Forgot your password?  
| | | | | |
  Sign up for your free account today!  
Related Topics
Thomas Schelling

Micromotives and Macrobehavior Quiz

Thomas Schelling
This Study Guide consists of approximately 38 pages of chapter summaries, quotes, character analysis, themes, and more - everything you need to sharpen your knowledge of Micromotives and Macrobehavior.

Micromotives and Macrobehavior Quiz

Students: Take our free Micromotives and Macrobehavior quiz below, with 25 multiple choice questions that help you test your knowledge. Determine which chapters, themes and styles you already know and what you need to study for your upcoming essay, midterm, or final exam. Take the free quiz now!

Teachers: The BookRags Lesson Plan contains hundreds of test and quiz questions, including multiple choice, short answer, and essay questions. Create your own quiz or test with our automatic test generator, or choose from our ready-to-go chapter quizzes, midterm tests, and final exams. Don’t waste time reinventing the wheel, get the Lesson Plan today!

Directions: Click on the correct answer.

1)

How does Schelling describe a critical-mass behavior? (from Chapter 3: Thermostats, Lemons, and Other Families of Models)

Something that has to be restarted after a certain interval.
Something that can only take place if there is a large audience to watch it.
Something that cannot be stopped once it begins.
Something that becomes self-sustaining once a certain number of people start to do it.
2)

What was the status of nuclear weapons under Truman's successor? (from Chapter 8: An Astonishing Sixty Years: The Legacy of Hiroshima)

They were banned.
They became conventional weapons.
They were heavily regulated.
They were classified as weapons of mass destruction (WMD).
3)

How does Schelling say people are segregated? (from Chapter 4: Sorting and Mixing: Race and Sex)

By sex and age.
By income and heritage.
By college major and degree.
By their preference for Charlie Chaplin or Buster Keaton.
4)

What does Schelling say Hardin based his research on? (from Chapter 3: Thermostats, Lemons, and Other Families of Models)

Ethnic populations moving into new neighborhoods.
People selling cars.
Pollution.
Cows grazing.
5)

How does Schelling describe discrimination? (from Chapter 4: Sorting and Mixing: Race and Sex)

As a court of opinion and rumor.
As the opposite of the free market.
As a two-fold distinction.
As an absolute preference.
6)

What does Schelling say about the results of segregation and integration models? (from Chapter 5: Sorting and Mixing: Age and Income)

They can be deceptive.
They have gravitas.
They are occasionally statistically useful.
They are interesting.
7)

In what war did Truman's successor have to decide whether to drop the bomb? (from Chapter 8: An Astonishing Sixty Years: The Legacy of Hiroshima)

Vietnam.
The Falklands conflict.
The Greek Civil War.
The Korean War.
8)

Why does Schelling say the U.S. did not have to use nuclear weapons in Kuwait? (from Chapter 8: An Astonishing Sixty Years: The Legacy of Hiroshima)

They had promised the United Nations not to.
They were bound by treaty not to.
They overwhelmed the Iraqis so easily.
They did not find weapons of mass destruction there.
9)

What does Schelling say is the goal of his model for describing segregation? (from Chapter 4: Sorting and Mixing: Race and Sex)

A preservation of tensions between ethnic groups.
An end to the tensions between ethnic groups.
An equitable division of resources between racial groups.
An acceptable equilibrium between racial groups.
10)

What does Schelling say about segregation? (from Chapter 4: Sorting and Mixing: Race and Sex)

It is usually harmless.
It is generally an emotional expression of the collective unconscious.
Sometimes it is deliberate, but not always.
It is always at least unconsciously deliberate.
11)

What does Schelling say might be a demographic consequence of parents choosing their children's traits? (from Chapter 6: Choosing Our Children's Genes)

Median IQ might increase.
Left-handedness might disappear.
Median longevity might increase.
Median size might increase.
12)

Under what condition would the population not be constrained by a mathematical identity after the youngest ten percent of a population moved away? (from Chapter 5: Sorting and Mixing: Age and Income)

The remaining people would have to be the same age.
The remaining people would have to fill in the work the youngest people had done.
The people would still have to live within a reasonable distance.
The young people would not be able to come back for visits.
13)

What does Schelling say race discrimination is caused by? (from Chapter 4: Sorting and Mixing: Race and Sex)

Historical enmity.
False perceptions.
Past injustices.
Economic inequality.
14)

How does Schelling account for people's decision to join the majority or follow their own path? (from Chapter 7: Hockey Helmets, Daylight Saving, and Other Binary Choices)

Whether to join the majority is not always the most important factor.
He says that it depends on the reasonableness of the behavior.
He says that people will follow certain individuals, not "the mass."
He says that to join the majority is hard-wired into people.
15)

How does Schelling describe daylight savings time? (from Chapter 3: Thermostats, Lemons, and Other Families of Models)

As a self-fulfilling prophecy.
As a self-displacing prophecy.
As a critical mass.
As a self-enforcing convention.
16)

What does Schelling say the government might do to correct the imbalance of male and female babies? (from Chapter 6: Choosing Our Children's Genes)

Offer tax incentives.
Punish parents with too many boys.
Offer incentives for immigrants with female children.
Teach female children to read and write.
17)

What vocabulary does Schelling use for "going along with the crowd"? (from Chapter 7: Hockey Helmets, Daylight Saving, and Other Binary Choices)

Joining a self-restraining coalition.
The democratic process.
Doing one's own thing.
Joining the decision of the majority.
18)

What factor does Schelling use as an example of what motivates adults in their distribution decisions? (from Chapter 5: Sorting and Mixing: Age and Income)

Living with people of the same race.
Living near family.
Living near people who also have small children.
Living near people of the same age.
19)

What is Schelling's tone in his discussion of nuclear weapons? (from Chapter 8: An Astonishing Sixty Years: The Legacy of Hiroshima)

Outraged.
Awe-inspiring.
Blasé.
Terrified.
20)

How does Schelling predict nations will behave with regard to nuclear arms control? (from Chapter 8: An Astonishing Sixty Years: The Legacy of Hiroshima)

If there are terrorists anywhere in the world, nations will still maintain nuclear arsenals.
If one leads the others will follow.
If arms are limited, other weapons will experience arms races.
If one decides to limit arms, the price of arms will go up.
21)

What does Schelling say people feel in a "bounded-neighborhood" model? (from Chapter 4: Sorting and Mixing: Race and Sex)

Happy if they are the vast majority.
Apprehensive about the future if there is a chance that other ethnicities might take over.
Trapped among people similar to themselves.
Happy if members of another race do not outnumber them.
22)

What process does Schelling imagine parents choosing to undergo, in his hypothetical example? (from Chapter 6: Choosing Our Children's Genes)

Chromosome selection.
Community planning.
Immunization.
Clairvoyance.
23)

What does Schelling say about mathematical identities? (from Chapter 5: Sorting and Mixing: Age and Income)

They are unreliable.
They are discrete.
They are constraining.
They are continuous.
24)

What does Schelling ultimately say about choosing the sex of one's baby? (from Chapter 6: Choosing Our Children's Genes)

It can give countries competitive advantages.
It can rationalize human society.
It is better left to nature.
It can be an economic growth opportunity.
25)

What does Schelling say is the term for a situation where two people hurt themselves and each other by making self-interested decisions? (from Chapter 3: Thermostats, Lemons, and Other Families of Models)

Prisoner's dilemma.
The tipping-point/critical-mass model.
The lemon model.
The Spanish prisoner.
Copyrights
Micromotives and Macrobehavior from BookRags and Gale's For Students Series. ©2005-2006 Thomson Gale, a part of the Thomson Corporation. All rights reserved.
Follow Us on Facebook