Abstract
ABSTRACT
This study examined whether emotional valence modulates face working memory precision in adolescents with specific learning disorders (SLD) and whether mnemonic distortions differ across subtypes. Fifty-four adolescents with SLD (dyslexia: n = 19; dysgraphia: n = 18; dyscalculia: n = 17) and 42 typically developing peers completed a morphed delayed reproduction task using sad, neutral, and happy faces. Using a von Mises + uniform mixture model, we decomposed recall errors into precision, systematic bias, and guessing. The SLD group made significantly larger errors (r = −0.61) and responded more slowly (r = −0.33). Mixture modeling showed that deficits arose from reduced precision (κ: TD M = 8.72 vs. SLD M = 4.15; r = 0.54) and stronger systematic bias toward neutrality (μ: TD M = −0.66° vs. SLD M = −4.15°; r = 0.34), with no differences in random guessing. Valence flattening was consistently larger in SLD. Among subtypes, dyscalculia showed the greatest working memory impairment, yet all three exhibited the same valence flattening pattern. Thus, emotional faces disrupt face working memory in SLD through reduced precision and systematic affective distortion. The bias parameter from mixture modeling may offer a clinically useful metric for subtype-sensitive assessment.