The IATs available on Project Implicit are designed primarily as reflective tools, not diagnostic tests. As a measure, the IAT provides insight into automatic associations that can exist outside of our conscious awareness. These associations are influenced by societal messages, life experiences, context, and other factors. The IAT helps individuals reflect on the existence of these associations—not to make a judgment about a person’s character or morality. Its purpose is to encourage self-awareness and open dialogue, not to create guilt or shame.

When taking an IAT you are asked to quickly sort words into categories that are on the left- and right-hand side of the computer screen by pressing the “e” key if the word belongs to the category on the left and the “i” key if the word belongs to the category on the right. The IAT has five main parts.

In the first part of the IAT, you sort words relating to the concepts (e.g., fat people, thin people) into categories. So if the category “Black People” was on the left, and a picture of a Black person appeared on the screen, you would press the “e” key.

In the second part of the IAT, you sort words relating to the evaluation (e.g., good, bad). So if the category “good” was on the left, and a pleasant word appeared on the screen, you would press the “e” key.

In the third part of the IAT, the categories are combined and you are asked to sort both concept and evaluation words. So the categories on the left-hand side would be Fat People/Good Words and the categories on the right-hand side would be Thin People/Bad Words. It is important to note that the order in which the blocks are presented varies across participants, so some people will do the Fat People/Good Words, Thin People/Bad Words part first and other people will do the Fat People/Bad Words, Thin People/Good Words part first.

In the fourth part of the IAT, the placement of the concepts switches. If the category “Black People” was previously on the left, now it would be on the right. Importantly, the number of trials in this part of the IAT is increased in order to minimize practice effects.

In the final part of the IAT, the categories are combined in a way that is opposite to what they were before. If the category on the left was previously Black People/Good Words, it would now be Black People/Bad Words.

An attitude is your evaluation of some concept (e.g., person, place, thing, or idea). An explicit attitude is the kind of attitude that you deliberately think about and report. For example, you could tell someone whether or not you like math. Implicit attitudes are positive and negative evaluations that are much less accessible to our conscious awareness and/or control. Even if you say that you like math (your explicit attitude), it is possible that you associate math with negativity without being actively aware of it. In this case, we would say that your implicit attitude toward math is negative.

Stereotypes are the belief that most members of a group have some characteristic. Some examples of stereotypes are the belief that women are nurturing or the belief that police officers like donuts. An explicit stereotype is the kind that you deliberately think about and report. An implicit stereotype is one that is relatively inaccessible to conscious awareness and/or control. Even if you say that men and women are equally good at math, it is possible that you associate math more strongly with men without being actively aware of it. In this case, we would say that you have an implicit math + men stereotype.

The Implicit Association Test (IAT) measures the strength of associations between concepts (e.g., black people, gay people) and evaluations (e.g., good words, bad words) or stereotypes (e.g., athletic, clumsy). The main idea is that making a response is easier when closely related items share the same response key. We would say that one has an implicit preference for straight people relative to gay people if they are faster to complete the task when Straight People + Good Words / Gay People + Bad Words are paired together compared to when Gay People + Good Words / Straight People + Bad Words are paired together. The IAT score is based on how long it takes a person, on average, to sort the words in the third part of the IAT versus the fifth part of the IAT.

The IAT should be framed as a tool for fostering conversations about unconscious biases that can impact decision-making and interpersonal interactions. The goal is to make people aware of potential biases that might influence their actions in ways they hadn’t previously considered.

1. Use the IAT as a Starting Point for Self-Reflection

After participants complete the IAT, encourage them to reflect on how their results might reveal unconscious associations. Rather than viewing the test as a definitive measure of their character, participants should use it to consider how these associations may have been shaped by cultural, social, or media influences.

Recommendation: Facilitate a discussion where participants are invited to share any surprises from their results and connect those insights to moments in their lives where these biases might have subtly impacted decisions, interactions, or perceptions of others. This creates space for personal growth and understanding.

2. Integrate IAT Results into Decision-Making Awareness

Encourage participants to consider how unconscious biases may affect their professional and personal decision-making. Whether it’s in hiring, promotions, or everyday interpersonal interactions, making participants aware of their potential biases helps them take steps to mitigate their influence.

Recommendation: Ask participants to consider a recent decision and reflect on whether implicit bias may have influenced it. Then, invite them to brainstorm ways to mitigate these biases in future decisions, such as implementing objective criteria or seeking input from diverse perspectives.

3. Create a Culture of Ongoing Feedback and Dialogue

Foster a culture where individuals feel comfortable discussing their biases and how they may impact group dynamics or workplace culture. The IAT should serve as an entry point for ongoing dialogue rather than a one-time activity, encouraging participants to check in with colleagues or mentors about the impact of bias in decision-making.

Recommendation: Set up regular feedback loops, such as peer reviews or team discussions, where participants can share how they’re working to recognize and address unconscious biases. This creates accountability and keeps the conversation about bias and decision-making active within teams and organizations.

By framing the IAT as a tool for ongoing reflection and discussion, you help participants focus on the long-term benefits of being more aware of unconscious biases and how they can influence behavior.

It’s understandable that some participants may feel frustrated or even defensive when confronted with the results of an IAT. The intention is not to cause distress but rather to provoke reflection. Feelings of discomfort can sometimes accompany personal growth, particularly when exploring areas of subconscious bias.

Educators using the IAT are encouraged to pair the test with thoughtful debriefs and discussions, emphasizing that biases are a product of culture and environment rather than personal failings. Instead of asking people to share their results, consider asking them about their response to their results.

• How did your IAT results align or differ from your conscious beliefs about bias?
  
  
• What emotions did you experience when you saw your results, and why do you think you felt that way?
  
  
• How do you think the implicit associations revealed by the IAT might influence your decisions or interactions in daily life or your profession?
  
  
• What external factors (media, upbringing, societal norms) might have shaped the implicit associations you saw in your IAT results?
  
  
• What steps can you take to become more aware of and mitigate implicit biases in your interactions with others?

A common criticism is that the IAT doesn’t predict behavior well. This is accurate, but also a misunderstanding of its intent. The IAT is not meant to predict specific acts of discrimination or conscious prejudice. It measures implicit, automatic associations, which are just one component of how biases form.

While it’s true that these implicit biases do not always translate directly into behavior, they can subtly influence how we perceive and interact with others, especially in situations where we rely on quick judgments. The IAT sheds light on these subconscious processes, providing a starting point for introspection and change.

Critiques of the IAT often highlight the debate surrounding the measure’s validity and reliability. These critiques often point to false positives or inconsistencies in results over time. While there is ongoing research about how to improve the IAT, it’s essential to understand that any tool designed to measure something as complex as unconscious bias will have limitations.

The test doesn’t claim to be definitive or absolute, but rather, it’s one of many tools that can contribute to the broader understanding of bias and its role in society.

The purpose of this website is to educate about implicit bias. We give feedback on Implicit Association Test (IAT) performance to raise awareness and encourage self-reflection.

Participation in scientific research should not be mandatory.
The tests at this site are scientific research, and it is not ethical to require that people participate in scientific research. We appreciate that instructors, employers, and others might want to use the site for school or work assignments, and we encourage you to do so. However, it is not ethical to pressure or force people to participate against their will. Instructors who grant course credit for participation should offer an alternative assignment. For example, students who don’t want to participate may read and summarize a scientific or popular press article about implicit bias. And you should also never ask anyone to share their personal feedback with you.

The IAT should not be used for diagnostic purposes.
Research shows the IAT is an effective educational tool for raising awareness about implicit bias, but the IAT cannot and should not be used for diagnostic or selection purposes (e.g., hiring or qualification decisions). For example, using the IAT to choose jurors is not justifiable, but it is appropriate to use the IAT to teach jurors about implicit bias. The IAT does not meet the standards of measurement reliability for diagnostic use. Just as blood pressure readings might change from one doctor’s visit to another depending on how stressed and tired you are, and even how much coffee you may have had, IAT results can change from one time to another depending on where you currently are, your recent thoughts or experiences, and deliberate strategies you might use to influence test results.

Using the IAT for research.
People might not like their IAT results. Being confronted with IAT results might cause defensiveness or negative emotions. If you are considering using the IAT in your research, your research plan should take this possibility into account. It is also important to understand that changes in IAT performance over time might reflect increased experience with the test rather than a genuine change in implicit bias. Pre-post research designs (where you administer an IAT, administer some intervention, and then give another IAT) are discouraged unless you have a “control group” that does not complete the intervention.

The IAT has potential for use beyond the scientific laboratory. However, in the absence of relevant scientific expertise, there is potential for misuse. We do not advise its use outside of the safeguards of a research institution.

We invite you learn more about the Implicit Association Test on the Demonstration Site: https://implicit.harvard.edu