<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592022000200189</article-id>
<article-id pub-id-type="doi">10.19053/22160159.v13.n33.2022.12500</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Explorando la relación entre las funciones ejecutivas y la metacognición: ¿las primeras predicen la segunda?]]></article-title>
<article-title xml:lang="en"><![CDATA[Exploring the connection between executive functions and metacognition: Do the former predict the latter?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Explorando a relação entre funções executivas e metacognição: As primeiras preveem a segunda?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-de Blume]]></surname>
<given-names><![CDATA[Antonio P.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montoya Londoño]]></surname>
<given-names><![CDATA[Diana Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Georgia Southern University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Manizales  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>33</numero>
<fpage>189</fpage>
<lpage>211</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592022000200189&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592022000200189&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592022000200189&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este artículo es explorar las relaciones empíricas entre las funciones ejecutivas (FE), la conciencia metacognitiva subjetiva -conocimiento de la cognición y regulación de la cognición- y el monitoreo metacognitivo objetivo -precisión absoluta y sesgo absoluto-. Más específicamente, se examinó el efecto predictivo de las FE sobre la metacognición en una muestra de estudiantes universitarios colombianos. Los resultados revelaron que las FE predecían mejor el conocimiento de la cognición subjetivo, pero eran las menos predictivas para la regulación de la cognición subjetiva. Con respecto a las medidas objetivas, las FE predijeron mejor la precisión absoluta del monitoreo. Así mismo, los patrones predictivos a través de la metacognición subjetiva y objetiva diferían, aunque la "selección de refranes" -una FE asociada con la región de la corteza prefrontal anterior del cerebro que mide la capacidad de comprender, comparar y seleccionar respuestas con un sentido figurado- predijo todo, menos el sesgo absoluto del monitoreo. Al final, se discuten las implicaciones para la teoría y la investigación y se dan recomendaciones para la práctica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo visa a explorar as relações empíricas entre as funções executivas (FEs), a consciência metacognitiva subjetiva (conhecimento da cognição e regulação da cognição) e o monitoramento metacognitivo objetivo (precisão absoluta e viés absoluto). Mais especificamente, o efeito preditivo das FEs sobre a metacognição foi examinado numa amostra de estudantes universitários colombianos. Os resultados mostraram que as FEs previam melhor o conhecimento da cognição subjetivo, mas eram menos preditivas para o regulamento da cognição subjetiva. Quanto às medidas objetivas, as FEs previram melhor a precisão absoluta do monitoramento. Da mesma forma, os padrões preditivos através da metacognição subjetiva e objetiva diferiram, embora a "seleção de provérbios" (uma FE associada à região do córtex pré-frontal anterior do cérebro que mede a capacidade de compreender, comparar e selecionar respostas com um sentido figurativo) previu tudo, exceto o viés absoluto do monitoramento. Finalmente, são discutidas as implicações para a teoria e a pesquisa e são dadas recomendações para a prática.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje de adultos]]></kwd>
<kwd lng="es"><![CDATA[cognición]]></kwd>
<kwd lng="es"><![CDATA[comprensión]]></kwd>
<kwd lng="es"><![CDATA[neuropsicología]]></kwd>
<kwd lng="en"><![CDATA[adult learning]]></kwd>
<kwd lng="en"><![CDATA[cognition]]></kwd>
<kwd lng="en"><![CDATA[comprehension]]></kwd>
<kwd lng="en"><![CDATA[neuropsychology]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem de adultos]]></kwd>
<kwd lng="pt"><![CDATA[cognição]]></kwd>
<kwd lng="pt"><![CDATA[compreensão]]></kwd>
<kwd lng="pt"><![CDATA[neuropsicologia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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