Components of Spatial Ability

Abstract

Three areas of theory and research related to spatial cognition are reviewed and their integration is discussed. These include factor analysis of spatial ability, information processing theories of spatial cognition, and developmental changes in spatial processing. A primary goal is to illustrate how integration of these perspectives, both theoretically and empirically, benefits the understanding of this domain of intellectual ability and can impact test design and instructional applications.Primary consideration is given to spatial ability factors such as perceptual speed, spatial relations and spatial visualisation. The differentiation of these factors, their relationships and their relevance for technical skills training is briefly reviewed. Primary emphasis is given to cognition process approaches to analysing spatial ability and the sources of individual differences in spatial processing. Results are presented from a series of studies examining performance in perceptual comparison tasks, spatial relations and spatial visualisation tasks through componential analysis techniques. In all cases, information processing models form the basis for analysing speed, accuracy and strategy differences in the execution of mental processes. Conclusions regarding the various components of spatial ability and their manifestation in various spatial ability tests and factors are presented and related to general theories of spatial information processing such as Kosslyn’s (1981) theory of mental imagery. Extensions of this process approach to developmental analyses and analyses of the trainability of spatial components are also presented. The implications of integrating psychometric, information processing, developmental and learning approaches to the study of spatial ability are considered with regard to test development, diagnostic testing functions and adaptive instruction. Specifically it is shown how process analysis can be used to systematically design problems for presentation in computer comtrolled testing. The benefits of such an approach to test design include the ability to measure overall ability as is done by present testing procedures as well as specific cognitive components emanating from theory of performance. This type of approach also offers the possibility of using tests for diagnostic as well as predictive purposes. Finally consideration is given to extensions of this approach to analysing individual differences in the capacity to acquire greater skill in various components of spatial information processing. Implications of this assessment approach are presented with respect to the uses of tests in adaptive instruction in technical skills training areas.