# A Global Overview of SVA--Spatial-Visual Ability
## 1 Introduction  
Research on mechanical aptitude and practical ability has contributed to the identification of spatial aspects, which assess an individual's skill in understanding spatial relationships [1]. A significant amount of study during World War II confirmed that spatial ability is a key aspect of intelligence, encompassing skills such as visualisation, perception, relations, orientation, and mental rotation [2, 3].  
_\"Spatial visualization is the ability to mentally rotate, manipulate, and twist 2D and 3D stimulus objects\"_, as stated by [PERSON] in Human spatial abilities: Psychometric Studies and Environmental, Genetic, Hormonal, and Neurological Influences, September 1979.  
Psychometric research seeks to identify determinants of spatial ability, whereas studies on development aim at comprehending the manner in which this ability evolves in children, taking into account neurological and environmental effects, especially in relation to gender differences [2].  
Spatial abilities are thoroughly examined in STEM [4] and in various disciplines like aeronautics, technical drafting programs, etc. [5], strongly correlating with performance in relevant courses and accomplishments. Initiatives [4] have demonstrated beneficial impacts on STEM academic achievement.  
The cognitive capacity to comprehend, mentally process, and manipulate three-dimensional visuospatial shapes is termed \"spatial visualisation ability\". Encoding a visuo-spatial stimulus, creating a visuo-spatial image from perceptual information, mentally rotating an image, changing one's point of view, and equating a visual stimulus to an image in working memory are all part of spatial visualisation [6].  
Spatial visualisation skills involve understanding and mentally altering three-dimensional forms. In disciplines such as interior design and architecture, designers depend on visuospatial-processing abilities to envision places, considering scale, relationships, and human interactions, as cited in [5] by [PERSON] & [PERSON], 2019. These processes depend on spatial-visual processing, which entails the comprehension and conversion of 2D and 3D spatial information and is also known as spatial-visualisation ability (SVA) [5].  
With more than half of the research originating from the United States of America, there is a dearth of studies on spatial-visualisation ability in Europe, and especially in the Asian and Middle Eastern nations. This distorted portrayal results in an inaccurate presentation of facts and figures in the existing body of literature. This study attempts to bridge this void and demonstrate the need for any subsequent research to be inclusive of the worldwide audience. Very few studies examine cognitive abilities from the perspective of the developmental stages of an individual. The literature presented here was categorized by the subjects' age to assist audience in following the data from early childhood to adolescence and adulthood, emphasizing the nuances of each phase of growth. Given the long-standing system of education, the age-group categories mirror the phases of growth. To reflect lifelong changes, this overview employs a developmental perspective.