Micromotives and Macrobehavior Test | Final Test - Easy

Thomas Schelling
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This test consists of 15 multiple choice questions and 5 short answer questions.

Multiple Choice Questions

1. What does Schelling say the government might do to correct the imbalance of male and female babies?
(a) Teach female children to read and write.
(b) Offer incentives for immigrants with female children.
(c) Punish parents with too many boys.
(d) Offer tax incentives.

2. What does Schelling say about the number of genetic variations that can take place when a man and a woman have a baby?
(a) The number is limited by the parents' genes.
(b) The number is vast.
(c) The number is limited by the parents' environment.
(d) The number is limited by the parents' social class.

3. What does Schelling say about an equilibrium division of the population?
(a) It will give us a working model of emigration.
(b) It will not give us a working model of emigration.
(c) It will not produce optimal results.
(d) It will give us a working model of social mobility

4. What does Schelling say economic models of human behavior consider?
(a) Values.
(b) History.
(c) Variables.
(d) Practical truths.

5. What factor does Schelling use as an example of what motivates adults in their distribution decisions?
(a) Living near people of the same age.
(b) Living near people who also have small children.
(c) Living near family.
(d) Living with people of the same race.

6. What second example does Schelling use to demonstrate a closed system with a density enhancement?
(a) College graduates distribution.
(b) Likely careers for college students.
(c) Family origins of college students.
(d) Prospective college students.

7. What does Schelling say will be necessary to satisfy people with a closed model?
(a) An additional regression model.
(b) A correction for young people.
(c) An imposed division.
(d) An arbitray limit on the time period.

8. What does Schelling say the British argued with the American when he was deciding whether to use the bomb?
(a) Not to deploy it a second time.
(b) To use it in Germany.
(c) Not to use it.
(d) To use it on military targets.

9. Who was the successor to the President who dropped the bomb?
(a) Roosevelt.
(b) Truman.
(c) Eisenhower.
(d) Kennedy.

10. What does Schelling say happens when the youngest ten percent of a population moves?
(a) The population is now considered more distributed.
(b) The old people are next to
(c) The average age of the group decreases.
(d) There is a new "youngest" ten percent.

11. What is Schelling's tone in his discussion of nuclear weapons?
(a) Blasé.
(b) Outraged.
(c) Terrified.
(d) Awe-inspiring.

12. What choice does Schelling say eugenics gave parents?
(a) Whether to have a boy or a girl.
(b) Whether to emigrate.
(c) Whether to have a left-handed or right-handed baby.
(d) Whether to keep a baby or not.

13. How is genetic modification different from eugenics?
(a) Eugenics allows for selection of more minute traits.
(b) They are effectively the same.
(c) Genetic modification is more subtle.
(d) Genetic modification theories have already led to ethnic cleansing.

14. What was the status of nuclear weapons under Truman's successor?
(a) They became conventional weapons.
(b) They were heavily regulated.
(c) They were classified as weapons of mass destruction (WMD).
(d) They were banned.

15. What process does Schelling imagine parents choosing to undergo, in his hypothetical example?
(a) Community planning.
(b) Chromosome selection.
(c) Clairvoyance.
(d) Immunization.

Short Answer Questions

1. Who was the American president who ordered the bomb to be dropped?

2. What does Schelling say would be the downside to chromosomal modification?

3. How does Schelling account for people's decision to join the majority or follow their own path?

4. What is an unconditional preference?

5. What aspect of the history of nuclear weapons does Schelling describe?

(see the answer keys)

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