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Skinner and Pavlov had innovative ways to measure both the times of their subject's responses, as well as the rate of their responses. Since then, different subfields within the study of animal behavior have prioritized either the rate or timing of responses, creating a divide in data and theory. Both timing and conditioning fields have proven fruitful, producing large bodies of empirical data and developing sophisticated models. Despite their individual successes, a unified view of simple behavior is still lacking. This may be caused, at least in part, by the differential emphasis on data collection and analysis techniques. The result is that these subfields produce models that fit their data well, but fail to translate to the other domain. This is startling given the fact that both subfields use nearly identical experimental procedures. To highlight similarities within the subfields, and provide empirical data in support of this integration, 18 Sprague-Dawley rats were trained on trace, delay, and backward conditioning procedures. Using these empirical data we discuss how traditional summary measures used by these subfields can be limiting, and suggest methods that may aid in the integration of these subfields toward common goals.

Researchers have demonstrated the effectiveness of TAGteach™ to develop skills across a variety of sports, such as football, golf, and dance, however, the role of vocal consequences in skill development is not yet fully understood. To date, there have been no studies that have examined the effects of these two interventions. Therefore, the purpose of this study is to demonstrate the effects of vocal consequences and TAGteach on the skill acquisition of a series of dance movements for two adults aged 28 and 43. Neither participant made substantial gains in skill acquisition during the vocal consequences (e.g., “great,” “not quite”) phase, yet each demonstrated increased skill acquisition for all movements during the TAGteach phase. Although no direct comparison occurred, the data suggest that the TAGteach intervention was more effective for increasing skill acquisition of the movements across a multiple baseline of movements. At the 2‐week and 4‐week follow‐ups, both participants maintained higher percentages of correct tag point demonstration than were displayed during baseline or the vocal consequence phase.

Traditional discussions involving ‘basic’ and ‘applied’ behavioral research often focus on the differences, or gaps, between these areas. They take place in different environments, use different methods, ask different questions, and have different objectives. Applied animal behavior is no exception. Focusing on the differences in these areas is to the detriment of a cohesive and complete understanding of animal behavior. This paper instead focuses on the similarities between these two sides, and presents them as a matter of scale. A series of real‐life examples experienced by the authors is used to highlight how the skills and knowledge of both the applied and the basic sides are valuable and necessary to not only further both fields independently, but to develop a comprehensive understanding of animal behavior.

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