Demonstrating the power of mathematical modelling in testing theoretical assumptions, this volume presents two studies of the development of spatial abilities among seven- to 16-year-old subjects. The emergence of two distinct groups of "good" and "poor" performers has implications for a number of issues, including those of continuity-discontinuity of development and gender differences.
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The goal of the present research as presented in this Monograph is to understand individual differences and growth of children′s and adolescent′s performance on two spatial tasks through a formal model framework.
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