Autistic traits relate to reduced reward sensitivity in learning from point-light displays (PLDs)

TL;DR

People with higher autistic traits show reduced sensitivity to rewards when learning from point-light displays, even when visual properties are matched.

Contribution

The study introduces a novel approach to disentangle reward sensitivity from learning rates in autistic traits using matched social and non-social stimuli.

Findings

Higher autistic traits correlate with reduced reward sensitivity in the win domain.

Learning rates were not significantly affected by autistic traits.

Feedback processing during learning is impacted in individuals with higher autistic traits.

Abstract

A number of studies have linked autistic traits to difficulties in learning from social (versus non-social) stimuli. However, these stimuli are often difficult to match on low-level visual properties, which is especially important given the impact of autistic traits on sensory processing. Additionally, studies often fail to account for dissociable aspects of the learning process in the specification of model parameters (learning rates and reward sensitivity). Here, we investigate whether learning deficits in individuals with high autistic traits exhibit deficits when learning from facial point-light displays (PLDs) depicting emotional expressions. Social and non-social stimuli were created from random arrangements of the same number of point-lights and carefully matched on low-level visual properties. Neurotypical participants (N = 63) were assessed using the autism spectrum quotient (AQ) and completed a total of 96 trials in a reinforcement learning task. Although linear multi-level modelling did not indicate learning deficits, pre-registered computational modelling using a Rescorla–Wagner framework revealed that higher autistic traits were associated with reduced reward sensitivity in the win domain, demonstrating an attenuated response to received feedback during learning. These findings suggest that autistic traits can significantly impact learning from PLD feedback beyond a general deficit in learning rates.

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