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曼昆经济学宏观经济学第五版教师参考手册 chap03

WHAT’S NEW:

Tables have been more clearly labeled to help students understand the material better. A new In the News box has been added on “Who Has a Comparative Advantage in Producing Lamb?”

LEARNING OBJECTIVES:

By the end of this chapter, students should understand:

how everyone can benefit when people trade with one another.

the meaning of absolute advantage and comparative advantage.

how comparative advantage explains the gains from trade.

how to apply the theory of comparative advantage to everyday life and national policy.

KEY POINTS:

1. Each person consumes goods and services produced by many other people both in our

country and around the world. Interdependence and trade are desirable because they allow everyone to enjoy a greater quantity and variety of goods.

2. There are two ways to compare the ability of two people in producing a good. The person

who can produce the goods with a smaller quantity of inputs is said to have an absolute advantage in producing the good. The person who has the smaller opportunity cost of producing the good is said to have a comparative advantage . The gains from trade are based on comparative advantage, not absolute advantage.

3. Trade makes everyone better off because it allows people to specialize in those activities in

which they have a comparative advantage.

4. The principle of comparative advantage applies to countries as well as people. Economists

use the principle of comparative advantage to advocate free trade among countries.

INTERDEPENDENCE AND THE

GAINS FROM TRADE

CHAPTER OUTLINE:

I. A Parable for the Modern Economy

Example: two goods — meat and potatoes and two people — a cattle rancher and a potato farmer (both of whom like to consume both potatoes and meat).

The gains from trade are obvious if the farmer can only grow potatoes and the rancher can only raise cattle.

The gains from trade are also fairly obvious if, instead, the farmer can raise cattle as well as grow potatoes, but he is not good at it and the rancher can grow potatoes in addition to raising cattle, but her land is not well suited for it.

The gains from trade are not as clear if either the farmer or the rancher is better at producing both potatoes and meat.

Production Possibilities

The farmer and rancher both work 40 hours per week and can use this time to grow potatoes, raise cattle, or both.

Table 3-1 shows the amount of time each takes to produce 1 pound of either good:

The production possibilities can also be graphed.

These production possibilities frontiers are drawn linearly instead of being bowed out. This assumes that the farmer’s and the rancher’s technology for producing meat and potatoes allows them to switch between producing one good and the other at a constant rate.

As we saw in Chapter 2, these production possibilities frontiers represent the principles of tradeoffs and opportunity costs.

We will assume that the two divide their time equally between raising cattle and growing potatoes.

The farmer produces (and consumes) at point A - 2 pounds of potatoes and 1 pound of meat.

The rancher produces (and consumes) at point B - 2? pounds of potatoes and 20 pounds of meat.

Specialization and Trade 1.

Suppose the rancher suggests that the farmer specialize in the production of potatoes and then trade with the rancher for meat. a. The rancher will spend 24 hours a week producing meat (24 pounds) and 16 hours a week growing potatoes (2 pounds). b. The farmer will spend 40 hours a week growing potatoes (4 pounds).

The rancher will trade 3 pounds of meat for a pound of potatoes.

End results:

The rancher produces 24 pounds of meat and trades 3 leaving him with 21 pounds of meat. He also grows 2 pounds of

potatoes and receives 1 pound in the trade, leaving him with 3 pounds of potatoes.

The farmer produces 4 pounds of potatoes and trades 1 leaving him with 3 pounds. He also receives 3 pounds of meat in the trade with the rancher.

In both cases, they are able to consume quantities of potatoes and meat after the trade that they could not reach before the trade.

II. The Principle of Comparative Advantage A.

Absolute Advantage

Definition of Absolute Advantage: the comparison among producers of a good according to their productivity. 2.

The rancher has an absolute advantage in the production of both potatoes and meat.

Opportunity Cost and Comparative Advantage 1.

Definition of Opportunity Cost: whatever must be given up to obtain some item.

For the rancher, the opportunity cost of producing a pound of potatoes is 8 pounds of meat (because it takes 8 hours to produce 1 pound of potatoes).

For the farmer, the opportunity cost of producing 1 pound of potatoes is only ? pound of meat (because it takes 10 hours to produce 1 pound of potatoes).

The opportunity cost of producing 1 pound of meat is the inverse of producing 1 pound of potatoes.

Definition of Comparative Advantage: the comparison among producers of a good according to their opportunity cost.

a. The farmer has a lower opportunity cost of producing potatoes

and therefore has a comparative advantage in the production of

potatoes.

b. The rancher has a lower opportunity cost of producing meat and

therefore has a comparative advantage in the production of

meat.

3. Because the opportunity cost of producing one good is the inverse of the

opportunity cost of producing the other, it is impossible for a person to

have a comparative advantage in the production of both goods.

C. Comparative Advantage and Trade

1. When specialization in a good occurs (assuming there is a comparative

advantage), total output will grow.

2. As long as the opportunity cost of producing the goods differs across the

two individuals, both can gain from specialization and trade.

a. The rancher buys a pound of potatoes for 3 pounds of meat.

This is lower than the rancher’s opportunity cost of 8 pounds of

meat and is therefore beneficial to the rancher.

b. The farmer buys 3 pounds of meat with one pound of potatoes.

This implies that the price of each pound of meat is 1/3 pound of

potatoes, which is lower than the farmer’s opportunity cost of 2

pounds of potatoes. Thus, trade also benefits the farmer.

III. FYI: The Legacy of Adam Smith and David Ricardo

A. In Adam Smith’s 1776 book An Inquiry into the Nature and Causes of the Wealth

of Nations, he writes of the ability of producers to benefit through specialization

and trade.

B. In David Ricardo’s 1817 book Principles of Political Economy and Taxation,

Ricardo develops the theory of comparative advantage and argues against

restrictions on free trade.

C. The benefits of free trade are one issue that is generally agreed upon by

economists, and the theories and arguments developed by these two gentlemen

200 years ago are still used today.

IV. Applications of Comparative Advantage

A. Should Tiger Woods Mow His Own Lawn?

1. Given Wood’s athleticism, it is entirely possible that he could mow his

lawn faster than most men.

2. This implies that he has an absolute advantage.

3. However, if the opportunity cost of his time is $10,000 (his pay to film a

commercial for Nike), it is likely that someone else will have a

comparative advantage in mowing his lawn.

4. Both he and the person hired will be better off as long as he pays the

individual more than the individual’s opportunity cost and less than

$10,000.

B. Should the United States Trade with Other Countries?

1. Just as individuals can benefit from specialization and trade, so can the

populations of different countries.

2. Definition of Imports: goods produced abroad and sold

domestically.

3. Definition of Exports: goods produced domestically and sold

abroad.

4. The principle of comparative advantage suggests that each good should

be produced by the country with a comparative advantage in producing

that good (smaller opportunity cost).

5. Through specialization and trade, countries can have more of all goods

to consume.

C. In the News: Who Has a Comparative Advantage in Producing Lamb?

1. A tariff is a tax on an imported product, used to lower the quantity of

specific imports.

2. This is an opinion column from The Wall Street Journal on the use of

tariffs in the lamb industry.

ADJUNCT TEACHING TIPS AND WARM-UP ACTIVITIES:

1.When teaching this material for the first time, it is best to walk the students through point by

point using the book. This is not a time when you want to rely on yourself without the book if you are not completely confident about the material. Better to use the book than to

stumble through the presentation.

2.Arrange students in groups of three or four to write a comparative advantage problem of

their own. Tell them to make creative, humorous, yet plausible examples. For instance, one example might be Bert and Ernie from Sesame Street producing one meal and one clean house. Give the students ten minutes to work on creating their examples at the end of class.

Instruct them to bring a neatly written copy for the next class. Let the students vote on

which group has the best example and award a small prize to each of the group’s members (such as a candy bar). After the class, make all the examples available to the students as practice problems for the exam.

SOLUTIONS TO TEXT PROBLEMS:

Quick Quizzes

1. Figure 3-1 shows a production possibilities frontier for Robinson Crusoe between

gathering coconuts and catching fish. If Crusoe lives by himself, this frontier limits his

consumption of coconuts and fish, but if he can trade with natives on the island he will

be able to consume at a point outside his production possibilities frontier.

Figure 3-1

2. Crusoe’s opportunity cost of catching one fish is 10 coconuts, since he can gather 10

coconuts in the same amount of time it takes to ca tch one fish. Friday’s opportunity cost

of catching one fish is 15 coconuts, since he can gather 30 coconuts in the same amount of time it takes to catch two fish. Friday has an absolute advantage in catching fish,

since he can catch two per hour, while Crusoe can only catch one per hour. But Crusoe has a comparative advantage in catching fish, since his opportunity cost of catching a

fish is less than Friday’s.

3. If the world’s fastest typist happens to be trained in brain surgery, he should hire a

secretary. He has an absolute advantage in typing, but a comparative advantage in

brain surgery, since his opportunity cost in brain surgery is low compared to the

opportunity cost for other people.

Questions for Review

1. Absolute advantage reflects a comparison of the productivity of one person, firm, or

nation to that of another, while comparative advantage is based on the relative

opportunity costs of the persons, firms, or nations. While a person, firm, or nation may have an absolute advantage in pr oducing every good, they can’t have a comparative

advantage in every good.

2. Many examples are possible. Suppose, for example, that Roger can prepare a fine meal

of hot dogs and macaroni in just ten minutes, while it takes Anita twenty minutes. And Roger can do all the wash in three hours, while it takes Anita four hours. Roger has an absolute advantage in both cooking and doing the wash, but Anita has a comparative

advantage in doing the wash (the wash takes the same amount of time as 12 meals,

while it takes Roger 18 meals’ worth of time).

3. Comparative advantage is more important for trade than absolute advantage. In the

example in problem 2, Anita and Roger will complete their chores more quickly if Anita

does at least some of the wash and Roger cooks the fine meals for both, because Anita has a comparative advantage in doing the wash, while Roger has a comparative

advantage in cooking.

4. A nation will export goods for which it has a comparative advantage because it has a

smaller opportunity cost of producing those goods. As a result, citizens of all nations are able to consume quantities of goods that are outside their production possibilities

frontiers.

5. Economists oppose policies that restrict trade among nations because trade allows all

countries to achieve greater prosperity by allowing them to receive the gains from

comparative advantage. Restrictions on trade hurt all countries.

Problems and Applications

1. In the text example of the farmer and the rancher, the farmer’s opportunity cost of

producing one pound of meat is two pounds of potatoes because for every 20 hours of

work, he can produce one pound of meat or two pounds of potatoes. With limited time at his disposal, producing a pound of meat means he gives up the opportunity to

produce two pounds of potatoes. Similarly, the rancher’s opportunity cost of producing one pound of meat is 1/8 pound of potatoes because for every hour of work, she can

produce one pound of meat or 1/8 pound of potatoes. With limited time at her disposal, producing a pound of meat means she gives up the opportunity to produce 1/8 pound of

potatoes.

2. a. See Figure 3-2. If Maria spends all five hours studying economics, she can read

100 pages, so that is the vertical intercept of the production possibilities frontier.

If she spends all five hours studying sociology, she can read 250 pages, so that

is the horizontal intercept. The time costs are constant, so the production

possibilities frontier is a straight line.

Figure 3-2

b. It takes Maria two hours to read 100 pages of sociology. In that time, she could

read 40 pages of economics. So the opportunity cost of 100 pages of sociology

is 40 pages of economics.

3. a.

b. See Figure 3-3. With 100 million workers and four cars per worker, if either

economy were devoted completely to cars, it could make 400 million cars. Since

a U.S. worker can produce 10 tons of grain, if the U.S. produced only grain it

would produce 1,000 million tons. Since a Japanese worker can produce 5 tons

of grain, if Japan produced only grain it would produce 500 million tons. These

are the intercepts of the production possibilities frontiers shown in the figure.

Note that since the tradeoff between cars and grain is constant, the production

possibilities frontier is a straight line.

Figure 3-3

c. Since a U.S. worker produces either 4 cars or 10 tons of grain, the opportunity

cost of 1 car is 2? tons of grain, which is 10 divided by 4. Since a Japanese

worker produces either 4 cars or 5 tons of grain, the opportunity cost of 1 car is

1 1/4 tons of grain, which is 5 divided by 4. Similarly, the U.S. opportunity cost

of 1 ton of grain is 2/5 cars (4 divided by 10) and the Japanese opportunity cost

of 1 ton of grain is 4/5 cars (4 divided by 5). This gives the following table:

d. Neithe r country has an absolute advantage in producing cars, since they’re

equally productive (the same output per worker); the U.S. has an absolute

advantage in producing grain, since it’s more productive (greater output per

worker).

e. Japan has a comparative advantage in producing cars, since it has a lower

opportunity cost in terms of grain given up. The U.S. has a comparative

advantage in producing grain, since it has a lower opportunity cost in terms of

cars given up.

f. With half the workers in each country producing each of the goods, the U.S.

would produce 200 million cars (that’s 50 million workers times 4 cars each) and

500 million tons of grain (50 million workers times 10 tons each). Japan would

produce 200 million cars (50 million workers times 4 cars each) and 250 million

tons of grain (50 million workers times 5 tons each).

g. From any situation with no trade, in which each country is producing some cars

and some grain, suppose the U.S. changed 1 worker from producing cars to

producing grain. That worker would produce 4 fewer cars and 10 additional tons

of grain. Then suppose the U.S. offers to trade 7 tons of grain to Japan for 4

cars. The U.S. will do this because it values 4 cars at 10 tons of grain, so it will

be better off if the trade goes through. Suppose Japan changes 1 worker from

producing grain to producing cars. That worker would produce 4 more cars and

5 fewer tons of grain. Japan will take the trade because it values 4 cars at 5

tons of grain, so it will be better off. With the trade and the change of 1 worker

in both the U.S. and Japan, each country gets the same amount of cars as

before and both get additional tons of grain (3 for the U.S. and 2 for Japan).

Thus by trading and changing their production, both countries are better off. 4. a. Pat’s opportunity cost of making a pizza is 1/2 gallon of root beer, since she

could brew 1/2 gallon in the time (2 hours) it takes her to make a pizza. Pat has

an absolute advantage in making pizza since she can make one in two hours,

w hile it takes Kris four hours. Kris’s opportunity cost of making a pizza is 2/3

gallons of root beer, since she could brew 2/3 of a gallon in the time (4 hours) it

takes her to make a pizza. Since Pat’s opportunity cost of making pizza is less

than Kris’s, Pat has a comparative advantage in making pizza.

b. Since Pat has a comparative advantage in making pizza, she will make pizza and

exchange it for root beer that Kris makes.

c. The highest price of pizza in terms of root beer that will make both roommates

better off is 2/3 gallons of root beer. If the price were higher than that, then

Kris would prefer making her own pizza (at an opportunity cost of 2/3 gallons of

root beer) rather than trading for pizza that Pat makes. The lowest price of pizza

in terms of root beer that will make both roommates better off is 1/2 gallon of

root beer. If the price were lower than that, then Pat would prefer making her

own root beer (she can make 1/2 gallon of root beer instead of making a pizza)

rather than trading for root beer that Kris makes.

5. a. Since a Canadian worker can make either two cars a year or 30 bushels of wheat,

the opportunity cost of a car is 15 bushels of wheat. Similarly, the opportunity

cost of a bushel of wheat is 1/15 of a car. The opportunity costs are the

reciprocals of each other.

b. See Figure 3-4. If all 10 million workers produce two cars each, they produce a

total of 20 million cars, which is the vertical intercept of the production

possibilities frontier. If all 10 million workers produce 30 bushels of wheat each,

they produce a total of 300 million bushels, which is the horizontal intercept of

the production possibilities frontier. Since the tradeoff between cars and wheat

is always the same, the production possibilities frontier is a straight line.

If Canada chooses to consume 10 million cars, it will need 5 million workers

devoted to car production. That leaves 5 million workers to produce wheat, who

will produce a total of 150 million bushels (5 million workers times 30 bushels

per worker). This is shown as point A on Figure 3-4.

c. If the United States buys 10 million cars from Canada and Canada continues to

consume 10 million cars, then Canada will need to produce a total of 20 million

cars. So Canada will be producing at the vertical intercept of the production

possibilities frontier. But if Canada gets 20 bushels of wheat per car, it will be

able to consume 200 million bushels of wheat, along with the 10 million cars.

This is shown as point B in the figure. Canada should accept the deal because it

gets the same number of cars and 50 million more bushes of wheat.

Figure 3-4

6. Though the professor could do both writing and data collection faster than the student

(that is, he has an absolute advantage in both), his time is limited. If the professor’s

comparative advantage is in writing, it makes sense for him to pay a student to collect

the data, since that’s the student’s comparative advantage.

7. a. English workers have an absolute advantage over Scottish workers in producing

scones, since English workers produce more scones per hour (50 vs. 40).

Scottish workers have an absolute advantage over English workers in producing

sweaters, since Scottish workers produce more sweaters per hour (2 vs. 1).

Comparative advantage runs the same way. English workers, who have an

opportunity cost of 1/50 sweaters per scone (1 sweater per hour divided by 50

scones per hour), have a comparative advantage in scone production over

Scottish workers, who have an opportunity cost of 1/20 sweater per scone (2

sweaters per hour divided by 40 scones per hour). Scottish workers, who have

an opportunity cost of 20 scones per sweater (40 scones per hour divided by 2

sweaters per hour), have a comparative advantage in sweater production over

English workers, who have an opportunity cost of 50 scones per sweater (50

scones per hour divided by 1 sweater per hour).

b. If England and Scotland decide to trade, Scotland will produce sweaters and

trade them for scones produced in England. A trade with a price between 20

and 50 scones per sweater will benefit both countries, as they’ll be getting the

traded good at a lower price than their opportunity cost of producing the good in

their own country.

c. Even if a Scottish worker produced just one sweater per hour, the countries

would still gain from trade, because Scotland would still have a comparative

advantage in producing sweaters. Its opportunity cost for sweaters would be

higher than before (40 scones per sweater, instead of 20 scones per sweater

before). But there are still gains from trade since England has a higher

opportunity cost (50 scones per sweater).

8. a. Technological advance lowers the opportunity cost of producing meat for the

farmer. The opportunity cost of producing a point of meat was 2 pounds of

potatoes; it’s now 1/5 pounds of potatoes. Thus the farmer’s opportunity cost of

producing potatoes is now 5 pounds of meat. Since the rancher’s opportunity

cost of producing potatoes is 8 pounds of meat, the farmer still has a

comparative advantage in producing potatoes and the rancher still has a

comparative advantage in producing meat.

b. Now the farmer won’t be willing to trade a pound of potatoes for 3 pounds of

meat because if he produced one less pound of potatoes, he could produce 5

more pounds of meat. So the trade would be bad for the farmer, as he would

then be consuming inside his production possibilities frontier.

c. The farmer and rancher would now be willing to trade one pound of potatoes for

an amount between 5 and 8 pounds of meat, with the potatoes being produced

by the farmer and the meat being produced by the rancher.

9. a. With no trade, one pair of white socks trades for one pair of red socks in Boston,

since productivity is the same for the two types of socks. The price in Chicago is

2 pairs of red socks per pair of white socks.

b. Boston has an absolute advantage in the production of both types of socks, since

a worker in Boston produces more (3 pairs of socks per hour) than a worker in

Chicago (2 pairs of red socks per hour or 1 pair of white socks per hour).

Chicago has a comparative advantage in producing red socks, since the

opportunity cost of producing a pair of red socks in Chicago is 1/2 pair of white

socks, while the opportunity cost of producing a pair of red socks in Boston is 1

pair of white socks. Boston has a comparative advantage in producing white

socks, since the opportunity cost of producing a pair of white socks in Boston is 1

pair of red socks, while the opportunity cost of producing a pair of white socks in

Chicago is 2 pairs of red socks.

c. If they trade socks, Boston will produce white socks for export, since it has the

comparative advantage in white socks, while Chicago produces red socks for

export, which is Chicago’s comparati ve advantage.

d. Trade can occur at any price between 1 and 2 pairs of red socks per pair of

white socks. At a price lower than 1 pair of red socks per pair of white socks,

Boston will choose to produce its own red socks (at a cost of 1 pair of red socks

per pair of white socks) instead of buying them from Chicago. At a price higher

than 2 pairs of red socks per pair of white socks, Chicago will choose to produce

its own white socks (at a cost of 2 pairs of red socks per pair of white socks)

instead of buying them from Boston.

10. a. The cost of all goods is lower in Germany than in France in the sense that all

goods can be produced with fewer worker hours.

b. The cost of any good for which France has a comparative advantage is lower in

France than in Germany. Though Germany produces all goods with less labor,

that labor is more valuable. So the cost of production, in terms of opportunity

cost, will be lower in France for some goods.

c. Trade between Germany and France will benefit both countries. For each good

in which it has a comparative advantage, each country should produce more

goods than it consumes, trading the rest to the other country. Total

consumption will be higher in both countries as a result.

11. a. True; two countries can achieve gains from trade even if one of the countries

has an absolute advantage in the production of all goods. All that’s necessary is

that each country have a comparative advantage in some good.

b. False; it is not true that some people have a comparative advantage in

everything they do. In fact, no one can have a comparative advantage in

everything. Comparative advantage reflects the opportunity cost of one good or

activity in terms of another. If you have a comparative advantage in one thing,

you must have a comparative disadvantage in the other thing.

c. False; it is not true that if a trade is good for one person, it can’t be good for the

other one. Trades can and do benefit both sides?especially trades based on

comparative advantage. If both sides didn’t benefit, trades would never occur.

曼昆宏观经济学-课后答案-中文版

第一章宏观经济学的课后答案复习题 1、由于整个经济的事件产生于许多家庭与许多企业的相互作用，所以微观经济学和宏观经济学必然是相互关联的。当我们研究整个经济时，我们必须考虑个别经济行为者的决策。由于总量只是描述许多个别决策的变量的总和，所以宏观经济理论必然依靠微观经济基础。 2、经济学家是用模型来解释世界，但一个经济学家的模型往往是由符号和方程式构成。经济学家建立模型有助于解释GDP、通货膨胀和失业这类经济变量。这些模型之所以有用是因为它们有助于我们略去无关的细节而更加明确地集中于重要的联系上。模型有两种变量：内生变量和外生变量，一个模型的目的是说明外生变量如何影响内生变量。 3、经济学家通常假设，一种物品或劳务的价格迅速变动使得供给量与需求量平衡，即市场走向供求均衡。这种假设称为市场出清。在回答大多数问题时，经济学家用市场出清模型。持续市场出清的假设并不完全现实。市场要持续出清，价格就必须对供求变动作出迅速调整。但是，实际上许多工资和价格调整缓慢。虽然市场出清模型假设所有工资和价格都是有伸缩性的，但在现实世界中一些工资和价格是粘性的。明显的价格粘性并不一定使市场出清模型无用。首先偷格并不总是呆滞的，最终价格要根据供求的变动而调整。市场出清模型并不能描述每一种情况下的经济，但描述了经济缓慢地趋近了均衡。价格的伸缩性对研究我们在几十年中所观察到的实际GDP增长这类长期问题是一个好的假设。第二章宏观经济学数据复习题 1、GDP既衡量经济中所有人的收入，又衡量对经济物品与劳务的总支出。 GDP能同时衡量这两件事，是因为这两个量实际上是相同的：对整个经济来说，收入必定等于支出。这个事实又来自于一个更有基本的事实：由于每一次交易都有一个买者和一个卖者，所以，一个买者支出的每一美元必然成为一个卖者的一美元收入。 2、CPI衡量经济中物价总水平。它表示相对于某个基年一篮子物品与劳务价格的同样一篮子物品与劳务的现期价格。 3、劳工统计局把经济中每个人分为三种类型：就业、失业以及不属于劳动力。一失业率是失业者在劳动力中所占的百分比，其中劳动力为就业者和失业者之和。一 -I、奥肯定理是指失业与实际GDP之间的这种负相关关系。就业工人有助于生产物品与劳务，而失业工人并非如此。失业率提高必定与实际GDP的减少相关。舆肯定理可以概括为等式：实际GDP变动百分比-3%-2×失业率的变动，印如果失业率保持不变，实际GDP增长3% 左右。这种正常的增长率是由于人口增长、资本积累和技术进步引起的。失业率每上升一个百分比，实际GDP一般减少2个百分比。一问题和应用一 1、大量经济统计数字定期公布，包括GDP、失业率、公司收益、消费者物价指数及贸易结余。GDP是一年内所有最终产品与劳务的市场价值。失业率是要工作的人中没有工作的人的比例。公司利润是所有制造企业税后会计利润，它暗示公司一般的财务健康情况。消费者物价指数是衡量消费者购买的物品的平均价格，它是通货膨胀的衡量指标。贸易结余是出口物品与进口物品之间的价差。一 2、每个人的增值是生产的物品的价值减去生产该物品所需的原材料的价值。因此，农夫增值是1美元，面粉厂的增值是2美元，面包店的增值是3美元。GDP就是总的增值，即为6 美元，它正好等于最终物品的价值。一 3、妇女与她的男管家结婚，GDP减少量等于男管家的工资。这是由于GDP是衡量经济中所有人

经济学原理第7版(曼昆)宏观经济学复习重点

第23章 1.对于一个整体经济而言，收入必定等于支出 2.国内生产总值（GDP ）在某一既定时期一个国家内生产的所有最终物品和劳务的市场价值。 GDP通常是一年或一个季度（3个月）；衡量的生产价值局限于一个国家的地理范围之内，不管是由本国的国民还是住在本国的外国人生产；只包括现期生产的物品，不包括过去生产的物品；生产并合法出售的所有东西；只包括最终物品的价值；包括有形的物品，也包括无形的劳务；使用市场价格。 3.GDP的四个组成部分是消费（C ）、投资（I ）、政府购买（G ）和净出口（NX ）。（1）逍费是家庭除购买新住房之外用于物品与服务的支出（2）投资是用于资本设备、存货和建筑物的支出，包括家庭用于购买新住房的支出（3）政府购买包括地方、州和联邦政府用于物品与服务的支出（4）净出口等于外国对国内生产的物品的购买（出口）减国内对外国物品的购买（进口）国内生产总值等于消费、投资、政府支出和净出口之和 4.真实GDP和名义GDP 真实GDP :按不变价格评价的物品与服务的生产（是用不变的基年价格来评价经济中物品与服务生产的价值）不受价格变动的影响，反映产的产量的变动名义GDP :按现期价格评价的物品与服务的生产（是用当年价格来评价经济中物品与服务生产的价值） GDP平减指数 GDP平减指数是用名义GDP与真实GDP的比率乘以100计算的物价水平衡量指标即GDP平减指数=（名义GDP/真实GDP）*100 通货膨胀率=［（第2年的GDP平减指数-第一年的GDP平减指数）/第一年的GDP平减指数］*100 第24章

1 .消费物价指数CPI 答：指普通消费者购买的物品与服务的总费用的衡量指标。即：CPI =（当年一篮子物品与服务的价格/基年一篮子的价格）*100 计算消费物价指数：固定篮子、找出价格、计算这一篮子东西的费用、选择基年并计算指数、计算通货膨胀率通货膨胀率:从前一个时期以来物价指数变动的百分比通货膨胀率=[（第二年CPI-第一年CPI）/第一年CPI ]*100% 生产物价指数：企业所购买的一篮子物品与服务的费用的衡量指标衡量生活费用中的三个问题。（CPI高估了生活费用的增加）（1）替代倾向。CPI使用了一篮子固定不变的物品。（2）新产品的引进。CPI基于固定不变的一篮子物品和服务，没反映出因引进新物品而引起的货币价值的增加。（3 ）无法衡量质量的变动。 GDP平减指数与CPI的差别：（1）GDP平减指数反映国内生产的所有物品与服务的价格, CPI反映消费者购买的所有物品与服务的价格（2）CPI比较的是固定的二篮子物品与服务的价格和基年这一篮子物品与服务的价格，GDP平减指数比较的是现期生产的物品与服务的价格和基年同样物品与服务的价格 2.根据通货膨胀的影响矫正经济变量今天美元的数量=T年美元的数量* （今天的物价水平/T年的物价水平）指数化:根据法律或合同按照通货膨胀的影响对货币数量的自动调整真实利率和名义利率名义利率指通常公布的、未根据通货膨胀的影响校正的利率（货币数量）真实利率指根据通货膨胀校正的利率（货币购买力）真实利率=名义利率-通货膨胀率

曼昆《经济学原理(宏观经济学分册)》(第6版)课后习题详解(第32章--开放经济的宏观经济理论)

曼昆《经济学原理（宏观经济学分册）》（第6版）第32章开放经济的宏观经济理论课后习题详解跨考网独家整理最全经济学考研真题，经济学考研课后习题解析资料库，您可以在这里查阅历年经济学考研真题，经济学考研课后习题，经济学考研参考书等内容，更有跨考考研历年辅导的经济学学哥学姐的经济学考研经验，从前辈中获得的经验对初学者来说是宝贵的财富，这或许能帮你少走弯路，躲开一些陷阱。以下内容为跨考网独家整理，如您还需更多考研资料，可选择经济学一对一在线咨询进行咨询。一、概念题 1．贸易政策（trade policy）答：贸易政策指直接影响一国进口或出口物品与劳务量的政府政策。一国的对外贸易政策，是一国政府为实现一定的政策目标在一定时期内对本国进出口贸易所实行的政策，它是为国家最高利益服务的，是统治阶级意志的集中反映。它包括：对外贸易总政策、国别对外贸易政策、进出口商品政策。一个国家的对外贸易政策是这个国家的经济政策和对外政策的重要组成部分，它随着世界政治、经济形势的变化，国际政治、经济关系的发展而改变，同时它也反映各国经济发展的不同水平，反映各国在世界市场上的力量和地位，另外它还受到一国内部不同利益集团的影响。一国的对外贸易政策有两种基本类型：自由贸易政策和保护贸易政策。 2．资本外逃（capital flight）答：资本外逃指出于安全或保值方面的考虑，短期资本持有者迅速将其从一国转移到另一国的行为或过程。引起资本外逃的具体原因有三种：①一国政局动荡不稳，资本外逃以求安全。②一国国内经济情况日益恶化，国际收支持续逆差，其货币可能发生贬值，资本逃至币值稳定的国家以期保值。③一国加强外汇管制或颁布新法，使资本使用受到限制或资本收益减少，资本外逃以免遭受损失。在本世纪发生的两次世界大战和20世纪30年代经济大萧条时期，欧美等国家曾出现过大规模的资本外逃现象。近年来，发生大量资本外逃的主要是发展中国家，主要是因为这些国家的国内经济形势严峻，债务负担沉重，国际收支状况不断恶化以及国内政局动荡。资本外逃对于一国的经济发展和国际收支稳定有着十分不利的影响。它将降低该国的国内储蓄水平，从而造成投资下降和生产萎缩；它将加剧国际收支逆差，从而引起外汇储备的减少和国际清偿能力的恶化；大量资本外逃时，如果一国试图维持一定的生产和消费水平，势必引起外债负担的迅速积累。因此，防止资本外逃是一国宏观经济政策的一项重要任务。二、复习题 1．说明可贷资金市场与外汇市场的供给与需求。这两个市场如何联系？答：可贷资金的供给来源于国民储蓄；可贷资金的需求来源于国内投资和资本净流出。外汇市场上的供给来源于资本净流出，外汇市场上的需求来源于净出口。连接这两个市场的是资本净流出。 2．为什么预算赤字和贸易赤字有时被称为孪生赤字？

曼昆《宏观经济学》(第6、7版)课后习题详解(第1章宏观经济学科学)

曼昆《宏观经济学》（第6、7版）第1篇导言课后习题详解跨考网独家整理最全经济学考研真题，经济学考研课后习题解析资料库，您可以在这里查阅历年经济学考研真题，经济学考研课后习题，经济学考研参考书等内容，更有跨考考研历年辅导的经济学学哥学姐的经济学考研经验，从前辈中获得的经验对初学者来说是宝贵的财富，这或许能帮你少走弯路，躲开一些陷阱。以下内容为跨考网独家整理，如您还需更多考研资料，可选择经济学一对一在线咨询进行咨询。一、概念题 1．宏观经济学（macroeconomics）答：宏观经济学与微观经济学相对，是一种现代的经济分析方法。它以国民经济总体作为考察对象，研究经济生活中有关总量的决定与变动，解释失业、通货膨胀、经济增长与波动、国际收支及汇率的决定与变动等经济中的宏观整体问题，所以又称之为总量经济学。宏观经济学的中心和基础是总需求—总供给模型。具体来说，宏观经济学主要包括总需求理论、总供给理论、失业与通货膨胀理论、经济增长与经济周期理论、开放经济理论、宏观经济政策等内容。对宏观经济问题进行分析与研究的历史十分悠久，但现代意义上的宏观经济学直到20世纪30年代才得以形成和发展起来。现代宏观经济学诞生的标志是凯恩斯于1936年出版的《就业、利息和货币通论》。宏观经济学在20世纪30年代奠定基础，二战后逐步走向成熟并得到广泛应用，20世纪60年代后的“滞胀”问题使凯恩斯主义的统治地位受到严重挑战并形成了货币主义、供给学派、理性预期等学派对立争论的局面，20世纪90年代新凯恩斯主义的形成又使国家干预思想占据主流。宏观经济学是当代发展最为迅猛，应用最为广泛，因而也是最为重要的经济学学科。 2．实际GDP（real GDP）答：实际GDP指用以前某一年的价格作为基期的价格计算出来的当年全部最终产品的市场价值。它衡量在两个不同时期经济中的产品产量变化，以相同的价格或不变金额来计算两个时期所生产的所有产品的价值。在国民收入账户中，以2010年的价格作为基期来计算实际GDP，意味着在计算实际GDP时，用现期的产品产量乘以2010年的价格，便可得到以2010年价格出售的现期产出的价值。 3．通货膨胀与通货紧缩（inflation and deflation）答：（1）通货膨胀是指在一段时期内，一个经济中大多数商品和劳务的价格水平持续显著地上涨。它包含三层含义：①通货膨胀是经济中一般价格水平的上涨，而不是个别商品或劳务的价格上涨；②通货膨胀是价格的持续上涨，而非一次性上涨；③通货膨胀是价格的显著上涨，而非某些微小的上升，例如每年上升0.5%，不能视为通货膨胀。通货膨胀的严重程度一般用通货膨胀率来衡量。根据不同标准，可以把通货膨胀划分为不同类型。根据通货膨胀的表现形式，可分为公开型通货膨胀和隐蔽型通货膨胀；根据通货膨胀的严重程度，可分为爬行式通货膨胀、奔跑式通货膨胀和恶性通货膨胀；根据通货膨胀

曼昆《经济学原理(宏观经济学分册)》(第6版)核心讲义(第35章通货膨胀与失业之间的短期权衡取舍)

第35章通货膨胀与失业之间的短期权衡取舍跨考网独家整理最全经济学考研真题，经济学考研课后习题解析资料库，您可以在这里查阅历年经济学考研真题，经济学考研课后习题，经济学考研参考书等内容，更有跨考考研历年辅导的经济学学哥学姐的经济学考研经验，从前辈中获得的经验对初学者来说是宝贵的财富，这或许能帮你少走弯路，躲开一些陷阱。以下内容为跨考网独家整理，如您还需更多考研资料，可选择经济学一对一在线咨询进行咨询。一、菲利普斯曲线 1．菲利普斯曲线的由来菲利普斯曲线（Phillips curve）是指一条表示通货膨胀与失业之间的短期权衡取舍关系的曲线。菲利普斯根据英国1861～1957年的数据得出了失业率与通货膨胀率之间存在负相关关系的结论。菲利普斯考察通货膨胀是根据名义工资而不是物价，但其实这两种通货膨胀的衡量指标通常是同时变动的。之后萨缪尔森（Paul Samuelson）和罗伯特·索洛（Robert Solow）用美国的数据表明了通货膨胀和失业之间类似的负相关关系。他们的推理是，这种相关性的产生是因为低失业与高总需求相关，而很高的总需求会给整个经济带来工资与物价上升的压力。图35-1 菲利普斯曲线菲利普斯曲线给决策者提供了一个有各种可能的经济结果的菜单。通过改变货币政策与财政政策来影响总需求，决策者可以选择这条曲线上的任意一点。如图35-1所示，A点提供了高失业和低通货膨胀，B点提供了低失业和高通货膨胀。决策者可能会偏好低通货膨胀和低失业，这种组合是不可能的。决策者面临着通货膨胀和失业之间的权衡取舍，并且菲利普斯曲线说明了这种权衡取舍。 2．总需求、总供给和菲利普斯曲线（1）菲利普斯曲线与总需求、总供给的关系菲利普斯曲线说明了，短期中出现的通货膨胀与失业的组合是由于总需求曲线的移动使经济沿着短期总供给曲线变动。在短期中物品与劳务总需求的增加引起产量增加、物价总水平上升。产量越多，意味着就业越多，从而失业率越低。此外，高物价水平转变为高通货膨胀率。因此，总需求变动在短期中使通货膨胀和失业反方向变动，这正是菲利普斯曲线所说

曼昆版经济学原理(宏观经济学分册)第七版课后题与答案

二十三章 1下列每种交易会影响CDP的哪一部分(如果有影响的话)?并解释之。 A．家庭购买了一台新冰箱。答：家庭购买了一台新冰箱会增加GDP 中的消费(C)部分，因为家庭用于家用电器的支出计算在消费的耐用品类中。 B．杰妮姑妈买了一所新房子。答：杰妮姑妈买了一所新房子会增加GDP 中的投资(1)部分，因为家庭住宅能长期供人居住，提供服务。它比一般耐用消费品的使用寿命更长，因此把住宅房屋的投资计算在投资中。 C.福特汽车公司由其存货中出售了一部雷鸟牌汽车。答：福利汽车公司由其存货中出售了一部雷鸟牌汽车会减少现期GDP 中的投资，因为销售中间物品存货时，企业的存货投资是负的，因而减少了当期的GDP。 C．你买了一个比萨饼。答：我买了一个比萨饼会增加GDP 中的消费(C)，因为我用于购买食品的支出计算在消费的非耐用品类中。 D．加利福尼亚重新铺设了101 号高速公路。答：加利福尼亚重新铺设了101 号高速公路增加了GDP中的政府购买(G)，因为修建高速公路是政府的行为。 E．你的父母购买了一瓶法国红酒。答：我的父母购买了一瓶法国红酒会减少GDP中的净出口(NX)，因为法国红酒是进口食品，它的购买增加了美国的进口。 F．本田公司扩大其在俄亥俄州马利斯维尔的工厂。答：本田公司扩大其在俄亥俄州马利斯维尔的工厂增加了GDP中的净出口(NX)，因为本田公司是一家日本企业，它在美国的投资减少了美国对日本本田汽车的进口，使NX 增加 2．GDP组成部分中的“政府购买”并不包括用于社会保障这类转移支付的支出。想想GDP 的定义，解释为什么转移支付不包括在政府购买内? 答：因为转移支付并不是要交换现在生产的物品或劳务，从宏观经济的角度看，转移支付就像税收和回扣一样。转移支付和税收一样改变了家庭收入，但并没有反映经济的生产。由于GDP 是要衡量在某一既定时期一个国家从物品与劳务的生产中得到的收入，所以，不把转移支付包括在政府购买内。 6．考虑以下美国GDP的数据： A．1996 年到1997 年间名义收入增长率是多少?(注意：增长率是一个时期到下一个时期百分比的变动。答：1996 年到1997 年间名义收入增长率是5．86%。 B．1996 年到1997 年间，GDP平减指数的增长率是多少? 答：1996 年到1997 年间，GDP平减指数的增长率是1．8%。 C．按1992 年的价格衡量，1996 年的实际GDP是多少? 答：按1992 年的价格衡量，1996 年的实际收入是69654．5 亿元。 D．按1992 年的价格衡量，1997 年的实际GDP是多少? 答：按1992 年的价格衡量，1997 年的实际收入是72419．7 亿元。

曼昆宏观经济经济学第九版英文原版答案9

Answers to Textbook Questions and Problems CHAPTER 9 Economic Growth II: Technology, Empirics, and Policy Questions for Review 1. In the Solow model, we find that only technological progress can affect the steady-state rate of growth in income per worker. Growth in the capital stock (through high saving) has no effect on the steady-state growth rate of income per worker; neither does population growth. But technological progress can lead to sustained growth. 2. In the steady state, output per person in the Solow model grows at the rate of technological progress g. Capital per person also grows at rate g. Note that this implies that output and capital per effective worker are constant in steady state. In the U.S. data, output and capital per worker have both grown at about 2 percent per year for the past half-century. 3. To decide whether an economy has more or less capital than the Golden Rule, we need to compare the marginal product of capital net of depreciation (MPK –δ) with the growth rate of total output (n + g). The growth rate of GDP is readily available. Estimating the net marginal product of capital requires a little more work but, as shown in the text, can be backed out of available data on the capital stock relative to GDP, the total amount o f depreciation relative to GDP, and capital’s share in GDP. 4. Economic policy can influence the saving rate by either increasing public saving or providing incentives to stimulate private saving. Public saving is the difference between government revenue and government spending. If spending exceeds revenue, the government runs a budget deficit, which is negative saving. Policies that decrease the deficit (such as reductions in government purchases or increases in taxes) increase public saving, whereas policies that increase the deficit decrease saving. A variety of government policies affect private saving. The decision by a household to save may depend on the rate of return; the greater the return to saving, the more attractive saving becomes. Tax incentives such as tax-exempt retirement accounts for individuals and investment tax credits for corporations increase the rate of return and encourage private saving. 5. The legal system is an example of an institutional difference between countries that might explain differences in income per person. Countries that have adopted the English style common law system tend to have better developed capital markets, and this leads to more rapid growth because it is easier for businesses to obtain financing. The quality of government is also important. Countries with more government corruption tend to have lower levels of income per person. 6. Endogenous growth theories attempt to explain the rate of technological progress by explaining the decisions that determine the creation of knowledge through research and development. By contrast, the Solow model simply took this rate as exogenous. In the Solow model, the saving rate affects growth temporarily, but diminishing returns to capital eventually force the economy to approach a steady state in which growth depends only on exogenous technological progress. By contrast, many endogenous growth models in essence assume that there are constant (rather than diminishing) returns to capital, interpreted to include knowledge. Hence, changes in the saving rate can lead to persistent growth. Problems and Applications 1. a. In the Solow model with technological progress, y is defined as output per effective worker, and k is defined as capital per effective worker. The number of effective workers is defined as L E (or LE), where L is the number of workers, and E measures the efficiency of each worker. To find output per effective worker y, divide total output by the number of effective workers:

曼昆《经济学原理(宏观经济学分册)》(第6版)核心讲义(第36章宏观经济政策的六个争论问题)

第13篇最后的思考第36章宏观经济政策的六个争论问题跨考网独家整理最全经济学考研真题，经济学考研课后习题解析资料库，您可以在这里查阅历年经济学考研真题，经济学考研课后习题，经济学考研参考书等内容，更有跨考考研历年辅导的经济学学哥学姐的经济学考研经验，从前辈中获得的经验对初学者来说是宝贵的财富，这或许能帮你少走弯路，躲开一些陷阱。以下内容为跨考网独家整理，如您还需更多考研资料，可选择经济学一对一在线咨询进行咨询。一、货币政策与财政政策决策者是否应该试图稳定经济第一个争论问题涉及货币政策与财政政策决策者是否应该用他们所控制的工具来试图平缓经济周期的上升与下降 1．赞成：决策者应该试图稳定经济经济本质上是不稳定的，并相信政府可以管理总需求，以便抵消内在的不稳定性。通过“逆经济变动的风向行事”，货币政策与财政政策可以稳定总需求，从而稳定生产和就业。当总需求不足以确保充分就业时，决策者应该刺激政府支出、减税并扩大货币供给。当总需求过大，有引起更高通货膨胀的危险时，决策者应该削减政府支出、增税并减少货币供给。这些政策行为通过引起一个更稳定的经济，并有利于每一个人而使宏观经济理论得到最好的运用。 2．反对：决策者不应该试图稳定经济决策者运用货币政策和财政政策并不能立即影响经济，其作用要有一个相当长的时滞。由于预期是困难的，而且，很多冲击是不可预期的，稳定政策应该根据未来经济状况有根据地推测，错误预期会使经济政策引起不稳定。政策的第一个规则应该是“不伤害”，因此，决策者应该抑制对经济的日常性干预。二、政府反衰退应该增加支出还是减税 1．赞成：政府应该增加支出来反衰退在衰退期间，社会基本问题是总需求不足。终结衰退的关键在于把总需求恢复到与经济中劳动力充分就业一致的水平，对此可实施相应的财政政策和货币政策，通过增加支出来反衰退。 2．反方：政府应该减税来反衰退减税对总需求和总供给都有重要的影响。减税可以：第一，增加总需求；第二，增加总供给（通过刺激工作予以实现）；第三，分散了支出决策。相对而言，家庭、企业决策优于政府集中支出决策。另外，在衰退期间增加政府支出存在各种问题：第一，政府支出乘数变小；第二，快速的花钱，购买没什么公共价值的东西不能适时地增加总需求；第三，谨慎而细致的计划支出存在着较长的时滞。三、货币政策应该按规则制定还是相机抉择

宏观经济学曼昆名词解释英文版第29章到第35章

第29 章 1.Definition of money: the set of assets in an economy that people regularly use to buy goods and services from other people. 2.Definition of medium of exchange: an item that buyers give to sellers when they want to purchase goods and services. 3. Definition of unit of account: the yardstick people use to post prices and record debts. 4. Definition of store of value: an item that people can use to transfer purchasing power from the present to the future. 5.Definition of liquidity: the ease wi th which an asset can be converted into the economy’s medium of exchange. 6.Definition of commodity money: money that takes the form of a commodity with intrinsic value. 7. Definition of fiat money: money without intrinsic value that is used as money because of government decree. 8.Definition of currency: the paper bills and coins in the hands of the public. 9.Definition of demand deposits: balances in bank accounts that depositors can access on demand by writing a check. 10.Definition of Federal Reserve (Fed): the central bank of the United States. 11. Definition of central bank: An institution designed to oversee the banking system and regulate the quantity of money in the economy. 12. Definition of money supply: the quantity of money available in the economy. 13. Definition of monetary policy: the setting of the money supply by policymakers in the central bank. 14. Definition of reserves: deposits that banks have received but have not loaned out. 15. Definition of fractional-reserve banking: a banking system in which banks hold only a fraction of deposits as reserves. 16. Definition of reserve ratio: the fraction of deposits that banks hold as reserves. 17.Definition of money multiplier: the amount of money the banking system generates with each dollar of reserves. 18.Definition of bank capital: the resources a bank’s owners have put into the institution. 19.Definition of leverage: the use of borrowed money to supplement existing funds for purposes of investment. 20.Definition of leverage ratio: the ratio of assets to bank capital. 21. Definition of capital requirement: a government regulation specifying a minimum amount of bank capital. 22. Definition of open-market operations: the purchase and sale of U.S. government bonds by the Fed. 23. Definition of discount rate: the interest rate on the loans that the Fed makes to banks. 24.Definition of reserve requirements: regulations on the minimum amount of reserves that banks must hold against deposits. 25.Definition of federal funds rate: the short-term interest rate that banks charge one another for loans. 第30章 1. Definition of quantity theory of money: a theory asserting that the quantity of money available determines the price level and that the growth rate in the quantity of money available determines the inflation rate. 2. Definition of nominal variables: variables measured in monetary units 3. Definition of real variables: variables measured in physical units.

曼昆经济学原理(微观经济学分册)(第6版)课后习题详解(第9章应用_国际贸易)

曼昆《经济学原理（微观经济学分册）》（第6版）第9章应用：国际贸易课后习题详解跨考网独家整理最全经济学考研真题，经济学考研课后习题解析资料库，您可以在这里查阅历年经济学考研真题，经济学考研课后习题，经济学考研参考书等容，更有跨考考研历年辅导的经济学学哥学姐的经济学考研经验，从前辈中获得的经验对初学者来说是宝贵的财富，这或许能帮你少走弯路，躲开一些陷阱。以下容为跨考网独家整理，如您还需更多考研资料，可选择经济学一对一在线咨询进行咨询。一、概念题 1．世界价格（world price）答：世界价格也称世界市场价格，指一种物品在世界市场上交易的价格。世界价格是由商品的国际价值决定的。国际价值是世界市场商品交换的惟一依据，各国商品的国别价值都必须还原为国际价值，以便在国际市场上交换。而各国商品的国别价值在多大程度上表现为国际价值，是与各国的经济技术水平、劳动强度和劳动生产率密切相关的。一般来说，一国的经济技术水平和劳动生产率越高，其商品价值就越低于国际商品价值，若按照国际商品价值出售，就能获得较好的经济效益；相反则会在竞争中处于不利的地位。 2．关税（tariff）答：关税是指对在国外生产而在国销售的物品征收的税。与其他税收相比，关税有两个主要特点：第一，关税的征收对象是进出境的货物和物品；第二，关税具有涉外性，是对外贸易政策的重要手段。征收关税的作用主要有两个方面：一是增加本国财政收入；二是保护本国的产业和国市场。其中以前者为目的而征收的关税称为财政关税，以后者为目的而征收的关税称为保护关税。与任何一种物品销售税一样，关税会扭曲激励，使得稀缺资源的配置背离最优水平，使市场接近于没有贸易时的均衡，因此，减少了贸易的好处。关税虽然使国生产者的状况变好，而且政府增加了收入，但造成消费者的损失大于获得的这些好处。关税造成的无谓损失具体表现为：第一，关税使国生产者能收取的价格高于世界价格，结果，鼓励他们增加低效率地生产。第二，关税提高了买者不得不支付的价格，从而使得他们减少消费。二、复习题 1．关于一国的比较优势，没有国际贸易时的国价格告诉了我们些什么？答：当没有国际贸易，某种商品的国价格高于该种商品的世界价格时，该国在生产这种商品上没有比较优势；当某种商品的国价格低于世界价格时，该国在该产品生产上具有比较优势，这是因为在世界市场上按世界价格交换时，该国可以获利。具体分析如下：（1）贸易的决定因素是比较优势。在没有国际贸易时，市场产生了使国供给量与国需求量相等的国价格。世界价格是一种物品在世界市场上通行的价格，而价格代表机会成本。因此，比较贸易前一种物品的世界价格和国价格就可以回答究竟是本国生产的机会成本低，从而生产该种物品有比较优势，还是其他国家在该物品的生产上具有比较优势。（2）假设在没有国际贸易时，考察A国生产牛肉是否有比较优势。可以通过把A国国

北大出版社曼昆宏观经济学第六版全英题库有答案23章

Chapter 23 Measuring a Nation's Income MULTIPLE CHOICE 1. Macroeconomists study a. the decisions of individual households and firms. b. the interaction between households and firms. c. economy-wide phenomena. d. regulations imposed on firms and unions. ANS: C DIF: 1 REF: 10-0 NAT: Analytic LOC: The study of economics and definitions in economics TOP: Macroeconomics MSC: Definitional 2. Which of the following newspaper headlines is more closely related to what microeconomists study than to what macroeconomists study? a. Unemployment rate rises from 5 percent to 5.5 percent. b. Real GDP grows by 3.1 percent in the third quarter. c. Retail sales at stores show large gains. d. The price of oranges rises after an early frost. ANS: D DIF: 2 REF: 10-0 NAT: Analytic LOC: The study of economics and definitions in economics TOP: Macroeconomics MSC: Interpretive 3. Which of the following questions is more likely to be studied by a microeconomist than a macroecon- omist? a. Why do prices in general rise by more in some countries than in others? b. Why do wages differ across industries? c. Why do national production and income increase in some periods and not in others? d. How rapidly is GDP currently increasing? ANS: B DIF: 2 REF: 10-0 NAT: Analytic LOC: The study of economics and definitions in economics TOP: Macroeconomics MSC: Interpretive 4. Which of the following topics are more likely to be studied by a macroeconomist than by a microe- conomist? a. the effect of taxes on the prices of airline tickets, and the profitability of automobile- manufacturing firms b. the price of beef, and wage differences between genders c. how consumers maximize utility, and how prices are established in markets for agricultural products d. the percentage of the labor force that is out of work, and differences in average income from country to country ANS: D DIF: 2 REF: 10-0 NAT: Analytic LOC: The study of economics and definitions in economics TOP: Macroeconomics MSC: Interpretive 5. We would expect a macroeconomist, as opposed to a microeconomist, to be particularly interested in a. explaining how economic changes affect prices of particular goods. b. devising policies to deal with market failures such as externalities and market power. c. devising policies to promote low inflation. d. identifying those markets that are competitive and those that are not competitiv e. ANS: C DIF: 2 REF: 10-0 NAT: Analytic LOC: The study of economics and definitions in economics TOP: Macroeconomics MSC: Interpretive 1

曼昆经济学 宏观经济学 第五版 教师参考手册 chap03