Workshop by Dr. Dario Cvencek: How to Use the Implicit Association Test in Experimental Research

Workshop by Dr. Dario Cvencek: How to Use the Implicit Association Test in Experimental Research

Date & Time

24 October 2012, 00:00


IT Lab 3-1, NIE3-B1-04


Learning Sciences Lab (LSL)
Office of Education Research (OER)



Events Details

Abstract/Summary of Program:

This 2.5-hour workshop will introduce participants to the main
methodological and empirical issues in Implicit Association Test (IAT)
research. The issues covered will include both those that have been solved, as well some outstanding ones. A special emphasis will be placed on a question of whether IAT measures significantly predict social behavior, judgment, and decision making. In addition to those empirical concerns, the workshop will also explain the possibility of contracting with a non-profit organization and international collaborative network of researchers to collect data online.

Special Note: Participants are encouraged to bring their own laptops

Biography of Dr Dario Cvencek:

Dr. Dario Cvencek is a research scientist at the University of Washington Institute for Learning & Brain Sciences. He received his Ph.D. in psychology from University of Washington and a B.S. from Boise State University. Dr. Cvencek is part of the National Science Foundation Science of Learning Center at the University of Washington. This interdisciplinary center brings together learning scientists, educators, cognitive psychologists, and developmental scientists from the UW, Stanford, and SRI. Dr. Cvencek’s
research focuses on the psychology of personality and social development, particularly the developmental origins of social cognition and its links to education. Dr. Cvencek’s research addresses stereotypes, attitudes, intergroup relations, and school readiness from a developmental perspective using implicit measures with children. Dr. Cvencek’s most recent research combines both developmental and social psychology to investigate the role of cultural stereotypes in the development of children’s identification with mathematics