Cultural difference in attribution of performance: An integration-theoretical analysis

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F. Heider's (1958) suggestion that Performance = Motivation × Ability has been empirically confirmed by N. H. Anderson and C. A. Butzin (1974) and by A. Kum et al (1974), using American students as Ss. This multiplying process failed to appear in the present 3 experiments performed with 56 male Indian college students. Contrary to the predicted linear fan pattern, the plot of Motivation × Ability effect displayed clear parallelism. An equal-weight averaging rule was able to account for the results obtained in both group and single-S analyses. Perhaps the integration rules underlying achievement judgments are culture-specific, and Indian college students average motivation and ability information in attribution of future scholastic performance. Results illustrate the potential power that information integration theory provides for the cross-cultural study of social perception and cognition. (18 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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