Stimulus Preceding Negativity and Social Stimuli in Autism Spectrum Disorder

This study investigates whether differences in social reward processing help explain social and communication differences in children with Autism Spectrum Disorder (ASD). Specifically, it measures a brain signal called Stimulus Preceding Negativity (SPN), an Event-Related Potential (ERP) component that reflects anticipation of reward—to compare how children with ASD, typically developing children, and infants at familial risk for ASD respond to upcoming social (e.g., smiling faces) versus nonsocial (e.g., objects) stimuli. The study tests the social motivation hypothesis, which proposes that reduced sensitivity to social reward contributes to later social difficulties in ASD. In addition, the project examines whether early language mechanisms (such as the shape bias in word learning) relate to relational reasoning abilities in preschoolers. By combining neural (EEG/ERP) and behavioral measures across infancy and early childhood, the study aims to understand how early reward processing and language development contribute to cognitive and social development in ASD.

Kids at 3 to 4 years old, both neurotypical and with ASD.

They will wear an EEG cap while watching a 10-minute video, as well as doing DAS-II for cognitive testing.

This study is important because it tests a core theory of autism—the social motivation hypothesis—at very early developmental stages using objective neural measures (SPN/ERP), rather than relying only on behavior. By examining whether differences in social reward anticipation emerge in infancy or preschool, the research helps clarify whether social challenges in ASD stem from early differences in reward processing or develop over time. In the future, this work could benefit the autism community by identifying early neural markers of social motivation, supporting earlier detection, refining intervention targets (e.g., tailoring therapies toward social reward sensitivity), and potentially distinguishing meaningful subtypes of ASD—leading to more individualized and effective supports rather than one-size-fits-all approaches.