In the context of contemporary theories of intelligence and information processing, regarding the neuro-psychological nature of 'Metacomponents', 'Performance Components', and 'Knowledge-Acquisition Components' developed by Robert Sternberg, along with the interrelationships between Arthur Jensen's Level-I (associative learning and memory) and Level-II (cognitive, conceptual, and problem-solving) abilities within his hierarchical model of intelligence, and their implications for modern primary inclusive classroom teaching, problem-based approaches, and the promotion of Higher-Order Thinking Skills (HOTS) in students, which of the following statements is most appropriate and true?

Detailed Explanation

According to Robert Sternberg's cognitive component analysis, metacomponents are executive processes responsible for defining problems, planning solutions, selecting strategies, and monitoring progress.

On the other hand, Arthur Jensen divided intelligence into two hierarchical levels:

• Level-I: Associated with associative learning, rote memory, and conditioning.
• Level-II: Associated with cognitive-conceptual abilities, abstract reasoning, conceptual understanding, and complex problem-solving.

Both metacomponents and Level-II abilities are crucial for fostering Higher-Order Thinking Skills (HOTS) and effective learning in modern inclusive classrooms. Therefore, option (b) is scientifically accurate and most appropriate.