Once basic needs are satisfied, the relation between income and subjective well-being is small, and materialism leads to diminished well-being. This study attempts to determine: (1) whether experiential purchases, as opposed to materialistic purchases, are likely to increase well-being and (2) whether these increases are likely to be due to increased satisfaction of psychological needs and/or decreased social comparison. Participants indicated that experiential purchases represented money better spent, brought more happiness to themselves, and brought more happiness to others. Path models demonstrated that experiential purchases had an indirect effect on one's well-being through two independent paths: (1) increased relatedness, which then led to increased vitality, and (2) decreased social comparison. Discussion focuses on why vitality and social comparison affect well-being.

Subjective well-being, Happiness, Self-determination theory, Psychological needs,

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A technique is described for studying exploratory as well as stereotyped behaviour in rats using an automated hole-board. Both visual and automated recordings can be employed using the technique. Hole dipping is monitored automatically using an infra-red detector system. Repetitive patterns of hole-dipping are used as parameters of stereotyped behaviour while the more random patterns of hole-dipping are used as parameters of exploration. There was a high significant correlation between the records of hole-dipping behaviour as recorded visually and automatically. There was also a high significant correlation between the measures of repetitiveness/randomness of hole-dipping behaviour from automatic and visual recordings. The pattern and levels of hole-dipping conformed with expectations both as regards changes with time and with increasing doses of dl-amphetamine.

Exploratory and stereotyped behaviour of Male Wistar rats was studied on a hole-board. The two forms of behaviour were differentiated according to the pattern of hole-dipping activity. Increasing doses of dl-amphetamine stimulated both forms of behaviour with stereotyped behaviour becoming predominant particularly at the higher dose levels. At the highest dose of amphetamine used (16 mg/kg) a gradual transition from exploratory to stereotyped behaviour was observed with time. As the drug wore off this transition was reversed. Haloperitol at a dosage of 0.1 and 0.05 mg/kg blocked the response to a high dose of amphetamine whereas a lower dose (0.02 mg/kg) blocked the stereotyped response to amphetamine while some exploratory behaviour still took place. Apomorphine inhibited hole-dipping but at lower doses another form of exploratory behaviour was induced, this behaviour becoming stereotyped as the dose was increased. It is concluded that there is a close relationship between exploratory and stereotyped behaviours. Monoamine systems appear to play a significant role in the regulation of both forms of behaviour.

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Many teachers have been advising their students to give preference to their second judgments on true-false tests if these judgments differ from the initial impression. This advice has been based in part on studies tending to show that second judgments are the more often correct. Lamson 1 found that the ratio of correct to incorrect changes when second judgments were given preference was about two to one. In her investigation, however, the students were asked to identify any changes in answers and were thus placed in the position of being very conscious of all such changes.Mathews' 2 results were much the same; but his students marked the true-false items with plus and minus signs, making it difficult to identify all changes. Lowe and Crawford,' from an analysis of answers made under normal testing conditions, report that two-thirds of the changed answers were changed correctly.The tests analyzed in the present study were given under ordinary testing conditions in three different Education courses: Character Education, Methods of Teaching in High Schools, and Extra-curricular Activities. Nothing was said to the students about changing their responses. They had plenty of time and were told to check over their papers when finished. In no case did any student have insufficient time for this purpose, although not all of them so made use of the time. The students had written instructions not to check an item unless reasonably sure about it, the R-W marking method being used. All students were required to use pencil and to check the items plus or zero. There were very few cases in which a changed answer was difficult to identify. All papers were analyzed by the same person, the writer.Eleven different true-false tests taken by five hundred two thirdand fourth-year college students were analyzed. The tests ranged in