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Vol. 13 Núm. 33 (2022)
Educación en contextos rurales, perspectivas y experiencias

Investigación y pedagogía

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

https://doi.org/10.19053/22160159.v13.n33.2022.12500

Publicado 2022-04-04

  • Antonio P. Gutierrez de Blume
    • ,
  • Diana Marcela Montoya Londoño

Antonio P. Gutierrez de Blume
Georgia Southern University

Diana Marcela Montoya Londoño
Universidad de Caldas

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

aprendizaje de adultos, cognición, comprensión, neuropsicología

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