The following is an excerpt of the intervention methodology. For more information, please see the full text of the article on the publisher's website or through your institution's library.

Method

Subjects Subjects for this experiment came from an elementary school located in a middle class residential neighbourhood which is part of the greater metropolitan area of Vancouver, British Columbia. One hundred and four female and male students, with varied ethnic backgrounds, who were enrolled in grades five, six, and seven comprised the sample.

Instrument The study utilized the same revised semantic-differential rating instrument used in the Parish and Lambert study. [...]

Design and Procedure The experiment followed a simple pretest, posttest, control group design. The students were randomly assigned to three groups: treatment one, treatment two, and a control group. [...] The pretest was then administered. Treatment Group One [...] received the first treatment. It consisted of twenty emotionally ambiguous slide photographs of East Indian Canadians. Each was projected onto a screen for two seconds and was followed immediately by a positively evaluated word [...]. Twenty emotionally ambiguous slide photographs of Japanese were then shown for two seconds, each followed by a neutrally evaluated word and a blank slide, each for five seconds. In all cases the students read the words aloud. This group was then sent to another room where they were given the same instrument as a posttest. The control group [...] discussed pictures of British. Columbia's geography. They were then dismissed to the other room where they also wrote the posttest. The second treatment group [...] shown the same twenty slides of Japanese, but with positive words. They were also shown the same Indian Canadian slides, but with neutral words. All words were recited by the students. After the treatment they were sent to a separate room to write the posttest. [...]