One of the applied learning skills is academic skills, which are considered essential for achieving good grades in school. These skills are necessary to address the process of organizing learned information and retaining it. WM can be classified into auditory working memory (AWM) and visuospatial working memory (VSWM). AWM underpins the ability to retrieve information and manipulate it as needed. VSWM is a temporary visual store including dimensions such as color and shape (Logie, 1995)Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay Evidence from previous studies has shown that VSWM is associated with the retention of location information (pattern recognition) and object information (i.e., colors, shapes). . Visual working memory (VWM) and spatial working memory (SWM) have distinct information processing, as visual memory is responsible for retaining information regarding shapes and colors, while spatial memory is responsible for to maintain information about locations and movements. This distinction is not always made because visual memory involves spatial information and vice versa. In practice, the two systems work together to some extent, but different tasks have been developed to highlight the unique abilities involved in visual or spatial memory. Carlesimo et al., 2001 studied a person with brain damage and reported that brain damage can impair object memory or spatial memory without altering the type of memory. Petit et al., 1998 suggested that memory tasks activate different neural substrates than spatial memory tasks. Klauer & Zhao, 2004 reported that there was less interference between the object memory task and/or the spatial memory task. These studies suggest a dissociation between VMW and SWM. Researchers have identified few models to explain the information storage process. The object-based model predicts that SWM does not play a necessary role in retaining information about how individual features were organized as objects in VWM. In contrast, other researchers argue that VWM stores feature values ​​of different feature dimensions in distinct feature-specific memories, and requires SWM and careful attention to keep these features organized as integrated object representations in memory. (Wheeler and Treisman, 2002). It seems intuitively reasonable to expect that successful mathematics learning requires students to make effective use of their working memory. It is perhaps not surprising, for example, that the phonological loop is involved in more tasks involving strategy use based on countdown strategies for subtraction problems (Imbo & Vandierendonck, 2007 ) than in tasks requiring long-term recall of single-digit multiplication. memory (De Rammelaere et al., 2001). The central executive, on the other hand, generally has a more important role to play in the “carrying operation” of addition and multiplication than the phonological loop (Imbo et al., 2007). In a comprehensive review of research related to mathematics and working memory, Raghubar, Barnes, and Hecht (2010) agree, but with some caveats. They note the complexity of this relationship and the probability that,for any individual, it depends on a wide range of factors that influence how the individual interacts with mathematical information (either educational information or information specifying a problem or task). These include personal factors such as their age and skill level, mathematical content factors, and characteristics of the learning-teaching contexts such as the intended mastery level (beginning, generalization, or automation), the language of teaching and the formats in which the mathematical information presented. They note the need for a sufficiently comprehensive model of mathematical processing, particularly with regard to skill acquisition, that can handle current findings over working memory and provide the basis from which to guide findings and inform practice . Children with mathematics difficulties easily distinguish themselves from their peers in their working memory processes; in verbal working memory, in static and/or dynamic visuospatial memory processing, in numerical working memory, and in backward digit span tasks. Given the lack of consistency across studies on how to measure verbal and visuospatial working memory components, you may see varying trends depending on the age range of the school. For example, executive and visuospatial memory processes are used more when learning new knowledge. mathematical skills/concepts and phonological loop processes after skill acquisition. Longitudinal studies suggest that some executive processes may be more generic in terms of supporting learning, while others, such as visuospatial working memory, may be more specific to early mathematical processes. learning and verbal processes become more important at older ages. Different aspects of working memory mediate different aspects of the mathematical performance of children with dyscalculia. Working memory is linked to other factors in mathematics learning, such as students' ability to use and focus their "learning attention." Students with dyslexia often have difficulty investing their attention in what they are learning (Fletcher, 2005; Zentall, 2007). They also have difficulty automating what they learn, so that, later, this knowledge requires less thinking space. Understanding which aspects of working memory are deficient in children with mathematics difficulties is obscured by the lack of precision in knowledge of the particular strategies and processes that the child implements in working memory tasks (possibly as a function of age and language) and a theory that links these working memory processes to particular aspects of mathematical learning and performance. Specific learning disability (SLD) is an umbrella term used to describe a heterogeneous condition, as it is a single comprehensive diagnosis, incorporating deficits that impact academic achievement. Rather than limiting learning disabilities to diagnoses specific to reading, mathematics, and written expression, the DSM criteria describe deficiencies in general academic skills and provide a detailed specification for the domains of reading, mathematics, and written expression. and written expression(Diagnostic and Statistical Manual of Mental Disorders, DSM-5 2015). Several researchers have studied that the individual with SLD experienced serious learning problems and had difficulty in achievingschool due to deficits in working memory, particularly visual and spatial memory (Mammarella, Daniela Lucangeli and Cesare Cornoldi, 2010). The individual with SLD has difficulty coordinating visual, auditory, and sensory inputs and decoding instructions by analyzing them repeatedly. Although several studies have proven the influence of VW deficits on academic performance in children with SLD, the interaction between visuospatial working memory has not been evaluated so far in the Indian scenario. The present study is a preliminary attempt to shed light on these issues by characterizing the conditions under which VWM and SWM interact and assessing their effect on academic outcomes. Objective The present study aimed to determine (a) visuospatial working memory deficits in individuals with SLD and (b) to evaluate the interaction between VWM and SWM and its influence on academic performance in children with SLD. specific learning. MethodParticipants: The study involved 40 participants and they were aged 9 to 12 years old. The participants were classified into 2 groups. Group 1 consisted of 20 participants (9 females and 11 males) who had been diagnosed with specific learning disabilities (ASD) by a qualified speech-language pathologist. The battery of tests administered consisted of Early Reading Skills (ERS), Linguistic Profile Test - K (LPT -K), Pragmatic Skills Test (TPS), Auditory Language Comprehension Test (TACL) and Language Examination Test. expressive morphology (TEEM) and SLD assessment protocol. Group 2 consisted of 20 typically developing children (9 girls and 11 boys) aged 9 to 12 years. All participants were screened for the presence of neurological, audiological, visual and psychological deficits. Only participants who passed the screening tests were included in the study. Design: A dual-task paradigm was used to measure visual and spatial working memory. This method has already been adapted by researchers to measure the storage capacity of working memory for observed objects, places and movements (Jiang et al., 2000; Luck and Vogel, 1997; Wood, 2007). The study included 4 tasks, Task 1 (T1) is a pattern recognition task in which individuals had to view the stimulus and mark the array of locations consisting of a varying number of locations along the spatial grid in the presentation of time locking. Task 2 (T2) is a color recognition task, in which participants had to visualize the color and mark the corresponding color. Task 3 (T3) is a pattern recognition task, here the individual had to trace on the spatial grid within a limited time. Task 4 (T4) is a color shape recognition task; here, individuals remembered the shape and color within the allotted time. The stimulus consisted of 4 tasks and 26 stimuli, prepared with increasing complexity using the DmDx software with a time-lapse of 1,500 ms between each image. The study included 4 experiments aimed at assessing the interaction between visual and spatial tasks and associating them with academic performance. Procedure: Each trial began with a false statement of 500; Task 1 was a pattern recognition task, which had eight different matrices of varying complexity presented to participants. Each matrix was made up of blue dots with different patterns. Each participant was presented one matrix at a time for a duration of less than 500 ms. Participants were asked to remember the pattern and shade the color according to the given empty matrix. Initially, participants were presented with a. 17.