Research has shown that vicarious contact, that is observing an interaction between ingroup and outgroup members, can improve intergroup relations. Although vicarious contact has been operationalized in different ways, mainly via story reading or video watching, an experimental comparison of these different strategies is still missing. We conducted a school intervention with the aim of comparing the two most used forms of vicarious contact, namely story reading and video watching. Elementary schoolchildren without disabilities (N = 292) were assigned to one of three different conditions: reading a story; watching a video; control. In the two vicarious contact conditions, participants read or watched the story of a child with disability becoming friends with children without disabilities; in the control condition, participants only completed the dependent measures. Results revealed that, in general, both vicarious contact conditions were equally effective in improving outgroup attitudes and behavioural intentions. In addition, they operated with the same strength through the same underlying processes (IOS, ingroup norms). We discuss theoretical and practical implications in the context of vicarious contact as a prejudice‐reduction intervention.

中文翻译：

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将故事阅读和视频观看作为两种不同的替代接触形式进行比较：对小学生的实验干预。

研究表明，替代接触，即观察内群体和外群体成员之间的互动，可以改善群体间的关系。尽管替代接触以不同的方式运作，主要是通过阅读故事或观看视频，但仍然缺少对这些不同策略的实验比较。我们进行了一项学校干预，目的是比较两种最常用的替代接触形式，即故事阅读和视频观看。非残疾小学生（N = 292) 被分配到三种不同条件之一：阅读故事；观看视频；控制。在两种替代接触条件下，参与者阅读或观看残疾儿童与非残疾儿童成为朋友的故事；在控制条件下，参与者只完成了依赖措施。结果表明，一般而言，两种替代接触条件在改善外群体态度和行为意图方面同样有效。此外，他们通过相同的底层流程（IOS、组内规范）以相同的力量运作。我们在替代性接触作为减少偏见干预的背景下讨论理论和实践意义。