Name:_______________________
Economics 812 Final
Prof. Bryan Caplan
Spring, 2014
Instructions:
·
You have
2 hours to complete this exam.
·
Write
directly on the exam.
·
You may
use any books, notes, or other materials that you wish, but avoid spending too
much time on any one question.
·
Partial credit may be awarded on all
questions.
·
The
maximum possible number of points is 120.
·
You
should have five pages, counting this one.
Part 1: True, False, and Explain
(10 points each - 2 for the right answer, and
8 for the explanation)
State whether each
of the following nine propositions is true or false. Using 2-3 sentences AND/OR equations,
explain your answer.
1. Some economists worry that economies will become increasingly unequal if the real interest rate r exceeds the rate of economic growth g.
True, False, and Explain: In
an intertemporal general equilibrium consumption model, the real
interest rate r cannot exceed
the rate of economic growth g.
2. True, False, and Explain: In
a Coordination game – like a Prisoners’ Dilemma – agents do not
need communication to reach a PSNE.
3. An agent faces two choices: (1) A utility of 10 for sure; (2) A utility of 0 with 50% probability and a utility of 20 with 50% probability.
True, False, and Explain: If the agent is indifferent between (1) and (2), then in terms of Expected Utility Theory, he must be risk-neutral.
4. “No one really has preferences for
fair or vindictive behavior. When people act ‘fairly’ or
‘vindictively,’ they’re just signaling.”
True, False, and Explain: This
claim is not theoretically consistent with the signaling model.
5. “The
initial attempt to believe is an automatic operation of System 1, which
involves the construction of the best possible interpretation of the
situation.” (Kahneman, Thinking,
Fast and Slow)
True, False, and
Explain: This
model of belief formation implies that lies are persuasive because people are usually telling the truth.
6. Senior #1 and Senior #2 are both
undergraduates in their final year of college. Senior #1 knows he has a 90% chance of
successfully graduating this year.
Senior #2 knows he has a 90% chance of failing out. Both students satisfy the Permanent
Income Hypothesis.
True, False, and
Explain: Both students will
increase their consumption if they successfully graduate, but Senior #1 will
increase his post-graduation consumption by a smaller fraction than Senior #2.
Part 2: Short Answer
(20 points each)
In 4-6 sentences
AND/OR equations, answer each of the following three questions.
1. In the real world, what would happen if
a restaurant adopted Landsburg’s system for splitting checks? (The Armchair Economist)
2. Use the
signaling model of education to explain the sheepskin effect. Precisely specify why, in the real
world, discrete educational
achievement is so much more informative to employers than continuous educational achievement.
3. The nominal wage rigidity model blames
unemployment on nominal wages’ failure to swiftly fall to market-clearing
levels. Can this model also explain
the fact that high-ability workers are less likely to lose their jobs during
recessions? If not, how can you
modify the nominal rigidity rigidity model to explain
why recessions hit low-ability workers harder?