This doctoral thesis analyzes the effect of the Anthropology Curriculum Project (ACP) materials, "Concept of Culture," on the ethnocentric attitudes of fourth-grade students. Twenty-two fourth-grade public-school classes in Georgia served as the sample population. The hypotheses were that classes using the ACP materials would evidence less ethnocentrism by scoring significantly higher on a posttest and on a delayed posttest ethnocentric attitude scale than would classes using their regular social studies materials; and they would evidence a significant, positive correlation between knowledge of anthropology and moderation of ethnocentrism. The results indicate that the project materials facilitate a moderation of the extreme forms of ethnocentrism as measured by ethnocentric attitudes toward the foreign culture of India. The moderation in ethnocentrism produced by the materials is retained after the materials are no longer in use. There is a significant correlation between the amount of anthropology students learn and the materials. Since the materials used in this study are cognitively based materials which were not written to moderate entnocentrism, the fact that such moderation occurred may indicate that cognitive training in certain concepts of anthropology may be used to achieve affective objectives. (Author/DE)