Intelligence in Agricultural Extension PDF

Intelligence-Meaning, Definition, Types, Factors affecting Intelligence and importance of Intelligence in Agricultural Extension The concept of intelligence is very important in education but it is quite controversial and often misunderstood. Intelligence is a key construct employed to know h...

Intelligence-Meaning, Definition, Types, Factors affecting Intelligence and importance of Intelligence in Agricultural Extension The concept of intelligence is very important in education but it is quite controversial and often misunderstood. Intelligence is a key construct employed to know how individuals differ from one another. It also provides an understanding of how people adapt their behaviour according to the environment in which they live. Intelligence is the ability of an individual to cope with his environment. It may be thought out as a composite of organization or an organization of activities to learn, to grasp broad and subtle facts especially abstract facts with alertness and accuracy to exercise mental control and to display flexibility in seeking the solutions of problems.Intelligence characterizes the whole behaviour of an individual and is sum of her/his abilities which are quantitatively differentiable. Intelligence is the product of heredity and environment. Intelligence is the global or aggregate capacity of an individual to think rationally, act purposefully, and to deal effectively with her/his environment (Wechsler). Intelligence is the capacity to learn and adjust to relatively new and changing conditions (Wagnon). Intelligence is the capacity to do something useful in the society in which we live. Intelligence is the ability to respond successfully to new situations and the capacity to learn from one’s past experiences (Gardner). Intelligence is the ability of an individual to adjust himself to the conditions that arise in his environment (Brown). Intelligence is the ability to adopt oneself to judge well, understand well, the reason (think) well and act well ( Binet). Intelligence is the organisation of abilities to learn a group of facts with alertness and accuracy to exercise mental control and display flexibility in seeking the solution of problem (Skinner). Intelligence characterizes the whole behaviour of an individual and is sum of her/his abilities which are quantitatively differentiable. Intelligence is the product of heredity and environment. The opportunities to learn vary widely, yet the inherited capacity as modified by maturation account for a more significant part of the individual variability. In order to understand the concept of intelligence, we have to know its theories. a) Uni or one-factor theory: Some psychologists believe intelligence is a necessary ability that affects performance on all cognitively oriented tasks. Will do well in mathematical computing problems, analysing poetry, taking history essay examinations, and solving riddles. b) Two-factor theory: Spearman suggested that intelligence consisted of a general factor (g-factor) and some specific factors (s-factors). The g-factor includes mental operations which are primary and common to all performances. In addition to the g- factor, he said that there are also many specific abilities. These are contained in what he called the s factor. Excellent singers, architects, scientists, and athletes may be high on g-factor, but in addition to this, they have specific abilities which allow them to excel in their respective domains. c) Multiple theory of intelligence: According to Gardner, all human beings possess at least eight intelligence. Thus, intelligence is not a single entity; rather distinct types of intelligence exist. Each type of intelligence is an independent one. It means, if a person exhibits one type of intelligence, it does not necessarily indicate being high or low on other types of intelligence. Gardner also put forth that different types of intelligence interact and work together to find a solution to a problem. d) Intelligence as a Process: Sternberg’s triarchic theory suggests that intelligent behaviour is the product of applying thinking strategies, handling new problems creatively and quickly, and adapting to contexts by selecting and reshaping our environment. Sternberg believes that intelligence is comprised of three separate, though interrelated abilities: analytical, creative, and practical. Concept of Intelligence Quotient (IQ) In 1912, William Stern, a German psychologist, devised the concept of Intelligence Quotient (IQ). The IQ is the ratio between the individual’s mental age and her/his chronological age. In order to avoid fractions, the ratio is multiplied by 100. MA IQ = ------ X 100 CA  Mental Age (MA): It is a measure of a person’s intellectual development relative to people of her/his age group. A mental age of 12 means that a student’s performance on an intelligence test equals average performance level of a group of 12 year olds. Chronological Age (CA): It is the biological age or actual age in year from birth. A bright student’s MA is more than her/his CA; for a dull student, MA is below the CA. According to formula, a student with mental age of 10 and chronological age of eight should have IQ of 125. The level of intelligence may be indicated as follows: I.Q.Level Character Below 20 Idiot 20 to below 70 Feeble-minded 70 to 90 Dull 90 to 110 Average or Normal 110 to 120 Superior 120 to 140 Very superior 140 to 200 Genius Above 200 Supreme genius Kinds of Intelligence 1. Abstract intelligence It is the ability to understand and deal with verbal and mathematical symbols. Out of the three, this is the one that receive greatest weight. Professional people are high in abstract intelligence. For instance, if a farmer knows about iron deficiency in sugarcane, if same mineral deficiency occurs in other crop, he can find it. 2. Mechanical intelligence It is the ability to understand and deal with things, objects etc and more concerned with the skills of individuals. Industrialists and building traders’ are high in this intelligence. For instance, a farmer who is having mechanical skill to perform spraying operation does fast and effectively than those with less mechanical skill. 3. Social intelligence It is the ability to understand and deal with persons, to apply psychological principles of human relationship. Salesperson, politician, diplomat possess this intelligence. Factors Affecting Intelligence 1. Heredity and environment: There is a general consensus among psychologists that intelligence is a product of complex interaction of heredity (nature) and environment (nurture). Heredity can best be viewed as something that sets a range within which an individual’s development is actually shaped by the support and opportunities of the environment. For example, if a person has tall parents, it is likely that the individual will also grow to be tall. However, the exact height of the person can be influenced by environmental factors, such as nutrition and disease. Heredity provides the physical body to be developed with certain inherent capabilities, while environment provides for the maturation and training of the organism. Newman (1940) concluded that variation in IQ were determined about 68 per cent by heredity and 32 per cent by environment. This was an average statistical determination. 2. Age: A person who is bright or dull in his childhood tends to remain bright or dull throughout his life. The evidence shows that a person achieves his maximum IQ at about 20 years of age and remains relatively stable until around 70 years of age. Some abilities remain constant, while others decline rapidly due to declining physical efficiency. 3. Health and physical development: Physical and mental health may be related to one’s ability to gain desirable achievements in mental activity. With delicate health, one may not posses enough energy to engage in mental activity to achieve necessary success. Physical defects such as incomplete maturation of brain cells may result in subnormal intelligence. 4. Culture: Culture also influences the intelligence of the individual to some extent. Sternberg’s notion of contextual or practical intelligence implies that intelligence is a product of culture. In technologically advanced societies, persons are well- versed in skills of attention, observation, analysis, performance, speed, and achievement orientation due to the adoption of child rearing practices that foster these types of skills. Therefore, the test in this respect should be standardized from one culture to another culture.  5. Social and economic conditions: As the home plays a significant role in the early development years, it can be expected that home conditions can exercise considerable influence on behaviour and attitudes. The activities, interests, and financial status of parents and of other adults in the neighborhood environment may provide for the child poor, relatively meager, or an extremely rich series of experiences. Drive and motivation can operate to overcome social and economic handicaps. Importance of Intelligence in Agricultural Extension The concept of intelligence can be used in various fields including agricultural extension. All type of individuals, irrespective of their mental strength can be utilised in some or other aspects. Extension agent can know the type of intelligence a farmer possesses and can be used accordingly. Similarly, the knowledge of some of the factors affecting intelligence of individual can be manipulated by extension agent. Farmers with higher intellectual capacity can be better utilised by offering broader opportunities and with programmes for their accelerated growth. For example, if a farmer is found to have good teaching abilities then s/he can be used in general extension meetings to educate other farmers. Thus, an extension agent can increase her/his effectiveness by using techniques for teaching farmers with different levels of intellect for smooth introduction of programmes of change. xxxxxxxxxxxxxxxx