Relationship between Cognitive Skills and Academic Achievement - Coursework Example

Relationship between Cognitive Skills and Academic Achievement Introduction Academic excellence and growth in other areas of life forms part of a critical area in sociology as sociologists attempt to explain the rationale for differing academic performance among students. The ability to pass the exams and even excel in other areas of life is controlled by more than just the superficial class studies and the inputs a student places in his class work. One of the areas believed to affect the ability of an individual to perform and improve his chance of getting a better grade is cognitive ability. Cognitive ability is defined as the internal ability to perform higher mental process of reasoning, involving memorizing, understanding and solving different problems. According to a number of psychological theories, cognitive ability is viewed as a multidimensional that concerns the understanding of different spheres of life (Preckel & Roberts 484). The understanding of people differs, with some people having a stronger and higher understanding and ability to understand things quicker as compared to the others. These people are capable to solve different problems faster and understand the relationship between things that other people are not able to see on the superficial face. Such people are known as smart and given a higher intelligence quotient value as compared to others considered as slow learners. Cognitive abilities has been related to improved academic performance in a number of research with psychologists arguing that individuals with higher cognitive abilities are better placed to perform best in academic endeavors as compared to those with lower cognitive abilities. In this paper, the relationship that exists between cognitive ability and academic performance in student will be evaluated to ascertain whether higher cognitive abilities increase the overall academic performance of an individual. Different situations arise in our lives that require us to make informed decisions that shall shape the way for our lives. Every decision made must well thought of for we will live with the consequences of such actions. Cognitive psychology has continued to achieve much attention today due to the prominence it gives to the process of decision-making. Cognitive psychology has generated many theories that has been used to explain the procedures that human adopt in trying to make well informed decision (Preckel & Roberts 489). The development of cognitive skills The development of the use of cognitive tests in determining the abilities of an individual was first introduced by Spearman in 1904. According to Spearman, individuals who possess the ability to well in one mental task have the ability to do well in others that also requires mental strength. A person’s ability in performing a particular task is thus equated to the general ability to perform other tasks considered to be relative to the one in question. Studies have been conducted on the development of cognitive abilities of children who are exposed to computer devices through video games. This has been linked to improvement in the academic ability to solve different class problems such as mathematics and other academic subjects (Amani 5). The development of cognitive skills is associated with critical thinking and knowing, essential skills that are needed for one to play video and computer games. Such skills are also required in the solving of language and number problems in classes and beyond, to reason and provide solutions to different problems while learning and learning adequately. A number of researches on cognitive skills relationship with exposure to computer have been conducted to identify how it assists in the visual intelligence development. Such skills include spatial, the ability to represent images or iconic skills and the attention to details. Computer games are highly demanding in concentration and require full sense participation in order to execute the instructions effectively, a process that assists in the development of cognitive skills of students (Flanagan & Harrison 45). Computer games focus on the visual senses as opposed to the verbal attentiveness in the process of processing information and producing accurate results. Games like rapid movement and intense interactions involve the occurrence of different events on the screen at the same time while requiring the ability to focus on the processes. Such cognitive skills are essential in solving science and mathematics problems that requires the manipulation of images and figures. According to Alfred Bork, a pioneer in the use of computer for instructions at home, the extensive exposure of children to computers increases understanding of the current educational system. Home computer use has thus been proved to increase student’s performance due to its ability to enhance in the cognitive skills (Preckel & Roberts 488). Correlation between cognitive abilities and academic performance The correlation between academic success and cognitive abilities has presented a number of theories attempting to evaluate how possessing specific abilities improves educational achievement. While correlating students’ performance and cognitive abilities, a number of phrases are usually used that attempt to provide the relationship. Pupils that are considered quick and eager to learn are capable of making significant academic achievements. However, a number of publications have shown that the cognitive abilities and academic achievement decline as one ages. This ability is considered higher while one is still in primary while it declines as the educational level continues to increase to university level (Leeson & Heaven 634). The development of cognitive skills is enhanced in students who are engaged in different physical exercises and activities that improve the mental strength of an individual. Inactivity leads to increased possibility of gaining excess weight, which affects the cognitive abilities of an individual, and this lowers the academic performances. Fitness and cognitive abilities move in tandem and so does academic performance that requires the student to improve their mental abilities and strengths. Psychological research has found that whenever the brain is exposed to different problems that require solutions, it tends to lock up and work less thus affecting the results (Rohde & Thompson 86). This is however different with people who have improved cognitive abilities and strengths to think beyond the problem and provide solutions to the current problem. Cognitive skills and exercises results into the enhancement of the brain activity and this enhance mental abilities and thus the ability of the same student to perform better. With the changing society and the needs of the world, the educational goals are quickly changing to adopt a method that involves creating a correlation between the content of the lesson with the real world (Preckel & Roberts 485). Good teachings should thus provide a critical thinking and reflective environment to enable pupils relate the lesson with their real life experiences as they grow up. Tension and seriousness also characterize class environments making it difficult for pupils to understand the objective of the lesson and thus benefit effectively. Good teachings use the essential and reflective humour and jokes and defuse the tension that may exist in such a class environment. Good teaching does not just end on the way it is delivered or even the effectiveness of the instruments used to deliver it but the behaviour and etiquette of the teacher. A good teacher should thus endeavour to dress appropriately and in a manner that demonstrate the beliefs of the institution and the administration (Helena & Prosen 717). In times of conflict and arguments during teaching, a good teaching process should not seek the winner in a competitive situation but instead develop a win-win scenario that leaves all pupils feeling great despite their wrong or right answers. The response to students that fails in their attempts in answering questions should also be positive and encouraging in a good teaching environment as it encourages the student to try again next time (Amani 11). Students have personal and private weaknesses and strengths and thus require approaches that are customized to suit their personal abilities. A good teaching exercise is based on the development of one-on-one interactive sessions that enables the teachers to understand the abilities of each pupil. Finally, the tone and voice used in delivering information in within a class setup also determines the effectiveness of a teaching process and whether it can be categorized as effective or ineffective. A good teaching process employees an appropriate tone and volume that addresses the specific needs of the pupils while maintaining professionalism at all times (Helena & Prosen 717). Good teaching cannot be highlighted without mentioning good teacher pupil relationship in the class set up. The moment of interaction between a child and the teacher provides a great opportunity to develop an interactive positive relationship that shall create basis for good teaching and learning environment. The process of building good positive relationship can adopt a number of methods such as the development of good listening skills when talking to the children, maintaining eye contact with them to enhance the process of confidence building and developing a one-on-one interactive sessions with the pupils (Christian 16). All these methods enhance the process of developing a good teacher-student relationship that can enhance a positive learning environment and good teaching. At an early age, children are sensitive to sound and the voice used in delivering different messages to them whether positive or negative. Good teaching that integrates good teacher-student relationship involves the use of soft voices with children, simple languages and good facial expressions (Leeson & Heaven 633). Cognitive testing focuses on five different areas, which include the ability to individually read, spell written texts, solve arithmetic problems and have a better working memory. A student’s ability to read, spell and solve arithmetic problems is influenced by his cognitive abilities and skills. The growth of working memory is related to the ability to take in and synthesize different categories of information and produce the desired response after the desired time. Experiences have been recognized as the major determinant of the decision that individuals make every day. This is due to past mistakes, which shape the future views and perceptions of individuals (Loveland 11). People also try as much as possible to avoid repeating mistakes that may have contributed to their failures in the past. Such decisions are also common in financial decisions in which businesses people make dealings while bearing in mind the gravity of the past mistakes. These are thinking patterns, which are observation and generalization based. Such biases lead to loss of memory, poor judgments and faulty logics. People therefore make decisions based on their beliefs and the natural trend of omitting risky information. The presence of formalized policies and procedures has been used in many instances to help resolve common problems. These become part of an individual reasoning and therefore shape their decisions in future (Helena & Prosen 717). Taking risks is a process that either propels individuals to higher heights or deems their chances of succeeding. The ability to take risks has been associated with a specific group of people who are believed to posses inner traits. They survive by engaging in extremely risky ventures at all times. Failure in previous decisions and steps also make individuals more risk averse. Such individuals have less fear of failure as compared to people who have not taken any risky step before. Therefore, experience determines if an individual will be more willing to take risks or not (Diniz & Pocinho 698). Individuals with the desire to discover new things are also more averse to risks as compared to introvert individuals. Such people thrive by discovering new ways of doing things. In the process, they acquire more information by being willing to make that risky decision. Genetics factors have also been highlighted as some of the factors that influence an individual’s ability to take risks. Business people have the risks attitude highly wired in their blood, a trait that they can pass to their children. The desire to succeed in the face of constant failures also influences an individual’s ability to take risks. Such people feel that they have nothing to lose by taking risky step but have something to lose if they sit back and watch. As a result, they are more willing to make risky decisions hoping to get a good result. This is however, not possible in individuals who thrive in comfort and the surety of their positions (Loveland 8). Children confined in solitary cells may not develop the best cognitive skills that are essential for academic excellence as it affects their concentration and ability to interact with the environment. Child confinement has been an issue of great concern to child educators due to the effects that it presents to a developing child. A confined environment influences a child behavior and limits the scopes of his/her mental development due to lack of exposure to the physical environment and nature. A confined environment also prevents a child from playing with fellow children and this has been shown to impact negatively on a child’s social life in the present and in future (Leeson & Heaven 633). Piaget’s sensorimotor perspective discusses the development of a child from birth to approximately two years and how a child tries to make sense of the surrounding environment. As a child, the available sensory perceptions that he/she uses are the vision, sucking, grasping and listening to enable them learn about the external environment (Diniz & Pocinho 696). Developing cognitive abilities for educational success The development of cognitive skills is essential in the development of any child as it enhances his interaction with the teacher and fellow students in class and this improves their ability to succeed academically. The development of cognitive skills in student is achieved through several developmental approaches that expose students to the rigors of the environment thus sharpening their reasoning capabilities (ACT 3). As highlighted in this paper, cognitive abilities are essential in the development of s child’s educational chances of success. This makes it essential for schools to adequately plan for development of the cognitive skills in students to improve their chance of succeeding academically. Teaching in schools must also adapt a pace that recognizes the special abilities of the students and thus enabling all the students to cope with the progress without feeling disadvantaged by the system (Loveland 6). Cognitive abilities are built on innate abilities of students that psychologists have argued have genetic and environmental basis which influences the ability of a student to either remain academically capable or not. All schools and government institutions focus on the academic instructions given without adequately recognizing the fact that not all students possess the same fundamental cognitive skills essential in educational discourse. Before the appropriate cognitive skills are put in place, increasing the academic instructions and lecturing in class does not significantly improve the learning process of the students. Little is thus accomplished in the effort to help the students adapt to the learning process and achieve maximum benefits from it (Chamorro and Furnham 17). Cognitive skills development occurs in three essential stages, which reflect the development in educational abilities in children and increase their chances of succeeding. Innate abilities are first developed and this is considered as the foundation skills for the development in learning process. Innate abilities are cognitive skills that we acquire from genetic inheritance from our parents and improve them through environmental interactions and growth. The ability to improve the cognitive abilities and enhance the educational abilities in students is defined by their innate ability limits (Diniz & Pocinho 696). These include the ability to hear sounds of varying pitches, see objects in different light wavelengths and feel the presence of different surfaces (Loudermilk 212). The development of motor skills will determine the ability of a student to enhance his writing process, the motors, and the sensory nerves coordinate movement of the hands during the writing processes. These are essential in the development of educational skills, which are essential for academic achievement and excellence. In the development of skills necessary for playing computer games, sensory/motor skills play a critical role and this has been shown to impact positively on the academic abilities of the students (Loveland 5). Conclusion Cognitive skills are attributes that all human beings possess but in varying proportion and this affect individual abilities to pursue educational dreams with success. The ability to perform well is determined by the extent of development in the cognitive skills of a student as it improves its ability to interact with the environment and produce positive academic results. As highlighted in this paper, exposure to computers at an earlier age increases the ability of a student to upgrade his visual abilities and this is essential in solving problems of varying nature in schools. The ability to solve a computer puzzle or execute instructions issued by a computer program is determined by the cognitive abilities of the student and this affects their academic abilities in equal proportion. It is essential for students to improve their cognitive skills through the interaction with the environment and different technological tools to enable them increase their chance of succeeding academically. Works cited Loveland, Michael. Cognitive ability, big five, and narrow personality traits in the prediction of academic performance. Knoxville: University of Tennessee, 2004. Print. Diniz, Antonio & Pocinho, Dias. Cognitive abilities, sociocultural background and academic achievement. Psicothema, 23(2011): 695-700. Print. Preckel, Franzis & Roberts, Richards. 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