Students chose between two allocation options, one that gave the allocator more and another participant still more (the "optimal" choice) and one which gave the allocator less and the other participant still less (the "competitive" choice). In a within-subjects design, students' behavior patterns were significantly correlated across the two rounds of decision-making; however, students allocated more optimally when the allocation involved real rather than hypothetical money, suggesting that both motivational context and individuals' personality and/or experience influence preference patterns. The nature of the putative other participant did not affect the allocation: students allocated in a comparable fashion whether the other participant was said to be male, female, or a computer. (Contains 4 tables, 5 figures, and 3 footnotes.)