Constructional approach: The constructional approach recommends identifying a target behavior and looking for behavior that is currently available for a starting point, as opposed to looking for what is absent (Goldiamond, 2002).

For a more in-depth discussion, go here: https://pubmed.ncbi.nlm.nih.gov/7251882/

Conjugate Schedule of Reinforcement + Continuous Rate + Higher Magnitude: To explain these, let’s start with defining a Continuous Rate of Reinforcement (RoR), since that’s the basis for the rest of it. A Continuous RoR is one where the target behavior is reinforced every time it is offered. A higher magnitude is when the intensity of a behavior increases. A Conjugate Schedule of Reinforcement is a type of Continuous RoR where the magnitude of the behavior directly impacts the qualities of the reinforcer.

So for example, if we were teaching an animal to push an object with their chest, when they push the object harder we could increase the duration, value, or intensity of the reinforcer. And when they push the object with less force, we would decrease the duration, value, or intensity of the reinforcer proportionately.

Linear training v. Nonlinear training: Linear training is when we train in a fixed, sequential series of steps performed in a rigid manner towards an end behavior. It’s called linear because it is singly focused on pathologically attacking a problem/ behavior.

Nonlinear training is not singly focused but instead looks at building skills that can be rearranged or built to accomplish a desired outcome.

For a more in-depth discussion, go here: https://behavioranalysishistory.pbworks.com/f/The%20Constructional%20Approach.pdf

Contrafreeloading: Contrafreeloading is a phenomenon wherein learners, when given a choice between freely available food and food they have to work for, will choose to work for their food (Jensen 1963). It should be noted that this phenomenon is only observed in contexts wherein the learners are physically, behaviorally, and emotionally healthy, have not been deprived of food beyond their natural hunger cycles, and have already acquired the skills necessary to do the work required to gain access to the food.

Assent: The words “assent” and “consent” mean different things – both individually and in relation to each other – depending on the context. But in the context used in this podcast episode, we’re using “assent” in the way that the medical community uses it when referring to practicing medicine on children under 18 years of age. In this context, “assent” means agreeing to take part in something. This is in contrast to “consent”, which in this context means agreeing to have something done with full awareness of the risks, benefits, and delayed consequences. Since children and non-humans cannot ever have fully informed consent (because, for example, you can’t explain to an animal the risks of a procedure they may assent to), in this context, assent is the more appropriate term to describe the way in which animals choose to engage in the training practices described.

That said, in other contexts, “assent” means to agree that something should be done, whereas “consent” means agreeing to let something be done to you. In that context, consent is a more accurate description of the role animals play in the interactions we have with them.

So either assent or consent can be an appropriate word choice when having these discussions, depending on the context in which you’re using them!