to be classified are voiced out loud to children. Studies using the Ch-IAT have revealed that six-year-old White children, ten-year-old White children, and White adults have comparable implicit attitudes on the Race IAT. Theoretical interpretation According to Greenwald, the IAT provides a "window" into a level of mental operation that operates in unthinking (unconscious, automatic, implicit, impulsive, intuitive, etc.) fashion because associations operating without active thought (automatically) can help performance in one of the IAT's two "combined" tasks, while interfering with the other. Respondents to the IAT experience a higher (conscious, controlled, explicit, reflective, analytic, rational, etc.) level of mental operation, when they try to overcome the effects of the automatic associations. The IAT succeeds as a measure because the higher level fails to completely overcome the lower level. The interpretation that the IAT provides a "window" to unconscious mental contents has been challenged by Hahn and colleagues, whose results indicated that people are highly accurate in predicting their own IAT scores for a variety of social groups. De Houwer theorizes that the IAT is a measure of a response compatibility effect, in which participants first learn to associate positive and negative words and concepts with pressing specific keys on the keyboard. Later in the test, when participants are instructed to sort words and concepts that are both negative and positive with the same keyboard key, De Houwer argues that much of the latency and incorrect responses that result from this change are due to the increased cognitive complexity of the task, and not necessarily a reflection of implicit bias. Brendl, Markman, and Messner have proposed a random walk model process to explain responses in the critical portions of the IAT. They theorize that test respondents base their responses on a process of mental evidence-gathering that continues until the evidence for one option or the other (right or left key) reaches a threshold, at which time a decision is made, and action is taken. This requires consideration of both the concept and the attribute, which can be congruent or incongruent - all factors that affect decision speed. All evidence during the compatible block of the test is congruent, allowing for fast decision-making. However, incongruent concept and attribute in the incompatible task leads to longer processing time. Increased task difficulty also increases evidence threshold criterion, further decreasing decision speed. An alternative or complementary theory from Mierke and Klauer holds that the