INTELLIGENCE

Meaning of Intelligence

• Intelligence refers to a person’s mental capacity to learn, understand, reason, adjust, and solve problems in different situations.
  It enables the individual to think rationally, act purposefully, and adapt effectively to the environment.
• In simple terms, intelligence = ability to learn + ability to adjust + ability to solve problems.

Definitions of Intelligence 

• Thorndike: Intelligence is the ability to make profitable use of past experiences.
• Garrett: Intelligence is the ability needed to solve problems requiring comprehension and the use of symbols.
• Brown: Intelligence is the ability of an individual to adjust to environmental conditions.
• Alfred Binet: Intelligence is the ability to judge well, reason well, and act purposefully.
• Skinner: Intelligence is the organized ability to learn facts, exercise mental control, and be flexible in problem-solving.
• Howard Gardner: Intelligence is the capacity to respond to new situations and learn from experience.

Types of Intelligence (According to Thorndike)

Thorndike identified three major types based on how people interact with symbols, machines, and humans.

i) Abstract Intelligence

• Ability to understand ideas, symbols, numbers, concepts, language.
• Deals with reasoning, analytical thinking, and problem solving.
• Common in scientists, teachers, engineers.

Agricultural example: A farmer diagnosing nutrient deficiencies across crops based on previous knowledge.

ii) Mechanical Intelligence

• Ability to work with tools, machinery, and physical objects.
• Focuses on hands-on skills and practical work.
• Agricultural example: A farmer who efficiently operates tractors, sprayers, or repairs implements.

iii) Social Intelligence

Ability to understand people, their feelings, intentions, and motivations.

• Involves leadership, communication, cooperation, and group handling.
• Agricultural example: A progressive farmer who influences others to adopt new technologies.

Factors Affecting Intelligence: Human intelligence is shaped by a combination of biological (hereditary) and environmental factors. The major factors are discussed briefly below:

• Heredity: Intelligence is partly inherited through genes. Studies (e.g., Newman) suggest that about 68% of intelligence is influenced by heredity and 32% by environment. The physical structure of the brain and neural connections play an important role.
• Environment: Environment includes family background, socio-economic status, education, nutrition, training, and social interaction. A rich and stimulating environment promotes intellectual growth, while deprivation restricts it.
• Age: Intelligence generally increases up to around 20 years, remains relatively stable until about 70 years, and then declines gradually due to aging.
• Health and Physical Development: Good health, proper nutrition, and normal physical development support higher intelligence. Malnutrition, chronic diseases, and physical defects can negatively affect intellectual capacity.
• Race: Race itself does not determine intelligence. Differences in performance are largely due to social, cultural, educational, and economic conditions, not biological race.
• Sex: According to Crow & Crow, males tend to perform better in mathematics and science, while females often excel in humanities, fine arts, and literature. These differences are mainly due to environmental and social influences, not biology.
• Social and Economic Conditions: A stable, secure, and affluent environment encourages intellectual development. Poverty, stress, poor schooling, and lack of resources hinder intelligence growth.
• 8) Culture: Culture shapes thinking patterns, language, values, and problem-solving styles. Cultural practices that encourage education, curiosity, creativity, and innovation enhance intelligence, while restrictive cultures may limit intellectual expression.

ltural practices shape thinking, problem-solving, values, and attitudes. Cultures emphasizing education enhance intelligence.

Theories of Intelligence 

1. Thorndike’s Connection Theory

• Intelligence depends on the number of neural (brain) connections between stimulus and response.
• Not one single ability—different parts of the brain control different types of abilities.

2. Spearman’s Two-Factor Theory

Spearman said intelligence has two parts:

• G Factor (General Intelligence): A common ability used in all types of tasks—problem-solving, learning, reasoning.
• S Factor (Specific Abilities): Special abilities for particular fields like math, music, art, etc.

3. Thurstone’s Group Factor Theory

• Thurstone said intelligence is not one ability but a group of Primary Mental Abilities, such as:
• Verbal ability, Numerical ability, Spatial ability, Memory, Reasoning, Perceptual speed, Word fluency
• All these abilities together form total intelligence.

Measurement of Intelligence (Brief)

1. Binet’s Test: Measures Mental Age (M.A.). Shows how a child’s intelligence increases with age.
2. IQ (Intelligence Quotient)

• Formula: IQ = (Mental Age / Chronological Age) × 100
• Example: If a 10-year-old has a mental age of 12:
• IQ = (12/10) × 100 = 120 (Above average)

3. Wechsler Adult Intelligence Scale (WAIS)

• Used for adults.
• Measures intelligence using verbal and performance tests.
• Does NOT use mental age.

Intelligence Categories (Simple)

Importance of Intelligence in Agricultural Extension

Intelligence plays a central role in determining how farmers learn, adopt, and apply innovations.

i) Helps Understand Farmers’ Learning Ability

• Farmers differ in intelligence, education, skills, and experience.
• Extension workers can adjust teaching methods accordingly:
  • Simple demonstrations for low-literate farmers
  • Advanced training for progressive farmers

ii) Improves Teaching and Communication

• Intelligent farmers grasp concepts faster.
• Extension workers can use: Visual aids, Demonstrations, Field visits, Problem-solving sessions

iii) Enhances Adoption of Innovations

Farmers with higher intelligence:

• Understand benefits faster
• Solve problems during adoption
• Are less influenced by rumours
• Become early adopters
• These farmers often become local leaders in technology dissemination.

iv) Helps Identify Gifted or Special-Needs Farmers

• Gifted farmers → can be used as contact farmers or model farmers.
• Mentally challenged or slow learners → need tailored training and repeated guidance.

v) Helps Understand Problem-Solving Skills

• Intelligent farmers can diagnose crop/livestock problems better.
• Helps extension agents create participatory problem-solving approaches.

vi) Helps Address Resistance to Change

• Resistance occurs due to: Fear, Lack of confidence, Low comprehension, Cultural beliefs
• Educational psychology + understanding intelligence helps in: Building confidence, Providing step-by-step training, Using examples from farmers’ experiences

vii) Helps Plan Effective Training Programmes

• Intelligence determines: Training content, Duration, Teaching method, Use of audiovisual aids, Level of technical detail
• Extension workers can design differential training for: Progressive farmers, Youth groups, Women farmers, Marginal farmers

viii) Helps in Creating Local Leaders

• Farmers with high social and mechanical intelligence become: Opinion leaders, Demonstrators, Master trainers, Farm guides
• These leaders help spread innovations faster.