Autism spectrum disorder (ASD) – and autistic traits more generally – have long been associated with a heterogeneous pattern of differences in cognitive function. These include differences in learning, attention, and processing of social information. All three cognitive functions have considerable importance in clinical, educational, and research contexts. However, there exist no studies in which the relationships between these functions are investigated within the same integrated experimental design. The purpose of the present study was to begin to bridge this explanatory gap, by investigating these relationships in the context of autistic traits in the neurotypical population. We asked a group of over 400 people to complete the Autism Spectrum Quotient questionnaire. To investigate relationships between attention and learning, we asked participants to complete either a Kamin blocking or an attentional highlighting task; both standard paradigms for investigating the relationships between learning and attention. To investigate the relation of attention and learning to social information processing, we incorporated social cues in one of each kind of paradigm. We found Kamin blocking increased with increasing number of autistic traits, in particular the sub-trait attention switching, but only for non-social cues. We found that highlighting decreased with increasing number of traits, in particular the sub-trait communication, but only for social cues. We interpret these findings as evidence of a crucial role for attention in other cognitive characteristics of the autistic phenotype. In my talk, I will present these findings, and discuss their relevance for clinical and theoretical research on autism moving forward.