Asperger's disorder (ASP), like other autism spectrum disorders,
is associated with altered responsiveness to social stimuli. This study
investigated learning and responsiveness to nonsocial, but motivational,
stimuli in ASP. We examined choice behavior and galvanic skin conductance
responses (SCRs) during the Iowa Gambling Task (IGT; Bechara et al., 1994) in 15 adolescents and young adults with ASP and
14 comparison subjects. We examined aspects of learning, attention to wins
and losses, and response style with a formal cognitive model, the
Expectancy–Valence Learning model (Busemeyer & Stout, 2002). The ASP group did not differ from the
comparison group in proportions of selections from advantageous decks.
However, ASP participants showed a distinct pattern of selection
characterized by frequent shifts between the four IGT decks, whereas
comparison participants developed clear deck preferences. SCR results
showed some evidence of reduced responsiveness in the ASP group during the
IGT. Results from the cognitive model indicated that, in contrast to the
comparison group, the ASP group's selections were less consistent
with the motivational significance they assigned to decks. Findings are
discussed in the context of the neurobiological substrates associated with
IGT performance (JINS, 2006, 12, 668–676.)