This experiment investigated observers' attribution of ability based on a student's performance. 115 subjects viewed a graphical representation of one of four patterns of alleged performance on a series of concept-formation exercises: success in the first half and failure in the second half, failure in the first half and success in the second half, success in both halves, or failure in both halves. In contrast to the typical finding of a primacy effect in ability attribution, results showed a strong recency effect. Thus, the student's performance on the second half of the learning task was the major determinant of attribution of ability.
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