivación and understanding (pp. 21–29). Hillsdale.

Fleming, S., & Dolan, R. (2014). The neural basis of metacognitive ability. En S. Fleming & C. Frith (Eds.), The cognitive neuroscience of metacognition (pp. 245-266). Springer. https://doi.org/10.1007/978-3-642-45190-4_11

Fleming, S., & Frith, C. (2014). The cognitive neuroscience of metacognition. Springer. https://doi.org/10.1007/978-3-642-45190-4

Fleming, S., Ryu, J., Golfinos, J., & Blackmon, K. (2014). Domain-specific impairment in metacognitive accuracy following anterior prefrontal lesions. Brain, 137(10), 2811-2822. https://doi.org/10.1093/brain/awu221

Flores, J., Ostrosky, F., & Lozano, A. (2008). Batería de funciones frontales y ejecutivas: presentación. Revista de Neuropsicología, Neuropsiquiatría y Neurociencias, 8(1), 141-158. https://aalfredoardila.files.wordpress.com/2013/07/ardila-a-ed-2008-funciones-ejecutivas-neuropsicologianeuropsiquiatria-y-neurociencias-vol-8-n1.pdf

Flores-Lázaro, J., Castillo-Preciado, R., & Jiménez-Miramonte, N. (2014). Desarrollo de funciones ejecutivas, de la niñez a la juventud. Anales de Psicología, 30(2), 463-473. https://doi.org/10.6018/analesps.30.2.155471

Flores-Lázaro, J., Ostrosky-Schejet, F., & Lozano-Gutiérrez, A. (2014). BANFE - 2. Batería neuropsicológica de funciones ejecutivas y lóbulos frontales. Manual Moderno.

Follmer, D., & Sperling, R. (2016). The mediating role of metacognition in the relationship between executive function and self-regulated learning. British Journal of Educational Psychology, 86(4), 1-17. https://doi.org/10.1111/bjep.12123

Friedman, N., & Miyake, A. (2017). Unity and diversity of executive functions: Individual differences as a window on cognitive structure. Cortex, 86, 186-204. https://doi.org/10.1016/j.cortex.2016.04.023

Fuster, J. (1989). The prefrontal cortex. Raven Press.

Fuster, J. (2002). Frontal lobe and cognitive development. Journal of Neuropsychology, 31, 373-385. https://doi.org/10.1023/A:1024190429920

Garner, J. (2009). Conceptualizing the relations between executive functions and self-regulated learning. The Journal of Psychology, 143(4), 405-426. https://doi.org/10.3200/JRLP.143.4.405-426

Goldberg, E. (2001). The executive brain, frontal lobes, and the civilized mind. University Press. Gutierrez, A. (en prensa). Calibrating calibration: A meta-analysis of learning strategy interventions to improve metacognitive monitoring accuracy. Journal of Educational Psychology. Advance Online Publication. https://doi.org/10.1037/edu0000674

Gutierrez, A., & Montoya, D. (2021a). Differences in metacognitive skills between undergraduate students in education, psychology, and medicine. Revista Colombiana de Psicología, 30(1), 111-130. https://doi.org/10.15446/rcp.v30n1.88146

Gutierrez, A., & Montoya, D. (2021b). Validación y examen de la estructura factorial del Inventario de Conciencia Metacognitiva (MAI) en estudiantes universitarios colombianos. Psicogente, 24(46), 1-29. https://doi.org/10.17081/psico.24.46.4881

Gutierrez, A., Montoya, D., & Osorio, A. (2022). Habilidades metacognitivas y su relación con variables de género y tipo de desempeño profesional de una muestra de docentes colombianos. Revista Colombiana de Educación, 1(84), 1-25. https://doi.org/10.17227/rce.num84-11298

Gutierrez, A., Schraw, G., Kuch, F., & Richmond, A. (2021). General accuracy and general error factors in metacognitive monitoring and the role of time in predicting metacognitive judgments. CES Psicología, 14(2), 179-208. https://doi.org/10.21615/cesp.5494

Guy, S., Isquith, P., & Gioia, G. (2004). Behavior rating inventory of executive function—self report version (BRIEF-SR). Psychological Assessment Resources.

Huertas, A., Vesga, G., & Galindo, M. (2014). Validación del instrumento inventario de habilidades metacognitivas “MAI” con estudiantes colombianos. Praxis & Saber, 5(10), 55-74. https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3022

Jacobs, J., & Paris, S. (1987). Children’s Metacognition about reading: issues in definition,

measurement, and instruction. Educational Psychologist, 22(3-4), 255-278. https://doi.org/10.1207/s15326985ep2203&4_4

Lezak, M. (1983). Neuropsychological assessment. Oxford University Press.

Lezak, M. (1994). Neuropsychological evaluation. Oxford University Press.

Lezak, M., Howieson, D., Bigler, E., & Tranel, D. (2012). Neuropsychological assessment. University Press.

Luria, A. (1973). The working brain. Penguin Books.

Luria, A. (1974). El cerebro en acción. Martínez Roca.

Luria, A. (1986). Las funciones corticales superiores del hombre. Fontamara.

Marulis, L., Palincsar, A., Berhenke, A., & Whitebread, D. (2016). Assessing metacognitive knowledge in 3-5 year olds: The development of a metacognitive knowledge interview (McKI). Metacognition and Learning, 11(3), 339-368. https://doi.org/10.1007/s11409-016-9157-7

Ministerio de Salud de Colombia (1993). Resolución Número 8430 de octubre 4 de 1993. Por la cual se establecen las normas científicas, técnicas y administrativas para la investigación en salud. https://www.minsalud.gov.co/sites/rid/Lists/BibliotecaDigital/RIDE/DE/DIJ/RESOLUCION-8430-DE-1993.PDF

Miyake, A., Friedman, N., Emerson, M., Witzki, A., Howerter, A., & Wager, T. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49-100. https://doi.org/10.1006/cogp.1999.0734

Morales, J., Lau, H., & Fleming, S. (2018). Domain-general and domain-specific patterns of activity supporting metacognition in human prefrontal cortex. The Journal of Neuroscience, 38(14), 3534-3546. https://doi.org/10.1523/JNEUROSCI.2360-17.2018

Nelson, T. (1996). Consciousness and metacognition. American Psychologist, 51(2), 102-116. https://doi.org/10.1037/0003-066X.51.2.102

Nelson, T., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. En G. Bower (Ed.), The psychology of learning and motivation (pp. 125-173). Academic Press.

Nippold, M., & Haq, F. (1986). Proverb comprehension in youth: The role of concreteness and familiarity. Journal of Speech, Language, and Hearing Research, 39(1), 166-176. https://doi.org/10.1044/jshr.3901.166

Nippold, M., Martin, S., & Erskine, B. (1998). Proverb comprehension in context: A developmental study with children and adolescents. Journal of Speech, Language, and Hearing Research, 31, 19-28. https://doi.org/10.1044/jshr.3101.19

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 1-28. https://doi.org/10.3389/fpsyg.2017.00422

Piatt, A., Fields, J., Paolo, A., & Tröster, A. (1999). Action (verb naming) fluency as an executive function measure: Convergent and divergent evidence of validity. Neuropsychologia, 37(13), 1499-1503. https://doi.org/10.1016/S0028-3932(99)00066-4

Pintrich, P. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470. https://doi.org/10.1016/S0883-0355(99)00015-4

Pintrich, P. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41, 219-225. https://eric.ed.gov/?id=EJ1213507

Pintrich, P., & Groot de, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33

Roebers, C. (2017). Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. Developmental Review, 45, 1-21. https://doi.org/10.1016/j.dr.2017.04.001

Roebers, C., & Feurer, E. (2016). Linking executive functions and procedural metacognition. Child Development Perspectives, 10(1), 39-44. https://doi.org/10.1111/cdep.12159

Schraw, G., & Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. https://doi.org/https://doi.org/10.1006/ceps.1994.1033

Shimamura, A. (2000). Toward a cognitive neuroscience of metacognition. Consciousness and Cognition, 9, 313-323. https://doi.org/10.1006/ccog.2000.0450

Sperling, R., Howard, B., Staley, R., & DuBois, N. (2004). Metacognition and self-regulated learning constructs. Educational Research and Evaluation: An International Journal on Theory and Practice, 10(2), 117-139. https://doi.org/10.1076/edre.10.2.117.27905

Stuss, D., & Alexander, M. (2000). Executive functions and the frontal lobes: A conceptual view. Psychological Research, 63(3-4), 289-298. https://doi.org/10.1007/s004269900007

Stuss, D., & Benson, D. (1984). Neuropsychological studies of the frontal lobes. Psychological Bulletin, 95(1), 3-28. https://doi.org/10.1037/0033-2909.95.1.3

Stuss, D., & Benson, D. (1986). The frontal lobes. Raven Press.

Stuss, D., & Knight, R. (2002). Principles of frontal lobe function. Oxford University Press.

Tabachnick, B., & Fidell, L. (2013). Using multivariate statistics (6a ed.). Pearson.

Tarricone, P. (2011). The taxonomy of metacognition. Psychology Press.

Tobias, S., & Everson, H. (2009). The importance of knowing what you know: A knowledge monitoring framework for studying metacognition in education. En D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Handbook of metacognition in education (pp. 107-228). Routledge.

Trujillo, N., & Pineda, D. (2008). Función ejecutiva en la investigación de los trastornos del

comportamiento del niño y del adolescente. Revista de Neuropsicología, Neuropsiquiatría y

Neurociencias, 8(1), 77-94. https://aalfredoardila.files.wordpress.com/2013/07/ardila-a-ed-2008-funciones-ejecutivas-neuropsicologia-neuropsiquiatria-y-neurociencias-vol-8-n1.pdf

Vaccaro, A., & Fleming, S. (2018). Thinking about thinking: A coordinate-based meta-analysis of neuroimaging studies of metacognitive judgements. Brain and Neuroscience Advances, 2, 1-14.https://doi.org/10.1177/2398212818810591

Winne, P. (2018). Cognition and metacognition within self-regulated learning. En D. Schunk & J. Greene (Eds.), Handbook of self-regulation or learning and performance (pp. 36-48). Routledge.

Winne, P., & Hadwin, A. (2008). The weave of motivation and self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 297–314). Lawrence Erlbaum Associates.

Zimmerman, B., & Schunk, D. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. Springer.

Zohar, A., & Dori, Y. (2012). Metacognition in Science education. Trends in current research. Springer.

Citado por: