If you mean "cerebral" as nerdy, esoteric, inwardly indulgent and lacking ability to apply knowledge creatively, then I would say the very opposite tend to be true. It is fair to say that they are all competent thinkers. I used to feel that WC was too focused on knowledge that is out-of-sync and "over-supplied" today (classics, history, languages leading mostly to certain non-technical careers; I was dead wrong.
I would also like to look at it another way: WC's aim is to nurture curiosity, questioning mind, creative application of knowledge and live-long desire to learn. This is clearly not just rhetoric. I guess it is probably true that it is not trying to manufacture those traits into boys, but it looks for boys with them already and it is going to hone them. That is also evident in it selection process, particularly for scholars.
My experience with Wykehamists are very different from LittleFrieda's. The ones I know, old and young are great for conversations because they are engaging and genuinely interested in a wide range of topics.
You might expect its scholars for example, being at the far right of the curve, to be dull, nerdy, book-wormy, shy or you can spot them (other than the gown) a mile off, but again, the opposite is true. Most of them are lively, amiable and although it is fair to say that many have sometimes "unusual" interests to the point of being obsessive (everything about reptile venoms, Star Wars, playing transcribed music, collecting rocks, building models, flight simulations etc), you simply cannot tell until you really get to know them. The school I think likes that sort of interests and intensity, not the knowledge or interests themselves, but because they are generally things you cannot learn in school or from tutoring, and the boys must be sufficiently curious and self-motivated learners to get there - hints of the kind of starting materials it looks to hone.
WC produces a fair number of engineers, medics and professions requiring applied science. There are some really fun (and clearly different and intellectual) things the boys do, but describing them here so publicly may ruin them for everyone. If you are friendly with the porters, you may hear a bit and be very amused. Part of the tradition I guess. A significant part of what WC teaches is not examined or does not form any part of any exam syllabi. Likewise, WC does not appear in league tables much. It is not because it does not care about results, it does, but I think quite rightly, it feels that if it delivers its aim, the results will fall in place naturally. WC also wants its boys (and prospective ones too) to be able to wield and stretch knowledge, creatively and confidently, speculatively if necessary. The boys are typically bright (whichever way you wish to interpret that word).
College (scholars' house) is required by charter to mix boys from all years in each chamber (where they work and have discussions etc) and the mix is rotated thoroughly each term. This I think helps them to widen their curiosity and interests.