The purpose of this brief note is to offer a critical commentary of recent attempts by adult-cognitive developmentalists to conduct more meaningful, ecologically-valid research. Emerging illustrative efforts to develop cohort- and contextually-relevant instruments for assessing competence, intelligence, personality, problem-solving, and categorization skills are noted. Specifically, these efforts are criticized for assuming that ecological validity is assured primarily at the level of measures, and that the inclusion of familiar test stimuli and everyday situations within such measures necessarily constitutes more ecologically-valid inquiry. It is concluded that it is dangerous to consider ecological instantiation as synonymous with ecological validity, and that researchers will benefit by considering the implications of the multiple meanings of ecological validity for their own particular conceptual and operational pursuits.

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