Linking Executive Functions and Procedural Metacognition

Abstract

Traditionally, researchers have discussed executive function and metacognition independently. However, more recently, theoretical frameworks linking these two groups of higher order cognitive processes have been advanced. In this article, we explore the relationship between executive function and procedural metacognition, and summarize theoretical similarities. From a developmental perspective, the assumed theoretical resemblances seem to be supported, considering development trajectories and their substantial impact on areas that include learning and memory. Moreover, empirical evidence suggests direct relationships on the task level, on the level of latent variables, and in terms of involved brain regions. However, research linking the two concepts directly remains rare. We discuss evidence and developmental mechanisms, and propose ways researchers can investigate links between executive function and procedural metacognition.

Regulatory Predictors of Linguistic Competencies and Academic Achievement in Native Language Among Secondary School Students

“…Similar studies for the subject «Native language» in a sample of middle and high school students are very rare (Norman & Furnes, 2016). A particular task of the future research is considering more detailed aspects of this relationship, as researchers agree that SR and EF are closely related ontogenetically (Roebers & Feurer, 2016).…”

“…We have already shown that annual assessments of academic performance are largely determined by the general level of conscious SR development, while EF mainly contribute to the LC development (Morosanova et al, 2019). However, it is not possible to identify direct and indirect contributions of the regulatory indicators of different levels and evaluate the size of these contributions without building a structural model (Roebers & Feurer, 2016).…”

Executive function and metacognition: Towards a unifying framework of cognitive self-regulation

“…Or, a learner's re-study selections might be based on her or his-more or less accurate-monitoring of learning progress (monitoring-based control). As a result, the true amounts of shared variances between "pure" EF and MC are likely underestimated (Roebers & Feurer, 2016). Structural equation modeling techniques (SEM) offer a unique solution to these methodological concerns.…”

“…Two different bodies of the literature will be integrated: that focusing on "executive function" (EF) and that on "metacognition" (MC). In a previous brief report, some practically relevant similarities between EF and MC were outlined (Roebers & Feurer, 2016).…”

Self-Regulation and Executive Function Longitudinally Predict Advanced Learning in Preschool

“…It is unclear whether this advantage might stem from superior EF per se (a higher capacity in one or more EFs), or from moreeffective EF-mobilization strategies (e.g., information processing strategies, problem solving strategies; Ball et al, 1994;Johnson et al, 2003). While effective EF-mobilizing strategies often accompany high EF capacities (Roebers and Feurer, 2016), this is not necessarily so. For instance, previous research suggests cognitively gifted students may be characterized by an advantage in their endogenous EF capacity and/or experiential developmental factors (e.g., learned executive know-how, such as strategies that reduce the executive demands of a task; Johnson et al, 2003;Howard et al, 2013).…”