Carnegie Mellon University, Pittsburgh, Pennsylvania 15213, USA.
Pers Soc Psychol Bull. 2010 Jun;36(6):843-52. doi: 10.1177/0146167210371316. Epub 2010 May 7.
Performance (such as a course grade) is a joint function of an individual's ability (such as intelligence) and the situation (such as the instructor's grading leniency). Prior research has documented a human bias toward dispositional inference, which ascribes performance to individual ability, even when it is better explained through situational influences on performance. It is hypothesized here that this tendency leads admissions decisions to favor students coming from institutions with lenient grading because those students have their high grades mistaken for evidence of high ability. Three experiments show that those who obtain high scores simply because of lenient grading are favored in selection. These results have implications for research on attribution because they provide a more stringent test of the correspondence bias and allow for a more precise measure of its size. Implications for university admissions and personnel selection decisions are also discussed.
表现（如课程成绩）是个人能力（如智力）和情境（如教师的评分宽松度）的共同作用。先前的研究记录了人类倾向于进行性格归因，即使表现可以通过情境对表现的影响更好地解释，也将表现归因于个人能力。本文假设，这种趋势导致招生决策偏向于来自评分宽松的机构的学生，因为这些学生的高分被误认为是高能力的证据。三项实验表明，那些仅仅因为评分宽松而获得高分的人在选拔中受到青睐。这些结果对归因研究具有意义，因为它们提供了对对应偏差的更严格测试，并允许更精确地衡量其大小。此外，还讨论了对大学招生和人事选拔决策的影响。
