This article draws attention to the cognitive need of the communication receiver, and to the competence and intellectual skills that ought to be acquired if the target audience in rural development communication is to derive maximum benefit from their positive mental state and readiness for learning. It examines the concept of development in the African context, the cognitive abilities required for reading, listening and responding, and how these relate to development. It suggests instructional goals for curricula aimed at preparing message receivers for effective participation in rural development programmes.
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