Equity theory was applied to retail exchange situations to test hypotheses about subjects’ perceptions of inequity and behaviors they would perform. Subjects in Group 1 made evaluative ratings of 16 hypothetical situations in which two sources of inequity, high price and poor service, were introduced, along with varying levels of shopping frequency and item cost. Subjects perceived high price inequity situations as less fair than low ones, and high service inequity situations as less fair than low ones when price inequity was low. When price inequity was high, subjects perceived high shopping frequency situations less fair than low ones. Subjects in Group 2 chose the behavior they would be most likely to perform in each situation. When inequity was present, most subjects chose leaving the store, although several chose complaining about price or service when shopping frequency was also high.

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Much recent research indicates that discussion predictably affects responses to choice-dilemma items. In the present experiment, 12 choice-dilemma items were discussed to consensus by 40 female groups of varying size (2, 3, 5, or 7 members). Group size did not significantly affect shift scores. Over all groups, the mean of initial risk taking on an item was an excellent predictor of the mean amount of shift that item elicited ( r = –.89), a finding consistent with certain models of group decision making as well as with the idea that discussion arguments enhance dominant values. Further analyses of the present and past research indicated that the group decision making models could not account for the observed shifts.

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In 2 experiments female Ss observed a confederate solve G "water-jar" problems. Each problem permitted 2 modes of solution. In Exp. I the 3 conditions were observation of direct solutions, indirect solutions, or a mixture of both. In subsequent performances on similar problems, observers adopted the solution methods that had been observed even when inefficient. In Exp. I1 the order of the jar capaciti~s was varied to test for the acquisition by observation of a more general solution set. The 3 conditions were observation of indirect solutions, direct solucions, or no observation (control). The results for both method of solution adopted and rime for solution indicate that observation of the direct solution did not facilitate problem solving, but observation of the indirect solution did hinder this activity.