The relation of intelligence and competence is discussed and external validity issues are examined for the dimensions of settings, measurement variables, treatment variables and experimental units. It is argued that external validity across situations and life stages cannot be obtained for any single measure of intellectual ability. External validity problems are exacerbated beyond young adulthood since single criterion goals comparable to that of educational aptitude in work with the young are not available, and tasks do not retain ecological validity when the situational context of the individual under study changes due to developmental progression and idiosyncratic modification of individual life situation and roles. External validity in adulthood must therefore be addressed by examining task-by-person-by-situation interfaces separately for different life stages and across cohort groupings. A major test construction and validation program is outlined, and examples are given showing how some of the aspects of such a program can be operationalized.