Simplicity and validity in infant research

Infancy researchers often use highly simplified, animated, or otherwise artificial stimuli to study infant’s understanding of abstract concepts including “causality” or even “prosociality”. The use of these simplified stimuli have led to questions about the validity of the resulting empirical findin...

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Published inCognitive development Vol. 63; p. 101213
Main Authors Kominsky, Jonathan F., Lucca, Kelsey, Thomas, Ashley J., Frank, Michael C., Hamlin, J. Kiley
Format Journal Article
LanguageEnglish
Published Elsevier Inc 01.07.2022
Subjects
Construct validity
Infant
Methods
Puppets
Social cognition
Construct validity
Infant
Methods
Puppets
Social cognition
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Abstract Infancy researchers often use highly simplified, animated, or otherwise artificial stimuli to study infant’s understanding of abstract concepts including “causality” or even “prosociality”. The use of these simplified stimuli have led to questions about the validity of the resulting empirical findings. Do simplified stimuli effectively communicate abstract concepts to infants? Even if they do, why not use stimuli more like what infants encounter in their everyday lives? Here we make explicit the underlying logic of using simplified stimuli in studies with infants: Simplified stimuli allow for stronger experimental control and therefore more precise inferences compared to more complex, uncontrolled, naturally occurring events. We discuss the inherent tradeoff between measurement validity and ecological validity, offer three strategies for assessing the validity of simplified stimuli, and then apply those strategies to the increasingly common use of simplified stimuli to assess the development of complex social concepts in the infant mind. Ultimately, we conclude that while concerns about the validity of experiments using simplified stimuli are founded, results from such studies should not be dismissed purely on ecological grounds. •Research with nonverbal infants often uses highly simplified, unrealistic stimuli.•We address concerns about the external validity of studies using such stimuli.•Infant research must balance ecological and measurement validity.•We give special attention to the case of social cognition studies using puppets.•We argue that these studies shouldn’t be dismissed purely on ecological grounds.
AbstractList Infancy researchers often use highly simplified, animated, or otherwise artificial stimuli to study infant’s understanding of abstract concepts including “causality” or even “prosociality”. The use of these simplified stimuli have led to questions about the validity of the resulting empirical findings. Do simplified stimuli effectively communicate abstract concepts to infants? Even if they do, why not use stimuli more like what infants encounter in their everyday lives? Here we make explicit the underlying logic of using simplified stimuli in studies with infants: Simplified stimuli allow for stronger experimental control and therefore more precise inferences compared to more complex, uncontrolled, naturally occurring events. We discuss the inherent tradeoff between measurement validity and ecological validity, offer three strategies for assessing the validity of simplified stimuli, and then apply those strategies to the increasingly common use of simplified stimuli to assess the development of complex social concepts in the infant mind. Ultimately, we conclude that while concerns about the validity of experiments using simplified stimuli are founded, results from such studies should not be dismissed purely on ecological grounds. •Research with nonverbal infants often uses highly simplified, unrealistic stimuli.•We address concerns about the external validity of studies using such stimuli.•Infant research must balance ecological and measurement validity.•We give special attention to the case of social cognition studies using puppets.•We argue that these studies shouldn’t be dismissed purely on ecological grounds.
ArticleNumber 101213
Author Thomas, Ashley J.
Lucca, Kelsey
Hamlin, J. Kiley
Kominsky, Jonathan F.
Frank, Michael C.
Author_xml – sequence: 1
  givenname: Jonathan F.
  surname: Kominsky
  fullname: Kominsky, Jonathan F.
  email: jonathan.f.kominsky@gmail.com
  organization: Harvard Graduate School of Education, USA
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  givenname: Kelsey
  surname: Lucca
  fullname: Lucca, Kelsey
  organization: Arizona State University, USA
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  givenname: Ashley J.
  surname: Thomas
  fullname: Thomas, Ashley J.
  organization: MIT, USA
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  givenname: Michael C.
  surname: Frank
  fullname: Frank, Michael C.
  organization: Stanford University, USA
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  givenname: J. Kiley
  surname: Hamlin
  fullname: Hamlin, J. Kiley
  organization: University of British Columbia, Canada
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Infant
Methods
Puppets
Social cognition
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Snippet Infancy researchers often use highly simplified, animated, or otherwise artificial stimuli to study infant’s understanding of abstract concepts including...
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SubjectTerms Construct validity
Infant
Methods
Puppets
Social cognition
Title Simplicity and validity in infant research
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