Active and observational reward learning in adults with autism spectrum disorder: relationship with empathy in an atypical sample

Abstract

Introduction

Autism spectrum disorders (ASDs) are characterised by disturbances in social behaviour. A prevailing hypothesis suggests that these problems are related to deficits in assigning rewarding value to social stimuli. The present study aimed to examine monetary reward processing in adults with ASDs by means of event-related potentials (ERPs).

Methods

Ten individuals with mild ASDs (Asperger's syndrome and high-functioning autism) and 12 healthy control subjects performed an active and an observational probabilistic reward-learning task.

Results

Both groups showed similar overall learning performance. With respect to reward processing, subjects with ASDs exhibited a general reduction in feedback-related negativity (FRN) amplitude, irrespective of feedback valence and type of learning (active or observational). Individuals with ASDs showed lower scores for cognitive empathy, while affective empathy did not differ between groups. Correlation analyses revealed that higher empathy (both cognitive and affective) negatively affected performance in observational learning in controls and in active learning in ASDs (only cognitive empathy). No relationships were seen between empathy and ERPs.

Conclusions

Reduced FRN amplitudes are discussed in terms of a deficit in fast reward processing in ASDs, which may indicate altered reward system functioning.

Keywords:

• autism
• empathy
• reward
• FRN
• observational learning

Additional information

Funding

Funding: We thank the Ministry of Innovation, Science and Research of the federal state of Nordrhein-Westfalen, Germany (Ministerium für Innovation, Wissenschaft und Forschung des Landes Nordrhein-Westfalen [grant number 334-4]) for supporting this research. This study was also partly funded by a scheme to reward the successful first attainment of DFG (German Research Foundation) projects (“Novice Premium”), awarded to P.T. by the Ruhr University Bochum.