An individual's rate of development is affected by a wide range of factors. Twin studies suggest that about 50% of the variation in Lectical growth trajectories is likely to be predicted by genetic factors. The remaining variation is explained by environmental factors, including the environment in the womb, the home environment, parenting quality, educational quality & fit, economic status, diet, personal learning habits, and aspects of personality.
Each Lectical Level takes longer to traverse than the previous level. This is because development through each successive level involves constructing increasingly elaborated and abstract knowledge networks. Don't be fooled by the slow growth, though. A little growth can have an important impact on outcomes. For example, small advances in level 11, can make a big difference in an individual's capacity to work effectively with complexity and change.
The graphs above show possible learning trajectories, first, for the lifespan and second, for ages 10-60. Note that the highest age shown on these graphs is 60. This does not mean that individuals cannot develop after the age of 60.
The yellow circle in each graph represents a Lectical Score and the confidence interval around that score. That's the range in which the "true score" would most likely fall. When interpreting any test score, you should keep the confidence interval in mind.
Test results are not tidy
When we measure development over short time spans, it does not look smooth. The kind of pattern shown in the following graph is more common. However, we have found that growth appears a bit smoother for adults than for children. We think this is because children, for a variety of reasons, are less likely to do their best work on every testing occasion.
Factors that increase the rate of development
- The test-taker's current developmental trajectory. (A person whose history places her on the green curve in the first two graphs is unlikely to jump to the blue curve.)
- The amount of reflective activity (especially VCoLing) the individual typically engages in (no reflective activity, no growth)
- Participation in deliberate learning activities that include lots of reflective activity (especially VCoLing)
- Participating in supported learning (coaching, mentoring) after a long period of time away from formal education (can create a spurt)