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Using the implicit relational assessment procedure (IRAP) to assess implicit gender bias and self-esteem in typically-developing children and children with ADHD and with dyslexia

Geraldine Scanlon, Ciara McEnteggart, Yvonne Barnes-Holmes, Dermot Barnes-Holmes

Behavioral Development Bulletin, 2014. DOI 10.1037/h0100577

Has this study been replicated?

The atlas records 1 replication of this study. Recorded outcomes: 1 successful. The earliest on record is from 2025.

Replications

• Measuring Gender Stereotypes Among Japanese University Students Using the Implicit Relational Assessment Procedure (IRAP): A Systematic Replication, Yamaguchi et al. (2025). Behavior and Social Issues. Outcome recorded: successful. Overall, the results generally replicated those of Drake et al. (2018), demonstrating stereotype-consistent responses in a Japanese sample Outcome read from the abstract. View paper

Cite this record

Scanlon, G., McEnteggart, C., Barnes-Holmes, Y., & Barnes-Holmes, D. (2014). Using the implicit relational assessment procedure (IRAP) to assess implicit gender bias and self-esteem in typically-developing children and children with ADHD and with dyslexia. Behavioral Development Bulletin, 19(2), 48–59. https://doi.org/10.1037/h0100577

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