Learning
The process of evaluating forms new cause and effect connections that can be remembered and used again, when applied to similar materials.
The person will also compare the dynamic process and the final product with their prior experiences with assembly of similar objects and judge the results. Personal choice will inform the person of their wish to stop or continue, and additional factors may or may not influence their decision.
Stored images are rarely translated into words. Most discussions and instructions about spatial fit rely on demonstrations and non-verbal gestures to indicate cause and effect connections.
Spatial Fit
Spatial fit is the relationship between objects that are compared and evaluated by being moved or rotated in 3D space. Spatial fit is a dynamic process that is frequently subdivided into sections while the object is moved.
Putting parts together to make a 3D object or taking one apart are common, concrete examples. The sections are: width and length, length and depth, depth and width. The shifts in their attention can be observed by watching the pupils in their eyes that shift as mental images are compared for each section. Their final evaluation is made after comparing all three sections at the same time.
The normal process of shifting between pairs of the three dimensions seems to occur. People tend to consider pairs such as width and length, length and height, height and width and back to width and length.
The organization of storage cabinets and kitchen cupboards follow the same mental processes. Figuring out how to solve problems in small spaces (less than ΒΌ inch or 1 cm) uses images to compare and evaluate spatial fit.
Mazes and the organization of drawers, cabinets and other 3D spaces capture their attention within ACL 5.4.
Rotating Objects
Less obvious, but equally important is the rotation of a 2D object to change its appearance. Cutting a convoluted design out of paper or fabric is a common example. The person's focus of attention follows the cutting line (daisies, oak leaves, stars, etc.) as the material (paper, poster board, fabric, etc.) is being rotated. A mental image of the material's shape and size supports the person's ability to make a smooth rotation. The person's shifts in attention between the cutting line and the materials can be observed by watching the pupils of their eyes. They usually glance at the materials and return to looking at the cutting line most of the time. The image of the materials is retained in working memory. Their final evaluation of what has been cut out uses a shift to a different set of images, such as real oak leaves or other cut-outs for a wreath.
Volume
Changes in volume with unperceivable causes (gravity, evaporation, weight) can be included when the effect is perceivable, such as a smaller size.
When attention is captured by volume, the handling of hot fluids is often the goal. Test with cold fluids first.
Consistency
The consistency of the materials (dry glue, hard putty, set plastics, stirred grout) is included when the change in consistency is perceivable within ACL 5.4. The consistency has perceivable effects on holding the construction together that can be evaluated by the person.
Eating food and cooking often draws attention to consistency, including cookie dough, mashed potatoes, soft or crunchy crackers, or vegetables a la dente.
Differential from Surface Appearances
Moving the whole object, while making changes is excluded from surface appearances. Moving the whole object is expected while making changes for spatial fit. As a result, one-handed adaptations that hold the object in place (clip boards, vises) are effective when changing surface appearances and ineffective when objects are moved around to evaluate spatial fit.