Does social problem solving differ from other types of problem solving during the adult years?

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Abstract
One hundred thirteen individuals, ages 18–81, were presented with a test of social problem solving, a test of practical problem solving, the Twenty Questions task (a test of traditional problem solving), the Wechsler Adult Intelligence Scale—Revised Vocabulary subtest (a measure of crystallized intelligence), and Raven's Progressive Matrices (a measure of fluid intelligence). The effects of age, sex, education, and intellectual abilities on problem-solving performance were examined. Social problem solving was positively related to higher education and higher Vocabulary scores, but it was not related to age. Social problem solving and practical problem solving were significantly related to each other and to scores on the Vocabulary subtest, whereas traditional problem solving was significantly related to scores on Raven's Progressive Matrices. These results suggest that different types of problem solving are differentially related to other intellectual abilities and to age.