Metacognition and Executive Functions:
Relationships between Concepts and Implications for Learning
Keywords:
Metacognition, Executive functions, Cognition, LearningAbstract
Research on learning indicates that the capacities of planning, monitoring and controlling one’s own activity has a central role in learning, and that failure or delay in its development are present in learning disabilities. Such capacities are defined as metacognition in the psychological approach, and as executive functions in the neuropsychological approach. Thus, these two different concepts seem to refer to similar capacities. By reviewing both classic and recent literature, we aimed to examine these two concepts, relating them to each other and to learning. As a result, we found that these concepts converge in some aspects, but differ in others; and that there are some initial empirical data confirming the relationship between the skills described by both concepts.
Downloads
Download data is not yet available.
References
Ardila, A. (2008). On the evolutionary origins of executive functions. Brain and Cognition, 68, 92”“99.
Armentano, C. G. C., Porto, C. C., Brucki, S. M. D., & Nitrini, R. (2009). Study on the Behavioural Assessment of the Dysexecutive Syndrome (BADS) performance in healthy individuals, Mild cognitive impairment and Alzheimer’s disease: A preliminary study. Dementia & Neuropsychologia, 3(2), 101-107.
Baddeley, A .D., & Hitch, G. (1974). Working memory. In G.H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory Vol. 8 (pp. 47”“89). New York: Academic Press.
Beato, R. G., Nitrini, R., Formigoni, A. P., & Caramelli, P. (2007). Brazilian version of the Frontal Assessment Battery (FAB): Preliminary data on administration to healthy elderly. Dementia & Neuropsychologia, 1, 59-65.
Benson, J. E., & Sabbagh, M. A. (2010). Theory of mind and executive functioning. In P. D. Zelazo, M. Chandler, & E. Crone (Eds.), Developmental Social Cognitive Neuroscience (pp. 63”“80). New York: Psychology Press.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 1-16). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Capovilla, A. (2006). Desenvolvimento e validação de instrumentos neuropsicológicos para avaliar funções executivas. Avaliação Psicológica, 5(2), 239-241.
Carreti, B., Borella, E., Cornoldi, C., & De Beni, R. (2009). Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis. Learning and Individual Differences,19, 246-251.
Carretti, B., Cornoldi, C., De Beni, R. & Romanò, M. (2005). Updating in working memory: a comparison of good and poor comprehenders. Journal of Experimental Child Psychology, 91, 45-66.
Castellanos, F. X., Sonuga-Barke, E. J. S., Milha, M. P., & Tannock, R. (2006). Characterizing cognition in ADHD: beyond executive dysfunction. Trends in Cognitive Sciences, 10(3), 117-123.
Coll, C., & Onrubia, J. (2004). Inteligência, inteligências e capacidade de aprendizagem. In C. Coll, A. Marchesi, & J. Palácios (Eds.), Desenvolvimento psicológico e educação ”“ psicologia da educação escolar, vol. 2 (pp. 131-144). Porto Alegre: Artmed.
Cosenza, R. M. (2004). Bases estruturais do sistema nervoso. In V. M. Andrade, F. H. Santos, & O. Bueno (Eds.), Neuropsicologia Hoje (pp. 37-59). São Paulo: Artes Médicas.
Cutting, L. E., Materek, A., Cole, C. A. S., Levine, T. M., & Mahone, E. M. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59, 34-54.
Cypel, S. (2006). O papel das funções executivas nos transtornos da aprendizagem. In N. Rotta, L. Ohlweiler, & R. Riesgo (Eds.), Transtornos da aprendizagem ”“ Abordagem neurobiológica e multidisciplinar (pp. 375-387). Porto Alegre: Artmed.
De Beni, R., & Palladino, P. (2000). Intrusion errors in working memory tasks: are they related to reading comprehension ability? Learning & Individual Differences, 12, 131-143.
Dunlosky, J., & Metcalfe, J. (2009). Metacognition: a textbook for cognitive, educational, life span and applied psychology. Thousand Oaks, California: SAGE Publications.
Fahie, C. M., & Symons, D. K. (2003). Executive functioning and theory of mind in children clinically referred for attention and behavior problems. Applied Developmental Psychology, 24, 51”“73.
Fernández-Duque, D., Bird, J. A., & Posner, M. I. (2000). Executive attention and metacognitive regulation. Consciousness and Cognition, 9, 288-307.
Flavell, J., & Wellman, H. (1977). Metamemory. In R. V. Kail & J.W. Hagen (Eds.), Perspective on the development of memory and cognition (pp. 3-33). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 1-16). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Fletcher, J. M., Lyons, G. R., Fuchs, L. S., & Barnes, M. A. (2009). Transtornos de aprendizagem: da identificação à intervenção. Porto Alegre: Artmed.
Friedman, N. P., & Miyake, A. (2004). The reading span test and its predictive power for reading comprehension ability. Journal of Memory & Language, 51, 136-158.
Goldberg, E. (2002). O cérebro executivo: lobos frontais e mente civilizada. Rio de Janeiro: Imago.
Jou, G. I., & Sperb, T. M. (2006). A Metacognição como estratégia reguladora da aprendizagem. Psicologia: Reflexão e Crítica, 19(2), 177-185.
Jou, G. I., & Sperb, T. M. (2008). Leitura compreensiva: o processo instrucional. Linguagem e Ensino, 11(1), 145-177.
Jurado, M. B., & Rosselli, M. (2007). The elusive nature of executive functions: a review of our current understanding. Neuropsychology Review, 17, 213-233.
Kimball, D., & Metcalfe, J. (2003). Delaying judgments of learning affects memory, not metamemory. Memory-and-Cognition, 31(6), 918-929.
Kintsch, W., & Van Dijk, A. (1978). Toward a model of text comprehension and production. Psychological Review, 85(5), 363-394.
Kristensen, C. H. (2006). Funções executivas e envelhecimento. In M. A. M. P. Parente (Ed.), Cognição e envelhecimento (pp. 97-111). Porto Alegre: Artmed.
Lezak, M. D., Howieson, D. B., & Loring, D. W. (2004). Neuropsychological assessment (4 ed.). New York: Oxford University Press.
Mansur, L. L., & Radanovic, M. (2004). Neurolinguística. Princípios para a prática clínica. São Paulo: Edições inteligentes.
Martín, E. (2004). Ensinar a pensar por meio do currículo. In C. Coll, A. Marchesi, & J. Palácios, (Eds.), Desenvolvimento psicológico e educação - Transtornos de desenvolvimento e necessidades educativas especiais ”“ psicologia da educação escolar, vol 3 (pp. 309-329). Porto Alegre: Artmed.
Mayor, J., Suengas, A. & González Marqués, J. (1995). Estrategias metacognitivas: aprender a aprender y aprender a pensar. Madrid: Editorial Síntesis.
Monereo, C., Pozo, J. I., & Castelló, M. (2004). O ensino de estratégias de aprendizagem no contexto escolar. In C. Coll, A. Marchesi, & J. Palácios (Eds.), Desenvolvimento psicológico e educação ”“ psicologia da educação escolar, vol. 2 (pp. 161-176). Porto Alegre: Artmed.
Nelson, T., Narens, L., & Dunlosky, J. (2004). A revised methodology for research on metamemory: Pre-judgment recall and monitoring (PRAM). Psychological-Methods, 9(1), 53-69.
Nelson, T., & Narens, L. (1996). Why investigate Metacognition? In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition. Knowing about knowing (pp. 1-27). Cambridge, Mass.: MIT Press.
Norman, D. A., & Shallice, T. (1986). Attention to action: Willed and automatic control of behaviour. In R. J. Davidson, G. E. Schwartz, & D. Shapiro (Eds.), Consciousness and Self-Regulation: Advances in Research and Theory, vol. 4 (pp. 1-18). New York: Plenum Press.
Pannu, J. K., & Kaszniak, A .W. (2005). Metamemory experiments in neurological populations: a review. Neuropsychology Review, 15(3), 105-30.
Perrotin, A., Isgrini, M., Souchay, C., Clarys, D., & Taconnat, L. (2005). Episodic feeling-of-knowing accuracy and cued recall in the elderly: evidence for double dissociation involving executive functioning and processing speed. Acta Psychologica, 122, 58”“73.
Perrotin, A., Tournelle, L., & Isgrini, M. (2008). Executive functioning and memory as potential mediators of the episodic feeling-of-knowing accuracy. Brain and Cognition, 67, 76”“87.
Pozo, J. I., Monereo, C. & Castelló, M. (2004). O uso estratégico do conhecimento. In C. Coll, A. Marchesi, & J. Palácios (Eds.), Desenvolvimento psicológico e educação ”“ psicologia da educação escolar. vol. 2 (pp. 145-160). Porto Alegre: Artmed.
Powell, K. B., & Voeller, K. K. S. (2004). Prefrontal executive function syndromes in children. Journal of Child Neurology, 19, 785-797.
Prins, F. J., Veenman, M. V. J., & Elshout, J. J. (2006). The impact of intellectual ability and metacognition on learning: new support for the threshold of problematicity theory. Learning and Instruction, 16, 374-387.
Riesgo, R. S. (2006). Anatomia da aprendizagem. In N. Rotta, L. Ohlweiler, & R. Riesgo (Eds.), Transtornos da aprendizagem ”“ Abordagem neurobiológica e multidisciplinar (pp. 21-42). Porto Alegre: Artmed.
Rotta, N. (2006). Dispraxias. In N. Rotta, L. Ohlweiler, & R. Riesgo (Eds.), Transtornos da aprendizagem: Abordagem neurobiológica e multidisciplinar, (pp. 207-220). Porto Alegre: Artmed.
Salles, J. F., & Corso, H. V. (2009). Relação entre leitura de palavras isoladas e compreensão de leitura textual em crianças. Letras de Hoje, 44(3) 28-35.
Salles, J. F., & Corso, H. V. (2011). Funções neuropsicológicas relacionadas ao desempenho em leitura em crianças. In L. M. Alves, R. Mousinho, & S. A. Capellini (Eds.), Dislexia: novos temas, novas perspectivas (pp. 107-129). Rio de Janeiro: WAK Editora.
Santos, F. H. dos (2004). Funções executivas. In V. M. Andrade, F. H. Santos, & O. Bueno (Eds.), Neuropsicologia Hoje (pp. 125-134). São Paulo: Artes Médicas.
Seigneuric, A., Ehrlich, M. F., Oakhill, J. & Yuill, N. (2000). Working memory resources and children’s reading comprehension. Reading and Writing, 13, 81-103.
Son, L. K. (2007). Introduction: a metacognition bridge. European Journal of Cognitive Psychology, 19(4), 481-493.
Souchay, C., & Isgrini, M. (2004). Age related differences in metacognitive control: role of executive functioning. Brain and Cognition, 56, 89”“99.
Swanson, H. L., & Jerman, O. (2007). The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology, 96, 249-283.
Van der Sluis, S., De Jong, P. F., & Van der Leij, A. (2006). Executive functioning in children, and its relations with reasoning, reading, and arithmetic. Intelligence, 35, 427”“449.
Veenman, M. V. J., Van Jout Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition Learning, 1, 3-14.
Ylikoski, R., & Hänninan, T. (2003). Assessment of executive function in clinical trials. International Psychogeriatrics, 15, 219-224.
Zingerevich, C., & LaVesser, P. D. (2008). The contribution of executive functions to participation in school activities of children with high functioning autism spectrum disorder. Research in Autism Spectrum Disorders, 3, 429-437.
Armentano, C. G. C., Porto, C. C., Brucki, S. M. D., & Nitrini, R. (2009). Study on the Behavioural Assessment of the Dysexecutive Syndrome (BADS) performance in healthy individuals, Mild cognitive impairment and Alzheimer’s disease: A preliminary study. Dementia & Neuropsychologia, 3(2), 101-107.
Baddeley, A .D., & Hitch, G. (1974). Working memory. In G.H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory Vol. 8 (pp. 47”“89). New York: Academic Press.
Beato, R. G., Nitrini, R., Formigoni, A. P., & Caramelli, P. (2007). Brazilian version of the Frontal Assessment Battery (FAB): Preliminary data on administration to healthy elderly. Dementia & Neuropsychologia, 1, 59-65.
Benson, J. E., & Sabbagh, M. A. (2010). Theory of mind and executive functioning. In P. D. Zelazo, M. Chandler, & E. Crone (Eds.), Developmental Social Cognitive Neuroscience (pp. 63”“80). New York: Psychology Press.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 1-16). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Capovilla, A. (2006). Desenvolvimento e validação de instrumentos neuropsicológicos para avaliar funções executivas. Avaliação Psicológica, 5(2), 239-241.
Carreti, B., Borella, E., Cornoldi, C., & De Beni, R. (2009). Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis. Learning and Individual Differences,19, 246-251.
Carretti, B., Cornoldi, C., De Beni, R. & Romanò, M. (2005). Updating in working memory: a comparison of good and poor comprehenders. Journal of Experimental Child Psychology, 91, 45-66.
Castellanos, F. X., Sonuga-Barke, E. J. S., Milha, M. P., & Tannock, R. (2006). Characterizing cognition in ADHD: beyond executive dysfunction. Trends in Cognitive Sciences, 10(3), 117-123.
Coll, C., & Onrubia, J. (2004). Inteligência, inteligências e capacidade de aprendizagem. In C. Coll, A. Marchesi, & J. Palácios (Eds.), Desenvolvimento psicológico e educação ”“ psicologia da educação escolar, vol. 2 (pp. 131-144). Porto Alegre: Artmed.
Cosenza, R. M. (2004). Bases estruturais do sistema nervoso. In V. M. Andrade, F. H. Santos, & O. Bueno (Eds.), Neuropsicologia Hoje (pp. 37-59). São Paulo: Artes Médicas.
Cutting, L. E., Materek, A., Cole, C. A. S., Levine, T. M., & Mahone, E. M. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59, 34-54.
Cypel, S. (2006). O papel das funções executivas nos transtornos da aprendizagem. In N. Rotta, L. Ohlweiler, & R. Riesgo (Eds.), Transtornos da aprendizagem ”“ Abordagem neurobiológica e multidisciplinar (pp. 375-387). Porto Alegre: Artmed.
De Beni, R., & Palladino, P. (2000). Intrusion errors in working memory tasks: are they related to reading comprehension ability? Learning & Individual Differences, 12, 131-143.
Dunlosky, J., & Metcalfe, J. (2009). Metacognition: a textbook for cognitive, educational, life span and applied psychology. Thousand Oaks, California: SAGE Publications.
Fahie, C. M., & Symons, D. K. (2003). Executive functioning and theory of mind in children clinically referred for attention and behavior problems. Applied Developmental Psychology, 24, 51”“73.
Fernández-Duque, D., Bird, J. A., & Posner, M. I. (2000). Executive attention and metacognitive regulation. Consciousness and Cognition, 9, 288-307.
Flavell, J., & Wellman, H. (1977). Metamemory. In R. V. Kail & J.W. Hagen (Eds.), Perspective on the development of memory and cognition (pp. 3-33). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 1-16). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Fletcher, J. M., Lyons, G. R., Fuchs, L. S., & Barnes, M. A. (2009). Transtornos de aprendizagem: da identificação à intervenção. Porto Alegre: Artmed.
Friedman, N. P., & Miyake, A. (2004). The reading span test and its predictive power for reading comprehension ability. Journal of Memory & Language, 51, 136-158.
Goldberg, E. (2002). O cérebro executivo: lobos frontais e mente civilizada. Rio de Janeiro: Imago.
Jou, G. I., & Sperb, T. M. (2006). A Metacognição como estratégia reguladora da aprendizagem. Psicologia: Reflexão e Crítica, 19(2), 177-185.
Jou, G. I., & Sperb, T. M. (2008). Leitura compreensiva: o processo instrucional. Linguagem e Ensino, 11(1), 145-177.
Jurado, M. B., & Rosselli, M. (2007). The elusive nature of executive functions: a review of our current understanding. Neuropsychology Review, 17, 213-233.
Kimball, D., & Metcalfe, J. (2003). Delaying judgments of learning affects memory, not metamemory. Memory-and-Cognition, 31(6), 918-929.
Kintsch, W., & Van Dijk, A. (1978). Toward a model of text comprehension and production. Psychological Review, 85(5), 363-394.
Kristensen, C. H. (2006). Funções executivas e envelhecimento. In M. A. M. P. Parente (Ed.), Cognição e envelhecimento (pp. 97-111). Porto Alegre: Artmed.
Lezak, M. D., Howieson, D. B., & Loring, D. W. (2004). Neuropsychological assessment (4 ed.). New York: Oxford University Press.
Mansur, L. L., & Radanovic, M. (2004). Neurolinguística. Princípios para a prática clínica. São Paulo: Edições inteligentes.
Martín, E. (2004). Ensinar a pensar por meio do currículo. In C. Coll, A. Marchesi, & J. Palácios, (Eds.), Desenvolvimento psicológico e educação - Transtornos de desenvolvimento e necessidades educativas especiais ”“ psicologia da educação escolar, vol 3 (pp. 309-329). Porto Alegre: Artmed.
Mayor, J., Suengas, A. & González Marqués, J. (1995). Estrategias metacognitivas: aprender a aprender y aprender a pensar. Madrid: Editorial Síntesis.
Monereo, C., Pozo, J. I., & Castelló, M. (2004). O ensino de estratégias de aprendizagem no contexto escolar. In C. Coll, A. Marchesi, & J. Palácios (Eds.), Desenvolvimento psicológico e educação ”“ psicologia da educação escolar, vol. 2 (pp. 161-176). Porto Alegre: Artmed.
Nelson, T., Narens, L., & Dunlosky, J. (2004). A revised methodology for research on metamemory: Pre-judgment recall and monitoring (PRAM). Psychological-Methods, 9(1), 53-69.
Nelson, T., & Narens, L. (1996). Why investigate Metacognition? In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition. Knowing about knowing (pp. 1-27). Cambridge, Mass.: MIT Press.
Norman, D. A., & Shallice, T. (1986). Attention to action: Willed and automatic control of behaviour. In R. J. Davidson, G. E. Schwartz, & D. Shapiro (Eds.), Consciousness and Self-Regulation: Advances in Research and Theory, vol. 4 (pp. 1-18). New York: Plenum Press.
Pannu, J. K., & Kaszniak, A .W. (2005). Metamemory experiments in neurological populations: a review. Neuropsychology Review, 15(3), 105-30.
Perrotin, A., Isgrini, M., Souchay, C., Clarys, D., & Taconnat, L. (2005). Episodic feeling-of-knowing accuracy and cued recall in the elderly: evidence for double dissociation involving executive functioning and processing speed. Acta Psychologica, 122, 58”“73.
Perrotin, A., Tournelle, L., & Isgrini, M. (2008). Executive functioning and memory as potential mediators of the episodic feeling-of-knowing accuracy. Brain and Cognition, 67, 76”“87.
Pozo, J. I., Monereo, C. & Castelló, M. (2004). O uso estratégico do conhecimento. In C. Coll, A. Marchesi, & J. Palácios (Eds.), Desenvolvimento psicológico e educação ”“ psicologia da educação escolar. vol. 2 (pp. 145-160). Porto Alegre: Artmed.
Powell, K. B., & Voeller, K. K. S. (2004). Prefrontal executive function syndromes in children. Journal of Child Neurology, 19, 785-797.
Prins, F. J., Veenman, M. V. J., & Elshout, J. J. (2006). The impact of intellectual ability and metacognition on learning: new support for the threshold of problematicity theory. Learning and Instruction, 16, 374-387.
Riesgo, R. S. (2006). Anatomia da aprendizagem. In N. Rotta, L. Ohlweiler, & R. Riesgo (Eds.), Transtornos da aprendizagem ”“ Abordagem neurobiológica e multidisciplinar (pp. 21-42). Porto Alegre: Artmed.
Rotta, N. (2006). Dispraxias. In N. Rotta, L. Ohlweiler, & R. Riesgo (Eds.), Transtornos da aprendizagem: Abordagem neurobiológica e multidisciplinar, (pp. 207-220). Porto Alegre: Artmed.
Salles, J. F., & Corso, H. V. (2009). Relação entre leitura de palavras isoladas e compreensão de leitura textual em crianças. Letras de Hoje, 44(3) 28-35.
Salles, J. F., & Corso, H. V. (2011). Funções neuropsicológicas relacionadas ao desempenho em leitura em crianças. In L. M. Alves, R. Mousinho, & S. A. Capellini (Eds.), Dislexia: novos temas, novas perspectivas (pp. 107-129). Rio de Janeiro: WAK Editora.
Santos, F. H. dos (2004). Funções executivas. In V. M. Andrade, F. H. Santos, & O. Bueno (Eds.), Neuropsicologia Hoje (pp. 125-134). São Paulo: Artes Médicas.
Seigneuric, A., Ehrlich, M. F., Oakhill, J. & Yuill, N. (2000). Working memory resources and children’s reading comprehension. Reading and Writing, 13, 81-103.
Son, L. K. (2007). Introduction: a metacognition bridge. European Journal of Cognitive Psychology, 19(4), 481-493.
Souchay, C., & Isgrini, M. (2004). Age related differences in metacognitive control: role of executive functioning. Brain and Cognition, 56, 89”“99.
Swanson, H. L., & Jerman, O. (2007). The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology, 96, 249-283.
Van der Sluis, S., De Jong, P. F., & Van der Leij, A. (2006). Executive functioning in children, and its relations with reasoning, reading, and arithmetic. Intelligence, 35, 427”“449.
Veenman, M. V. J., Van Jout Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition Learning, 1, 3-14.
Ylikoski, R., & Hänninan, T. (2003). Assessment of executive function in clinical trials. International Psychogeriatrics, 15, 219-224.
Zingerevich, C., & LaVesser, P. D. (2008). The contribution of executive functions to participation in school activities of children with high functioning autism spectrum disorder. Research in Autism Spectrum Disorders, 3, 429-437.
Downloads
Published
2013-04-22
How to Cite
Corso, H. V., Sperb, T. M., de Jou, G. I., & Salles, J. F. (2013). Metacognition and Executive Functions:: Relationships between Concepts and Implications for Learning. Psicologia: Teoria E Pesquisa, 29(1), 21–29. Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/17593
Issue
Section
Revisão da Literatura
