Skip to main navigation menu Skip to main content Skip to site footer

Vol. 13 No. 33 (2022)
Education in rural contexts, perspectives and experiences

Investigación y pedagogía

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

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

Published 2022-04-04

  • Antonio Gutierrez
    • ,
  • Diana Montoya

Antonio Gutierrez
Georgia Southern University

Diana Montoya
Universidad de Caldas

Abstract

The aim of this article is to explore the empirical connections between executive functions (EFs), subjective metacognitive awareness (knowledge of cognition and regulation of cognition), and objective metacognitive monitoring (absolute accuracy and absolute bias). More specifically, the predictive effect of EFs on metacognition was examined in a sample of Colombian university students. The results showed that EFs best predicted the subjective cognition knowledge but were the least predictive for the regulation of subjective cognition. Regarding objective measures, the EFs best predicted the absolute accuracy of monitoring. Likewise, predictive patterns across subjective and objective metacognition differed, although the “proverb selection” (an EF associated with the region of the anterior prefrontal cortex of the brain that measures the ability to understand, compare, and select answers with a figurative meaning) predicted everything but the absolute bias of monitoring. At the end, implications for theory and research are discussed and recommendations for practice are given.

Keywords

adult learning, cognition, comprehension, neuropsychology

XML (Español) PDF (Español) HTML (Español) EPUB (Español)

References

  1. 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
  2. Baddeley, A., & Hitch, G. (1974). Working memory: The multiple component modelo. Recent advances in learning and motivation. Academic Press. DOI: https://doi.org/10.1016/S0079-7421(08)60452-1
  3. 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 DOI: https://doi.org/10.1006/jecp.2000.2592
  4. 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 DOI: https://doi.org/10.1007/s10798-009-9092-x
  5. 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.
  6. 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 DOI: https://doi.org/10.1007/s11409-014-9120-4
  7. 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. DOI: https://doi.org/10.1007/978-3-642-45190-4_12
  8. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
  9. 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.
  10. 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 DOI: https://doi.org/10.1016/S0028-3932(00)00062-2
  11. 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 DOI: https://doi.org/10.1073/pnas.94.24.13293
  12. 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 DOI: https://doi.org/10.1007/s10648-008-9083-6
  13. 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 DOI: https://doi.org/10.1080/01443410.2013.785054
  14. 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 DOI: https://doi.org/10.1080/00461520.2011.538645
  15. 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 DOI: https://doi.org/10.1006/ccog.2000.0447
  16. 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 DOI: https://doi.org/10.1037/0003-066X.34.10.906
  17. Flavell, J. (1987). Speculation about nature and develpment of metacognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivación and understanding (pp. 21–29). Hillsdale.
  18. 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 DOI: https://doi.org/10.1007/978-3-642-45190-4_11
  19. Fleming, S., & Frith, C. (2014). The cognitive neuroscience of metacognition. Springer. https://doi.org/10.1007/978-3-642-45190-4 DOI: https://doi.org/10.1007/978-3-642-45190-4
  20. 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 DOI: https://doi.org/10.1093/brain/awu221
  21. 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
  22. 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 DOI: https://doi.org/10.6018/analesps.30.2.155471
  23. Flores-Lázaro, J., Ostrosky-Schejet, F., & Lozano-Gutiérrez, A. (2014). BANFE - 2. Batería neuropsicológica de funciones ejecutivas y lóbulos frontales. Manual Moderno.
  24. 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 DOI: https://doi.org/10.1111/bjep.12123
  25. 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 DOI: https://doi.org/10.1016/j.cortex.2016.04.023
  26. Fuster, J. (1989). The prefrontal cortex. Raven Press.
  27. Fuster, J. (2002). Frontal lobe and cognitive development. Journal of Neuropsychology, 31, 373-385. https://doi.org/10.1023/A:1024190429920 DOI: https://doi.org/10.1023/A:1024190429920
  28. 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 DOI: https://doi.org/10.3200/JRLP.143.4.405-426
  29. 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 DOI: https://doi.org/10.1037/edu0000674
  30. 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 DOI: https://doi.org/10.15446/rcp.v30n1.88146
  31. 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 DOI: https://doi.org/10.17081/psico.24.46.4881
  32. 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 DOI: https://doi.org/10.17227/rce.num84-11298
  33. 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 DOI: https://doi.org/10.21615/cesp.5494
  34. Guy, S., Isquith, P., & Gioia, G. (2004). Behavior rating inventory of executive function—self report version (BRIEF-SR). Psychological Assessment Resources.
  35. 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 DOI: https://doi.org/10.19053/22160159.3022
  36. Jacobs, J., & Paris, S. (1987). Children’s Metacognition about reading: issues in definition, DOI: https://doi.org/10.1207/s15326985ep2203&4_4
  37. measurement, and instruction. Educational Psychologist, 22(3-4), 255-278. https://doi.org/10.1207/s15326985ep2203&4_4
  38. Lezak, M. (1983). Neuropsychological assessment. Oxford University Press.
  39. Lezak, M. (1994). Neuropsychological evaluation. Oxford University Press.
  40. Lezak, M., Howieson, D., Bigler, E., & Tranel, D. (2012). Neuropsychological assessment. University Press.
  41. Luria, A. (1973). The working brain. Penguin Books.
  42. Luria, A. (1974). El cerebro en acción. Martínez Roca.
  43. Luria, A. (1986). Las funciones corticales superiores del hombre. Fontamara.
  44. 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 DOI: https://doi.org/10.1007/s11409-016-9157-7
  45. 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
  46. 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 DOI: https://doi.org/10.1006/cogp.1999.0734
  47. 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 DOI: https://doi.org/10.1523/JNEUROSCI.2360-17.2018
  48. Nelson, T. (1996). Consciousness and metacognition. American Psychologist, 51(2), 102-116. https://doi.org/10.1037/0003-066X.51.2.102 DOI: https://doi.org/10.1037/0003-066X.51.2.102
  49. 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. DOI: https://doi.org/10.1016/S0079-7421(08)60053-5
  50. 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 DOI: https://doi.org/10.1044/jshr.3901.166
  51. 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 DOI: https://doi.org/10.1044/jshr.3101.19
  52. 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 DOI: https://doi.org/10.3389/fpsyg.2017.00422
  53. 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 DOI: https://doi.org/10.1016/S0028-3932(99)00066-4
  54. 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 DOI: https://doi.org/10.1016/S0883-0355(99)00015-4
  55. 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 DOI: https://doi.org/10.1207/s15430421tip4104_3
  56. 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 DOI: https://doi.org/10.1037/0022-0663.82.1.33
  57. 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 DOI: https://doi.org/10.1016/j.dr.2017.04.001
  58. 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 DOI: https://doi.org/10.1111/cdep.12159
  59. 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 DOI: https://doi.org/10.1006/ceps.1994.1033
  60. Shimamura, A. (2000). Toward a cognitive neuroscience of metacognition. Consciousness and Cognition, 9, 313-323. https://doi.org/10.1006/ccog.2000.0450 DOI: https://doi.org/10.1006/ccog.2000.0450
  61. 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 DOI: https://doi.org/10.1076/edre.10.2.117.27905
  62. 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 DOI: https://doi.org/10.1007/s004269900007
  63. 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 DOI: https://doi.org/10.1037/0033-2909.95.1.3
  64. Stuss, D., & Benson, D. (1986). The frontal lobes. Raven Press.
  65. Stuss, D., & Knight, R. (2002). Principles of frontal lobe function. Oxford University Press. DOI: https://doi.org/10.1093/acprof:oso/9780195134971.001.0001
  66. Tabachnick, B., & Fidell, L. (2013). Using multivariate statistics (6a ed.). Pearson.
  67. Tarricone, P. (2011). The taxonomy of metacognition. Psychology Press. DOI: https://doi.org/10.4324/9780203830529
  68. 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.
  69. Trujillo, N., & Pineda, D. (2008). Función ejecutiva en la investigación de los trastornos del
  70. comportamiento del niño y del adolescente. Revista de Neuropsicología, Neuropsiquiatría y
  71. 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
  72. 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 DOI: https://doi.org/10.1177/2398212818810591
  73. 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. DOI: https://doi.org/10.4324/9781315697048-3
  74. 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.
  75. Zimmerman, B., & Schunk, D. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. Springer. DOI: https://doi.org/10.1007/978-1-4612-3618-4
  76. Zohar, A., & Dori, Y. (2012). Metacognition in Science education. Trends in current research. Springer. DOI: https://doi.org/10.1007/978-94-007-2132-6

Downloads

Download data is not yet available.

Similar Articles

<< < 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.