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.

Keywords: autistic traits; failure; feedback; learning.

© 2025 The British Psychological Society.

本研究旨在探讨未被诊断的成人中，具有高水平和低水平自闭症特质（ATs）的人在接受正面反馈与负面反馈时的学习表现差异。这些反馈通过社会性和非社会性刺激传递。大学生参与者在一项简单的记忆实验中测试了他们学习新词（即韩文字母）的能力，在该实验中采用了正面或负面反馈。两个实验（实验1和实验2）都采用了一种两因素设计，分别为“正向反馈 vs. 负面反馈”和“自闭症特质水平：高 vs. 低”，且为被试间设计。实验1使用了社会性反馈刺激，而实验2则使用了非社会性反馈刺激。

研究结果表明，无论是具有高水平还是低水平自闭症特质的个体，在面对成功与失败这两类反馈（通过社会性和非社会性刺激）时都能够学习新知识（分别对应于实验1和实验2）。然而，低水平自闭症特质的人从失败中获得的学习效果不及从成功中获得的效果，而高水平自闭症特质的人则在面对成功或失败时都能保持同样的学习效果，不论是通过社会性还是非社会性的刺激。这些结果表明，对于大学生而言，具有较高水平的自闭症特质能够带来一种益处，即拥有更强的心理韧性以及在面对失败时仍能继续学习的能力。

关键词： 自闭症特质；失败；反馈；学习。

© 2025 The British Psychological Society.