L. Bye et L. Jussim, A PROPOSED MODEL FOR THE ACQUISITION OF SOCIAL KNOWLEDGE AND SOCIAL COMPETENCE, Psychology in the schools, 30(2), 1993, pp. 143-161
This paper presents (a) a review of approaches to social intelligence;
(b) a model of the acquisition of social knowledge; and (c) a model o
f the use of that social knowledge. Social intelligence is an importan
t area receiving increasing attention. Numerous labels and description
s have evolved to portray social intelligence. This paper highlights t
he importance of social knowledge exclusive of social skill or social
competence. Social knowledge, defined as knowledge about oneself, as w
ell as procedural knowledge of scripts, schemas, and prototypes, is id
entified 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 o
f social knowledge and motivation in social performance are also addre
ssed. A case is made for the development of assessment tools to assist
in the identification of social knowledge.