Editing Spatial memory (section)

==Learning difficulties==
[[Nonverbal learning disorder|Nonverbal learning disability]] (NVLD) is characterized by normal verbal abilities but impaired visuospatial abilities. Problem areas for children with nonverbal learning disability include arithmetic, geometry, and science. Impairments in spatial memory are linked to nonverbal learning disorder and other learning difficulties.<ref>{{cite journal | last1 = Mammarella | first1 = I.C. | last2 = Lucangeli | first2 = D. | last3 = Cornoldi | first3 = C. | year = 2010 | title = Spatial working memory and arithmetic deficites in children with nonverbal learning difficulties | journal = Journal of Learning Disabilities | volume = 43 | issue = 5| pages = 455–468 |doi=10.1177/0022219409355482 | pmid = 20375290 | hdl = 11577/2453526 | hdl-access = free }}</ref>

[[Arithmetic]] [[Word problem (mathematics education)|word problems]] involve written text containing a set of data followed by one or more questions and require the use of the four basic arithmetic operations (addition, subtraction, multiplication, or division).<ref name = "Passolunghi et al." /> Researchers suggest that successful completion of arithmetic word problems involves spatial [[working memory]] (involved in building schematic representations) which facilitates the creation of spatial relationships between objects. Creating spatial relationships between objects is an important part of solving word problems because mental operations and transformations are required.<ref name = "Passolunghi et al." />

Researchers investigated the role of spatial memory and visual memory in the ability to complete arithmetic word problems. Children in the study completed the Corsi block task (forward and backward series) and a spatial matrix task, as well as a visual memory task called the house recognition test. Poor [[Problem solving|problem-solvers]] were impaired on the Corsi block tasks and the spatial matrix task, but performed normally on the house recognition test when compared to normally achieving children. The experiment demonstrated that poor problem solving is related specifically to deficient processing of spatial information.<ref name = "Passolunghi et al." />