Intelligence and Theory

This article discusses the relationship between intelligence and cognitive skills, with examples from sports and school subjects. It also explores the differences between children and adults in terms of cognitive development.

Running head: INTELLIGENCE AND THEORY
Intelligence and Theory
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According to extract from Teachers TV intelligence revolves round superior quality
performance in tasks that require cognitive skills where the individual is able to strike a chord
between brain and bodily movements. Cognition is required in the execution of intelligence
since it helps an individual to reason, perceive and use logiomathmatical skills while
performing a task. The same has been demonstrated in a concise manner with the help of
famous sportsman David Beckham and his outstanding capabilities of striking a goal. This is
one clear demonstration of intelligence with the maximum retention of details and
information in mind for the perfect harmonization and infusion of them in order to solve a
situation.
It can be therefore never concluded in a simplistic manner that a sportsman does not
need intelligence since it requires the highest collaboration of cognitive skills in order to
make decision during a crucial moment. The mental and physical balance that the athlete
achieves is itself one instance of possessing intelligent agent faculties. In the short video, it is
well discernable how the athletes are required to make instant decisions crucial to winning
and losing in an activity where there is no scope of acting on sheer impulse. One of the other
most fundamental aspects of intelligence is brain power manipulation for the purpose of
achieving something (Nilan, 2018).
Two contrasting school subjects would be Mathematics and History, the former
requires problem solving skills, language system, working memory, inhibitory processes and
visual spatial processing for the purpose of information grasping and manipulation, use of
conceptual knowledge required for maths. The later is about memory, ability to recapitulate
facts require the cognitive skills of working memory and sequencing.
The child and adult are both intelligent since they are both in possession of basic
cognitive skills like attention, memory, imagination, awareness towards external events and

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thinking which they can apply in critical problem solving skills like adults. However in case
of adults it is particularly different since adults use brain in a more efficient manner than
children. This is apparent in the usage of brain and performance of task with different level of
brain proficiency. Adults are more activated in using the brain regions when compared to the
children and therefore can be termed more intelligent when compared to children.
They are dissimilar in verbal IQ, capability for processing information, picture
comprehension where the WAIS scale was more stable in adults than in children. Verbal
intelligence aspects like vocabulary and comprehension are also better in the adults than
found within the children. Another key area of difference is children are at a developmental
stage of cognitive skills while in adults, they are present in a complete manner. In adults
cognitive development results from a complex process in multiple ranges where will the
components of brain gain full shape resulting in making the individual interactive.
According to me intelligence is the collective ability to use memory, experience and
imagination in order to solve problems and learn from the experience. It also helps in
reasoning, thinking abstractly, making analogies and therefore overcome obstacles (West et
al 2016). I have chosen this particular formulation because it involves a close harmony and
collaboration of cognitive skills resulting in undertaking of judicious action that can be
termed as intelligence.

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Reference List:
Nilan, M. (2018). PGCE International - Understanding Learning. [online] Nottingham.ac.uk.
Available at: https://www.nottingham.ac.uk/~ttzelrn/understanding-learning-e/unit2/
section2.php [Accessed 22 Apr. 2018].
West, M.R., Kraft, M.A., Finn, A.S., Martin, R.E., Duckworth, A.L., Gabrieli, C.F. and
Gabrieli, J.D., 2016. Promise and paradox: Measuring students’ non-cognitive skills and the
impact of schooling. Educational Evaluation and Policy Analysis, 38(1), pp.148-170.