The Effect of Cognitive Processes on Declarative Knowledge: An Econometric Analysis

Abstract

This study analyzes how cognitive processes, specifically filtering, procedural knowledge, organization, and statistical management, influence declarative knowledge. Using a multiple linear regression econometric model, data from a representative student sample were evaluated. The results indicate that organization and procedural knowledge have the most significant impacts, while filtering and statistical management present smaller but statistically relevant effects. These findings highlight the importance of designing educational strategies that promote information structuring and practical application of concepts. Likewise, the need to foster metacognitive skills such as filtering and statistical analysis to optimize academic performance is emphasized. The study concludes that integrating these cognitive processes into teaching can enhance the development of declarative knowledge and better prepare students for complex contexts.