Micromotives and Macrobehavior Test | Mid-Book Test - Medium

Thomas Schelling
This set of Lesson Plans consists of approximately 138 pages of tests, essay questions, lessons, and other teaching materials.
Buy the Micromotives and Macrobehavior Lesson Plans
Name: _________________________ Period: ___________________

This test consists of 5 multiple choice questions, 5 short answer questions, and 10 short essay questions.

Multiple Choice Questions

1. What does Schelling ultimately say about a decision such as where to sit in a theater?
(a) It is neither meaningful nor memorable.
(b) It is neither superficial nor thoughtless.
(c) It is a common decision that people make the same way depending on where they are in the crowd.
(d) It is not predictable but it nonetheless follows a pattern.

2. What does Schelling say the "tipping" critical-mass model first described?
(a) New ethnicities moving into neighborhoods.
(b) Dust being drizzles onto scales.
(c) The boom-bust cycle in economics.
(d) Political change.

3. What does Schelling say is the goal of his model for describing segregation?
(a) An end to the tensions between ethnic groups.
(b) An acceptable equilibrium between racial groups.
(c) A preservation of tensions between ethnic groups.
(d) An equitable division of resources between racial groups.

4. How does Schelling describe daylight savings time?
(a) As a self-displacing prophecy.
(b) As a self-fulfilling prophecy.
(c) As a self-enforcing convention.
(d) As a critical mass.

5. Why can the Golden Gate Bridge charge a double toll for traffic in one direction without fear of being unfair?
(a) Because even one-way drivers will return one day.
(b) Because tolls are designed to repair social inequality.
(c) Because people coming south have more money than people in the city.
(d) Because the traffic reverses direction at the end of every day.

Short Answer Questions

1. What example does Schelling use as an example of discrimination?

2. What part of a heating system does Schelling use as a metaphor for human behavior?

3. What does Schelling say social scientists hope to describe by characterizing a system?

4. What does Schelling say about human desire?

5. How does Schelling describe a critical-mass behavior?

Short Essay Questions

1. How does Schelling define equilibrium?

2. How does Schelling say technology has changed the number of genetic outcomes that can result when a man and a woman conceive?

3. What does Schelling say segregation and separation, sharing and mixing have in common?

4. What is the open model, in Schelling's analysis?

5. What would the demographic consequences be, if parents could select the traits of their children?

6. Where does the equivalence of terms in an economic break down, in Schelling's analysis?

7. What are discrete variables and continuous variables?

8. What is a closed model, in Schelling's analysis?

9. What is the critical-mass model?

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

(see the answer keys)

This section contains 902 words
(approx. 4 pages at 300 words per page)
Buy the Micromotives and Macrobehavior Lesson Plans
Micromotives and Macrobehavior from BookRags. (c)2016 BookRags, Inc. All rights reserved.
Follow Us on Facebook