Decades of empirical evidence demonstrates the correlation between spatial ability and STEM education.
However, a causal relationship is yet to be confirmed. This talk will present empirical data concerning
this relationship gathered across a series of experiments with various focuses such as cognitive ability
levels, implicit theories of intelligence, and fluid intelligence. Some findings include the observation of
students using problem solving strategies which align with their cognitive abilities and the predictive
relationship between a synthesis of visualization, inductive reasoning and memory span with fluid
intelligence. Implication of this work will be discussed in the context of educational interventions.