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” even “prosociality”. The these simplified have led questions about the validity resulting empirical findings. Do effectively communicate infants? Even if they do, why not more like what infants encounter in their everyday lives? Here we make explicit underlying logic using studies with infants: Simplified allow for stronger experimental control and therefore precise inferences compared complex, uncontrolled, naturally occurring events. We discuss inherent tradeoff between measurement ecological validity, offer three strategies assessing stimuli, then apply those increasingly common assess development complex social infant mind. Ultimately, conclude that while concerns experiments are founded, results from such should be dismissed purely on grounds.