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Assessed factors that affected acceptance of a hypothetical peer with AIDS. Children in Grades 4-6 read vignettes containing one of four levels of contagion information and one of two levels of perceived similarity. Illness conceptualization was measured as a continuous variable. Results indicated that the type of AIDS information given to children affected their perception of the peer. Specifically, informing children about the modes of HIV transmission was not sufficient to increase acceptance, but clearing misconceptions by describing ways HIV is not transmitted positively affected children's reactions to the peer. No other significant results were found. Results of the current study have clear and practical implications for AIDS education programs in schools.
Maieron et al. (Mon,) studied this question.