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A proposed model for the acquisition of social knowledge and social competence
Author(s) -
Bye Lynn,
Jussim Lee
Publication year - 1993
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199304)30:2<143::aid-pits2310300207>3.0.co;2-p
Subject(s) - social competence , psychology , social knowledge , social learning , social intelligence , competence (human resources) , social change , social relation , knowledge acquisition , knowledge management , social psychology , computer science , sociology , social science , pedagogy , economics , economic growth
This paper presents (a) a review of approaches to social intelligence; (b) a model of the acquisition of social knowledge; and (c) a model of the use of that social knowledge. Social intelligence is an important area receiving increasing attention. Numerous labels and descriptions have evolved to portray social intelligence. This paper highlights the importance of social knowledge exclusive of social skill or social competence. Social knowledge, defined as knowledge about oneself, as well as procedural knowledge of scripts, schemas, and prototypes, is identified as an essential component of skilled social performance. The role of environment, physiology, and information‐processing factors in the acquisition and use of social knowledge are discussed. The role of social knowledge and motivation in social performance are also addressed. A case is made for the development of assessment tools to assist in the identification of social knowledge.