The investigation carried by the pioneer Happ, (1993) establishes a correlation between metaphor, comprehension, and theory of mind

(ToM) abilities. Happs data suggest that metaphor interpretation requires at least a first-order ToM. However, Norbury (2005) was unable to replicate the correlation found by Happ. Norburys study focused on the role of lexical knowledge in metaphor comprehension, arguing that such knowledge enable subjects to access in a lexical entry the relevant features for a metaphoric reading and to suppress those that are irrelevant. With the intention to clarify the scenario, we conducted a transversal study with a group of 8 Asperger subjects and 15 normal children. We tested them on their interpretation of 11 metaphors: 6 in a small context (3 of them involving the representation of mental states, while the other 2 where neutral), and 5 without a context (with the same distinction between mental states and neutral ones), and we presented 7 ironies. Moreover, the subjects were tested with a lexical knowledge test (Peabody Spanish version). Also we used the Empathy/Systemizing test. Then to evaluate ToM, we used Sally-Anne tasks, finally a test designed to evaluate the identification of 5 basic emotions. We applied the Kolmogorov-Smirnov test, with the aim of analyzing whether the sample came from the same distribution. The results show that the most part of, Asperger subjects understand metaphors. The analysis of the results shows that there is no correlation between responding adequately false belief tasks and metaphorical comprehension. However, there is a correlation between verbal age and metaphor comprehension in subjects with Asperger syndrome. While ironies were particularly difficult to that subjects. The scores of empathy of these subjects was less than the normal population.