Adults with mild-moderate learning disabilities, together with non-learning disabled adults, were given emotion recognition tasks where they identified (1) the categorical emotion portrayed in facial photographs, affect-laden stories, and memory of personal emotional experience, and (2) the emotion dimensions (valence and arousal) portrayed in facial photographs, and stories. Adults with learning disabilities demonstrated impaired performance, relative to controls, in categorical emotion recognition, and recognition of the arousal dimension of emotion. No group differences were found, however, in the recognition of valence, the primary dimension of emotion. These results suggest that emotion recognition deficits in individuals with learning disabilities may be confined to categorical recognition or labelling deficits. Implications for clinical practice and future research are discussed.
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