In a delayed serial same-different discrimination procedure, one stimulus is followed by either the same or a different stimulus after a brief delay. To receive reinforcement (e.g., food), the subject must respond “same” when the two stimuli match and a “different” response when they differ. The individual stimuli change across trials, so it is the relation between stimuli that signals the correct response. A differential outcomes procedure has been shown to facilitate learning of some discriminations but had not been tested with rats in a relational discrimination. In a differential outcomes procedure, one reinforcer (e.g., pellets) follows one response (e.g., a correct “same” response) and a different reinforcer (e.g., sucrose) follows another correct response (e.g., a correct “different” response). In the control condition, the same reinforcer follows a correct “same” and “different” response. In the current experiment, half of the rats were trained on a serial same-different discrimination using a differential outcomes procedure and the other half were in the control group. Stimuli were presented and responses recorded on an iPad mounted at the rear of an operant box. After the rat touched the sample stimulus (i.e., the first stimulus) it was removed for a delay of 500, 1500, 3000, or 6000 ms before the rats were presented with the comparison stimulus (i.e., the second stimulus). After touching the comparison stimulus, a response button appeared on each side of it. One button represented a “same” response and the button on the other side a “different” response. After training, rats were tested to determine if learning of the same-different relation would transfer to novel stimuli. The results showed no transfer of learning, and a decrement in performance on trials with the original training stimuli.

Individuals with Autism Spectrum Disorder (ASD) tend to have difficulties with emotional and social interactions (e.g., Stone & Caro-Martinez, 1990). It is possible that they also have deficits in their ability to monitor their learning of social and emotional information. If so, this could have negative downstream effects on their later memory. In the present experiment, we investigated the influence of social and emotional pictures on adolescents’ (with and without ASD) monitoring of learning and memory performance. To do so, participants studied 60 pictures that were positive or neutral and that either had a social component (e.g., a couple at their wedding, a child reading a book) or did not (e.g., ice cream, screwdriver). After studying each image, participants made a judgment of learning (JOL) predicting the likelihood that they would remember that picture on a later test. Finally, participants took a free-recall test. Overall, adolescents with ASD provided lower JOLs and demonstrated lower memory performance than did adolescents without ASD. In addition, all participants gave higher JOLs to positive pictures than to neutral pictures, and recall was also superior for positive relative to neutral pictures. Finally, participants gave higher JOLs to pictures with a social component than to pictures without a social component, although this dimension did not influence their memory. These results suggest that monitoring of learning is not impaired in adolescents with ASD. Thus, although adolescents with ASD tend to remember less than adolescents without ASD, this finding does not appear to be caused by monitoring deficits.