A – 36 Mental and Emotional Divergences: Comparing Individuals Without Special Education History to Those with Learning Disabilities

Abstract Objective This study examined differences in cognitive performance and processing speed between individuals with no special education history and those with a learning disability. The primary hypothesis was that participants with a learning disability would demonstrate lower accuracy and slower response times on cognitive tasks. Method Data were drawn from the Computerized Mental Imagery Test (CMIT), administered in a community-based setting. Participants included 12,187 individuals with no special education history and 71 individuals identified with a learning disability. The primary variables were number of correct responses (cognitive performance) and average response time in milliseconds (processing speed), measured across standardized test stimuli. Group assignment was based on self-reported history of special education services. Results Participants with a learning disability had a lower median number of correct responses (134.0) compared to those with no special education history (138.0), with an observed effect size of 4.0 (p = 0.0028). Average response time was slower in the learning disability group (median = 860 ms) versus the no special education group (median = 808 ms), with an observed effect size of 52.0 ms (p = 0.0013). Both differences were statistically significant. Conclusion Individuals with a learning disability demonstrated significantly lower cognitive performance and slower processing speed compared to peers with no special education history. These findings highlight measurable disparities in cognitive efficiency and attentional dynamics, supporting the need for targeted interventions. Further research is warranted to explore underlying mechanisms and effective support strategies.