Autistic traits and gender modulate emotion changes before and during the COVID-19 pandemic

Sex-specific patterns in social visual attention among individuals with autistic traits

BACKGROUND

Autism is a neurodevelopmental condition more prevalent in males, with sex differences emerging in both prevalence and core symptoms. However, most studies investigating behavioral and cognitive features of autism tend to include more male samples, leading to a male-biased understanding. The sex imbalance limits the specificity of these features, especially in female individuals with autism. Hence, it is necessary to explore sex-related differences in behavioral-cognitive traits linked to autism in the general population.

METHODS

In this study, we designed a dynamic emotion-discrimination task to investigate sex differences in attention to emotional stimuli among the general population with autistic traits. Behavioral and eye movement data were recorded during the task, and the Autism-Spectrum Quotient (AQ) was used to assess autistic traits. Qualitative and quantitative methods were used to analyze gaze patterns in male and female groups. Additionally, correlation analyses were conducted to examine the relationship between AQ scores and proportion of fixation time in both groups.

RESULTS

Significant sex differences in attention to the eye regions of faces were observed, with females focusing more on the eyes than males. Correlation analyses revealed that, in males, lower eye-looking was associated with higher levels of autistic traits, whereas no such association was found in females.

CONCLUSIONS

Overall, these results reveal that attention patterns to emotional faces differed between females and males, and autistic traits predicted the trend of eye-looking in males. These findings suggest that sex-related stratification in social attention should be considered in clinical contexts.

Learning in the face of failure: The benefit of autistic traits

This study aims to explore how learning performance differs for non-diagnosed adults with high and low levels of autistic traits (ATs) for positive versus negative feedback delivered via social and nonsocial stimuli. College student participants were tested on their ability to learn novel words (i.e., Korean characters) in a simple memory experiment incorporating either positive or negative feedback. A 2 (positive feedback vs. negative feedback) × 2 (ATs: high vs. Low) between-subject design was adopted in both Experiments 1 and 2. Social feedback stimuli were used in Experiment 1 and nonsocial feedback stimuli were used in Experiment 2. The results revealed that individuals with both high and low levels of ATs showed learning for both types of feedback (success and failure) using social and nonsocial stimuli (Experiments 1 and 2, respectively). However, individuals with low levels of ATs learned less from failure than from success, whereas individuals with high levels of ATs showed equivalent learning for failure and success, for both social and nonsocial stimuli. These results suggest that for college students, a benefit of having high levels of ATs is increased resilience and an ability to continue to learn in the face of failure.