Executive function and metacognition: Towards a unifying framework of cognitive self-regulation
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BORIS DOI
Date of Publication
May 4, 2017
Publication Type
Article
Division/Institute
Subject(s)
Series
Developmental review
ISSN or ISBN (if monograph)
0273-2297
Publisher
Elsevier
Language
English
Publisher DOI
Description
Executive function and metacognition are higher-order cognitive processes that undergo steady improvements throughout childhood. They are highly relevant to daily functioning in various domains, including academic achievement. Both concepts have been intensively researched, but surprisingly little literature has sought to connect them theoretically and empirically. In the present review, I elaborate on the similarities between these concepts from a developmental perspective, including the definitions, developmental timetables, factors that lead to changes over time, and relations to academic achievement and intelligence. Simultaneously, the differences between these two domains of cognitive development are discussed. These include, in particular, the relative neglect of quantifying monitoring within research on executive functions and the disregard for the neuropsychological underpinnings of metacognition. Finally, this paper presents several avenues for future research and proposes a possible unifying framework of cognitive self-regulation that integrates executive function and metacognition and may lead to a better understanding of the emergence of cognitive self-regulation in development.
File(s)
File | File Type | Format | Size | License | Publisher/Copright statement | Content | |
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1-s2.0-S0273229716300132-main.pdf | text | Adobe PDF | 533.11 KB | published | |||
Roebers Dev Review 2017.pdf | text | Adobe PDF | 549.66 KB | Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND 4.0) | accepted |