Abstract

Visuospatial processes are involved in a variety of different learning tasks and corresponding deficits may determine children's difficulties every time the elaboration of visuospatial is required. Learning disabilities due to visuospatial deficits may be neglected if the verbal aspects of learning are considered primary. The paper reviews research on learning disabilities related to non-verbal components of learning with a special focus on the role of visuospatial deficits, examining basic studies and assessment and training procedures devised in this field.