In this paper we examine the longitudinal relationship between three dimensional spatial perception and pass rates in engineering graphics, a course requiring ability to use visualisation in engineering drawing and design. Our studies have focused on the development and evaluation of high imagery course materials for engineering students, providing evidence of gains in three dimensional spatial perception in response to this type of instruction. These findings are consistent over a twenty year period, and suggest that abilities to use perception and mental imagery are not fixed or culturally exclusive abilities, but respond to instruction and mediation.
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