Visuospatial working memory (VSWM) consists of two main components: visual memory and spatial memory.5 Visual memory is responsible for temporarily storing visual information, such as shapes, colors, and patterns, while spatial memory is involved in the temporary storage of spatial orientation information and the presentation order of objects.5

Within VSWM, there are also two distinct types of tasks: simultaneous and sequential.2 Simultaneous VSWM tasks present all information to the participant at the same time, such as in the visual patterns task, where participants are asked to recall the positions of stimuli they saw previously.2 In contrast, sequential VSWM tasks involve presenting stimuli in a sequence, like the Corsi block task, which requires participants to recall the positions of stimuli in the correct order.2

VSWM is supported by a distributed network of cortical regions along the dorsal visual pathway, which are topographically organized with respect to the visual space.4 This functional organization may constrain VSWM behavior across space and time, as evidenced by systematic and unsystematic errors in memory-guided saccade tasks.4 Systematic errors, such as shifts in mean response locations, and unsystematic errors, like fluctuations in responses around the mean location, have been observed to vary across space and increase with target eccentricity.4

The central executive system, the highest level component of working memory, plays a crucial role in VSWM by orchestrating the most intricate executive functions.5 The visual-spatial sketchpad, a subsystem of working memory, is primarily responsible for the transient manipulation of visuospatial information and is more reliant on central executive functions compared to the phonological loop.5

In summary, VSWM consists of visual and spatial memory components, involves simultaneous and sequential tasks, and is supported by topographically organized cortical regions along the dorsal visual pathway. The central executive system and visual-spatial sketchpad play key roles in the temporary storage and manipulation of visuospatial information within VSWM.

Recent research has shed light on the complex nature of visuospatial working memory (VSWM) and its relationship with other cognitive functions. A latent-variable analysis by Miyake et al. (2001) examined the relationships among VSWM, executive functioning, and spatial abilities.1 The results indicated that in the visuospatial domain, processing-and-storage WM tasks and storage-oriented short-term memory tasks equally implicate executive functioning and are not clearly distinguishable.1 This suggests that the visuospatial sketchpad may be closely tied to the central executive.1

Furthermore, the study found that while all three spatial ability factors (Spatial Visualization, Spatial Relations, and Perceptual Speed) implicate some degree of visuospatial storage, they differ in the degree of executive involvement, with Spatial Visualization having the highest and Perceptual Speed the lowest.1 These findings highlight the usefulness of a working memory perspective in characterizing the nature of cognitive abilities and human intelligence.1

A study by Funayama et al. (2015) investigated VSWM in patients with Bálint syndrome, a condition characterized by severe impairments in visuospatial processing.8 The results showed that VSWM was severely impaired in Bálint syndrome patients compared to controls, even in those with a mild form of the syndrome.8 This suggests that VSWM deficits may influence the inability of Bálint syndrome patients to properly execute movements and behaviors associated with daily living.8

Research has also explored the relationship between VSWM and mathematical performance. A systematic review by Allen et al. (2019) found that VSWM is a significant predictor of mathematical performance in school-aged children, particularly in tasks involving simultaneous and sequential visuospatial processing.4 The review highlighted the need for further research to understand the intricacies of this relationship and develop targeted interventions for children with VSWM deficits.4

In summary, recent research findings emphasize the complex interactions between VSWM, executive functioning, and other cognitive abilities. VSWM deficits have been linked to impairments in daily functioning and mathematical performance, underscoring the importance of understanding and addressing these deficits in clinical and educational settings. Future research should continue to investigate the neural correlates of VSWM and develop targeted interventions to support individuals with VSWM difficulties.

There are several strategies and interventions that can help improve our usage of visuospatial working memory (VSWM):

Physical activity and exercise have been shown to enhance VSWM performance. Studies have found that different types of exercise, such as aerobic exercise, resistance exercise, and mind-body exercise, can improve VSWM in individuals with mild cognitive impairment and Alzheimer's disease.1 The optimal exercise duration for improving VSWM appears to be 60-89 minutes per session, with intervention periods of at least 180 days showing the most significant effects.1

Non-invasive brain stimulation techniques, like intermittent theta-burst stimulation (iTBS), can also enhance VSWM. Applying iTBS over the right dorsolateral prefrontal cortex has been found to significantly improve performance on 2-back VSWM tasks, suggesting that this brain region plays a critical role in VSWM.2 However, the effects of iTBS may be load-dependent, as improvements were not observed in more demanding 4-back tasks.2

Engaging in sports activities can be particularly beneficial for individuals with sensory deficits, such as hearing loss or vestibular impairments, who often experience VSWM deficits.3 Participation in sports has been shown to improve VSWM performance in these populations, with the effects being more pronounced in amateur and professional athletes compared to non-active individuals.3 This suggests that regular and prolonged training can help compensate for VSWM deficits associated with sensory impairments.3

Finally, targeted VSWM training programs can be effective in improving VSWM capacity and potentially transferring these benefits to other cognitive domains. However, the transfer effects of VSWM training appear to be limited and short-term, with the greatest improvements observed in tasks that closely resemble the trained tasks.45 This highlights the need for comprehensive cognitive training programs that target multiple aspects of cognitive control, rather than focusing solely on VSWM.5

In summary, a combination of physical exercise, non-invasive brain stimulation, sports participation, and targeted cognitive training can help improve our usage of VSWM. These interventions can be particularly beneficial for individuals with cognitive or sensory impairments, as well as those seeking to enhance their VSWM capacity for academic or professional purposes.