Abstract
Practical intelligence, defined as the fit between an individual's problem solving style and the opportunities afforded by the social context, was studied for possible developmental differences among adolescents in college-preparatory or vocational-training tracks. Results showed that the two groups not only interpreted practical problem situations differently, but proposed different solutions to these problems. Seniors and sophomores also differed in their interpretations and solutions to practical problems. Problem interpretations were related to solution strategies, although no support was found for a hypothesized relation between goal orientations and practical problem solving. Social institutional influences on practical cognition were discussed, and the need was noted for more systematic study linking context and intelligence.