Metacognition and Executive Functions:: Relationships between Concepts and Implications for Learning

• Autor(a) principal: Corso, Helena Vellinho
• Data de Publicação: 2013
• Outros Autores: Sperb, Tânia Mara, de Jou, Graciela Inchausti, Salles, Jerusa Fumagalli
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia (Universidade de Brasília. Online)
• Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/17593
• topic: Psicologia Cognitiva;Neuropsicologia; Metacognição; Funções executivas; Cognição; Aprendizagem; Metacognition; Executive functions; Cognition; Learning

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.