One of the applied learning skills is academic skills, which are considered critical for getting good grades in school. These skills are necessary to deal with the process of organizing the information learned and preserving it. WM can be classified as auditory working memory (AWM) and visuospatial working memory (VSWM). AWM underlies the ability to retrieve information and manipulate it as needed. The VSWM is a temporary visual archive that includes dimensions such as color and shape (Logie, 1995). Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Evidence from previous studies has shown that VSWM is associated with the preservation of location information (pattern recognition) and object information (e.g. colors, shapes). Visual working memory (VWM) and spatial working memory (SWM) have distinct information processing because visual memory is responsible for retaining information about shapes and colors, while spatial memory is responsible for retaining information on positions and movement. This distinction is not always distinct since visual memory involves spatial information and vice versa. In practice, the two systems work together in some way, 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 impairing the type of memory. Petit et al., 1998 suggested that memory tasks activate different neural substrates than spatial memory tasks. Klauer and Zhao, 2004 reported that there is 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 process of storing information. The object-based model predicts that SWM does not play a necessary role in maintaining information about how individual features have been organized as objects in VWM. In contrast, other researchers argue that VWM stores feature values ​​from different feature dimensions in separate feature-specific memory stores and requires SWM and attention to keep such features organized as integrated object representations in memory (Wheeler & Treisman, 2002). It seems intuitively reasonable to expect that effective mathematics learning requires students to make efficient use of working memory. It is perhaps not surprising, for example, that the phonological loop is implicated in more tasks involving the use of countdown strategies for subtraction problems (Imbo & Vandierendonck, 2007) than in tasks requiring recall of multiplication single digits from long-term studies. memory (De Rammelaere et al., 2001). The central executive, on the other hand, usually has a greater role to play in the operation of carryover, addition, and multiplication than the phonological loop (Imbo et al., 2007). 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 likelihood that for any individual it depends on a wide range of factors that influence how the individual interacts with information about mathematics (or information about teaching, or information that specifies aproblem or task). These include personal factors such as age and ability level, mathematical content factors, and characteristics of learning-teaching contexts such as the level of mastery aimed at (initiating, generalizing, or automating), the language of instruction, and formats in what mathematical information is presented. They note the need for a sufficiently comprehensive model of mathematical processing, particularly as it relates to skill acquisition, that can handle current working memory outcomes and provide the basis from which to guide discoveries and inform practice. Children with mathematics difficulties differ from their peers without difficulties in the aspect of working memory processes; in verbal working memory, static and/or dynamic visuospatial memory processing, numerical working memory, and backward digit span tasks. Given the lack of consistency across studies on how to measure verbal and visuospatial working memory components, it is possible to observe various trends across school age, e.g., executive and visuospatial memory processes are used more so when learning new knowledge. mathematical skills/concepts and the phonological loop processes after a skill has been learned. Longitudinal studies suggest that some executive processes may be more general in terms of supporting learning, while others, such as visuospatial working memory, may be more specific to early mathematical skills. Verbal and learning processes become more important in older age. Different aspects of working memory mediate different aspects of mathematical performance in dyscalculic children. Working memory is linked to other factors in mathematics learning, such as students' ability to use and focus their "learning attention." Dyslexic students often have difficulty investing attention in what they are learning (Fletcher, 2005; Zentall, 2007). They also have difficulty automating what they are learning so that, on subsequent occasions, knowledge requires less thinking space. The understanding of which aspects of working memory are lacking in children with mathematical difficulties is obscured by the lack of precision in knowing 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 a generic term used to describe a heterogeneous condition, as it is a single comprehensive diagnosis, incorporating deficits that affect academic performance. Rather than limiting learning disabilities to specific diagnoses of reading, mathematics, and written expression, the DSM criteria describe deficiencies in general academic skills and provide detailed specification for the areas of reading, mathematics, and written expression (Diagnostic and Statistical Manual of mental disorders). Disorders, DSM-5 2015). Several researchers have investigated that the individual with DSA encounters serious learning problems and has difficulties in academic achievement due to working memory deficits specifically in visual and spatial memory (Mammarella, Daniela Lucangeli and Cesare Cornoldi, 2010). coordinate with visual, auditory and sensory inputs and decode instructions by repeatedly analyzing them. Although several studies have demonstrated the influence of VW deficits on the academic performance of children with ASD, the interaction between visuospatial working memory has not been evaluated in the Indian scenario so far. The presentstudy is a preliminary attempt to shed light on these issues by characterizing the conditions under which VWM and SWM interact and evaluating their effect on academic performance. Purpose The present study aimed to determine the (a) visuospatial working memory deficits in individuals with ASD and (b) evaluate the interaction between VWM and SWM and its influence on academic performance in children with specific learning disabilities. Method Participants: The study involved 40 participants aged between 9 and 12 years. Participants were classified into 2 groups. Group 1 consisted of 20 participants (9 females and 11 males) who were diagnosed with a specific learning disability (SLD) by a qualified speech-language pathologist. The test batteries administered were Early Reading Skills (ERS), Linguistic Profile Test - K (LPT -K), Test for Pragmatic Skills (TPS), Test for Auditory Language Comprehension (TACL) and Test for the Examination of expressive morphology (TEEM) and SLD evaluation protocol. Group 2 consisted of 20 typically developing children (9 girls and 11 boys) aged 9 to 12 years. All participants were selected 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 previously been adapted by researchers to measure working memory storage capacity for observed objects, locations, and movements (Jiang et al., 2000; Luck & Vogel, 1997; Wood, 2007). The study consisted of 4 tasks, task 1 (T1) is a pattern recognition task where individuals had to view the stimulus and mark the location matrix composed of a variable number of locations along the spatial grid within the presentation of the time block. Task 2 (T2) is a color recognition task, where participants were asked to visualize the color and mark the corresponding color. Task3 (T3) is a shape pattern recognition task, here the individual had to trace the spatial grid within a time block. Task4 (T4) is a color shape recognition task; here individuals remembered shape and color within a given time. The stimulus consisted of 4 tasks and 26 stimuli, which were prepared with increasing complexity using DmDx software with a time-lapse of 1500 msec between each image. The study involved 4 experiments to evaluate the interaction between visual and spatial tasks and to associate them with academic performance. Procedure: Each trial began with an incorrect representation of 500; Task 1 was a pattern recognition task, which involved eight different matrices of varying complexity presented to participants. Each array was made up of blue dots with different patterns. Each participant was presented with one array at a time for a duration of less than 500 msec. Participants were asked to remember the pattern and shade the color onto the given blank matrix. Initially, participants were presented with a 2 x 2 matrix model followed by 3x3, 4x4, and 5x5, respectively. Task 2 is a shape pattern recognition task, in this task participants were presented with a series of 5 images. A picture has 1 shape and 1 blank, and the task complexity was the same for the first and fifth pictures. Each subject was presented with a white sheet of paper without a geometric shape. Participants were asked to remember the location and shape of the geometric pattern shown and to draw the shape on the provided sheet in the same pattern shown. Task 3 was the color recognition task. In this task, children are. 17.