THE ROLE OF SOCIAL COMPETENCE IN CONTEXTUAL THEORIES OF ADULT INTELLECTUAL DEVELOPMENT

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Abstract
Current theoretical models of adult intetlectual development adopt a contextual perspective on intelligence, emphasizing the role of human adaptation in intelligent behavior. One implication from these contextual models is that abilities traditionally considered to be outside the domain of intelligence are now posited to be within the domain of intelligence (e.g., everyday intellectual skills). Research on people's intuitive ideas of intellectual development throughout the life span will be reviewed to demonstrate that social competence is viewed as an integral component of intelligence throughout development. The management setting will be explored as a setting where social skills are particularly salient during adulthood. It is argued that the development of social skills during the adult life span may be better captured by a model of adaptation to the demands of one's particular social environment than by a normative stage‐like theory of social competence. The educational implications of incorporating social skills into theories of adult intelligence will be discussed.

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