Explain how metacognition varies with respect to gender, linguistic diversity, cultural diversity, and learners with exceptionalities

Question

What will be an ideal response?

Answer 1

With respect to gender, some evidence indicates that girls tend to be more metacognitive than boys in their approaches to learning. This is likely consistent with girls' generally more conscientious approaches to their study. With respect to linguistic diversity, the cognitive load on second language learners' working memories is often high because they are dealing with both language and the topic they're studying, so metacognitive monitoring is often difficult for them. With respect to cultural diversity, beliefs are important factors. For instance, Asian students tend to believe that learning is a demanding process that requires a great deal of effort and perseverance, so Asian parents and teachers often emphasize memorization and rote learning to a greater extent than do teachers from mainstream Western cultures, such as the United States. And, finally, learners with exceptionalities, and particularly those with learning disabilities and behavior disorders don't acquire metacognitive strategies through the normal course of development in the same way as do their peers. However, with effort and practice they can be taught to be metacognitive, and promoting the development of these abilities represents one of the most promising educational trends in working with students having exceptionalities.