Thomas Mallon noted that many scholars had found plagiarism in literature (Samuel Taylor Coleridge and Charles Reade being two notable examples) to often be perpetrated in a way similar to kleptomania (a psychological disease associated with uncontrollable stealing, even when it is against the interests of the thief). On the other hand, Mallon concludes it is probable that most "cheaters" make a rational choice to commit academic misconduct. A common reason for unethical behavior is the desire to "gain a competitive advantage in the race for position or power". Richard Fass puts forward the possibility that business scandals in the real world make students believe dishonesty is an acceptable method for achieving success in contemporary society. Academic dishonesty, in this case, would be practice for the real world. For some students, there would be a dichotomy between success and honesty, and their decision is that: "It is not that we love honesty less, but that we love success more." Conversely, other scholars consider that with the recent rise in corporate ethics related dismissals in the business world, this approach to cheating may be losing its appeal, if it ever really had any. However, it has been shown that the expected benefits of cheating as well as student's morality plays an important role for the engagement in dishonest behavior. There have been studies that have looked into success and academic dishonesty;one study showed that students given an unexpected opportunity to cheat did not improve their grades significantly from the control group. Another study showed that students who were allowed to bring cheat sheets to a test did not improve their grades. While this may conflict with the common perception of cheating (one survey found that only 13% of males and 46% of females think cheating does not help grades). In the US, William Bowers reported that, on average, one third of grade A students cheated in 1964. And asserts that academic dishonesty acts as a shortcut, so even grade A students might be tempted to cheat. He contends that even if a plagiarized paper receives a relatively low grade, that grade is actually high, given how much time and effort went into the paper. In the study mentioned above (in which students were allowed to bring crib sheets to a test but did not improve their scores), the researcher concluded that the students used the crib notes as alternatives to studying,