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Related Experiment Video

Updated: Apr 25, 2026

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Feedback-driven trial-by-trial learning in autism spectrum disorders.

Marjorie Solomon¹, Michael J Frank, J Daniel Ragland

¹From the Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento Calif.; the University of California, Davis, MIND Institute, Sacramento, Calif.; the University of California, Davis, Imaging Research Center, Sacramento, Calif.; the Department of Cognitive, Linguistic, and Psychological Sciences, Brown University, Providence, R.I.; the University of Arizona; and the University of California, Davis, Center for Neuroscience, Sacramento, Calif.

The American Journal of Psychiatry

|August 27, 2014

Summary

Individuals with autism spectrum disorder (ASD) show learning deficits due to impaired reward-based working memory. They rely more on trial-by-trial feedback processing for learning, engaging different brain regions than typically developing individuals.

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Area of Science:

Neuroscience
Cognitive Science
Developmental Psychology

Background:

Learning impairments are a core feature of autism spectrum disorders (ASD).
Understanding the cognitive and neural underpinnings of these learning deficits is crucial.

Purpose of the Study:

To investigate the cognitive and neural basis of learning deficits in young adults with ASD.
To compare learning processes in individuals with ASD and typically developing individuals using a probabilistic reinforcement learning task.

Main Methods:

A probabilistic selection task was administered to matched groups of adults with ASD (N=22) and typical development (N=25).
Rapid event-related functional MRI (fMRI) was used to examine brain activity during stimulus and feedback epochs.
Analyses focused on performance differences and neural recruitment in the anterior/medial prefrontal cortex, anterior cingulate cortex, and orbito-frontal cortex.

Main Results:

Both groups performed similarly on medium- and low-probability pairs, but typically developing individuals excelled on high-probability pairs.
Typically developing individuals showed enhanced anterior/medial prefrontal cortex activity, suggesting intact reward-based working memory.
Individuals with ASD demonstrated greater activation in the anterior cingulate and orbito-frontal cortices during feedback processing.

Conclusions:

ASD is associated with learning deficits stemming from an impaired ability to develop reward-based working memory.
Individuals with ASD rely more heavily on trial-by-trial feedback processing, engaging specific prefrontal cortical regions.