2026-04-28T21:22:29Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/567472026-03-23T13:32:37Zcom_10324_1184com_10324_931com_10324_894col_10324_1400

Sáiz Manzanares, María Consuelo Carbonero Martín, Miguel Ángel 2022-11-04T09:49:54Z 2022-11-04T09:49:54Z 2017 Brain Sciences, 2017, vol. 7, n. 12, p. 136 https://uvadoc.uva.es/handle/10324/56747 10.3390/brainsci7100136 136 12 Brain Sciences 7 2076-3425 The analysis of Metacognitive skills is a key element to guide the learning process. Current research has shown the initiation of these skills from an early age. The present study had two aims: (1) to validate a Scale Measuring Precursor Metacognitive Skills (SMPMS) in children with diverse disabilities, and (2) to study possible significant different between different disabilities in precursor metacognitive skill use. We worked with 87 children with different disabilities, with an average age range of 24–37 months. The results have shown high indicators of reliability and validity of the SMPMS. We isolated two factors related to cognitive and metacognitive and self-regulation skills response to an adult. We also found significant differences in the acquisition of metacognitive and self-regulation skills among children with global developmental retardation as compared to children with expressive language and comprehension disability. eng info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by/4.0/ © 2017 The Author(s) Atribución 4.0 Internacional Metacognitive precursors: An analysis in children with different disabilities info:eu-repo/semantics/article