part I
Introduction
C H A P T E R O N E
The Science of Macroeconomics
The whole of science is nothing more than the refinement of everyday thinking.
—Albert Einstein
1-1 What Macroeconomists Study
Why have some countries experienced rapid growth in incomes over the past century while others stay mired in poverty? Why do some countries have high rates of inflation while others maintain stable prices? Why do all countries experience recessions and depressions-recurrent periods of falling incomes and rising unemployment—and how can government policy reduce the frequency and severity of these episodes? Macroeconomics, the study of the economy as a whole, attempts to answer these and many related questions.
To appreciate the importance of macroeconomics, you need only read the newspaper or listen to the news. Every day you can see headlines such as INCOME GROWTH SLOWS, FED MOVES TO COMBAT INFLATION, or STOCKS FALL AMID RECESSION FEARS. Although these macroeconomic events may seem abstract, they touch all of our lives. Business executives forecasting the demand for their products must guess how fast c onsumers’ incomes will grow. Senior citizens living on fixed incomes wonder how fast prices will rise. Recent college graduates looking for jobs hope that the economy will boom and that firms will be hiring.
Because the state of the economy affects everyone, macroeconomic issues play a central role in political debate. Voters are aware of how the economy is doing, and they know that government policy can affect the economy in powerful ways. As a result, the popularity of the incumbent president rises when the economy is doing well and falls when it is doing poorly.
Macroeconomic issues are also at the center of world politics. In recent years, Europe has moved toward a common currency, many Asian countries have experienced financial turmoil and capital flight, and the United States has financed large trade deficits by borrowing from abroad. When world leaders meet, these topics are often high on their agendas.
Although the job of making economic policy falls to world leaders, the job of explaining how the economy as a whole works falls to macroeconomists. Toward this end, macroeconomists collect data on incomes, prices, unemployment, and many other variables from different time periods and different countries. They then attempt to formulate general theories that help to explain these data. Like astronomers studying the evolution of stars or biologists studying the evolution of species, macroeconomists cannot conduct controlled experiments. Instead, they must make use of the data that history gives them. Macroeconomists observe that economies differ from one another and that they change over time.
These observations provide both the motivation for developing macroeconomic theories and the data for testing them.
To be sure, macroeconomics is a young and imperfect science. The macroeconomist’s ability to predict the future course of economic events is no better than the meteorologist’s ability to predict next month’s weather. But, as you will see, macroeconomists do know quite a lot about how the economy works. This knowledge is useful both for explaining economic events and for formulating economic policy.
Every era has its own economic problems. In the 1970s, Presidents Richard Nixon, Gerald Ford, and Jimmy Carter all wrestled in vain with a rising rate of inflation. In the 1980s, inflation subsided, but Presidents Ronald Reagan and George Bush presided over large federal budget deficits. In the 1990s, with President Bill Clinton in
the Oval Office, the budget deficit shrank and even turned into a budget surplus, but federal taxes as a share of national income reached a historic high. So it was no surprise that when President George W. Bush moved into the White House in 2001, he put a tax cut high on his agenda. The basic principles of macroeconomics do not change from decade to decade, but the macroeconomist must apply these principles with flexibility and creativity to meet changing circumstances.
CASE STUDY
The Historical Performance of the U.S. Economy
Economists use many types of data to measure the performance of an economy. Three macroeconomic variables are especially important: real gross domestic product (GDP), the inflation rate, and the unemployment rate. Real GDP measures the total income of everyone in the economy (adjusted for the level of prices).The inflation rate measures how fast prices are rising. The unemployment rate measures the fraction of the labor force that is out of work. Macroeconomists study how these variables are determined, why they change over time, and how they interact with one another.
Figure 1-1 shows real GDP per person in the United States. Two aspects of this figure are noteworthy. First, real GDP grows over time. Real GDP per person is today about five times its level in 1900.This growth in average income allows us to enjoy a higher standard of living than our great-grandparents did. Second, although real GDP rises in most years, this growth is not steady. There are repeated periods during which real GDP falls, the most dramatic instance being the early 1930s. Such periods are called recessions if they are mild and depressions if they are more severe. Not surprisingly, periods of declining income are associated with substantial economic hardship.
Figure 1-2 shows the U.S. inflation rate. You can see that inflation varies substantially. In the first half of the twentieth century, the inflation rate averaged only slightly above zero. Periods of falling prices, called deflation, were almost as common as periods of rising prices. In the past half century, inflation has been the norm. The inflation problem became most severe during the late 1970s, when prices rose at a rate of almost 10 percent per year. In recent years, the inflation rate has been about 2 or 3 percent per year, indicating that prices have been fairly stable.
Figure 1-3 shows the U.S. unemployment rate. Notice that there is always some unemployment in our economy. In addition, although there is no long-term trend, the amount of unemployment varies from year to year. Recessions and depressions are associated with unusually high unemployment. The highest rates of unemployment were reached during the Great Depression of the 1930s.
These three figures offer a glimpse at the history of the U.S. economy. In the chapters that follow, we first
discuss how these variables are measured and then develop theories to explain how they behave.
1-2 How Economists Think
Although economists often study politically charged issues, they try to address th ese issues with a scientist’s objectivity. Like any science, economics has its own set of tools—terminology, data, and a way of thinking—that can seem foreign and arcane to the layman. The best way to become familiar with these tools is to practice using them, and this book will afford you ample opportunity to do so. To make these tools less forbidding, however, let’s discuss a few of them here.
Theory as Model Building
Young children learn much about the world around them by playing with toy versions of real objects. For instance, they often put together models of cars, trains, or planes. These models are far from realistic, but the model-builder learns a lot from them nonetheless. The model illustrates the essence of the real object it is designed to resemble.
Economists also use models to understand the world, but an economist’s model is more likely to be made of symbols and equations than plastic and glue. Economists build their “toy economies” to help explain economic variables, such as GDP, inflation, and unemployment. Economic models illustrate, often in mathematical terms, the relationships among the variables. They are useful because they help us to dispense with irrelevant details and to focus on important connections.
Models have two kinds of variables: endogenous variables and exogenous variables. Endogenous variables are those variables that a model tries to explain. Exogenous variables are those variables that a model takes as given. The purpose of a model is to show how the exogenous variables affect the endogenous variables. In other words, as Figure 1-4 illustrates, exogenous variables come from outside the model and serve as the model’s input, whereas endogenous variables are determined inside the model and are the model’s output.
To make these ideas more concrete, let’s review the most celebrated of all economic models—the model of supply and demand. Imagine that an economist were interested in figuring out what factors influence the price of pizza and the quantity of pizza sold. He or she would develop a model that described the behavior of pizza buyers, the behavior of pizza sellers, and their interaction in the market for pizza. For example, the economist supposes that the quantity of pizza demanded by consumers Q d depends on the price of pizza P and on aggregate income Y. This relationship is expressed in the equation
where D( ) represents the demand function. Similarly, the economist supposes that the quantity of pizza supplied by pizzerias Q s depends on the price of pizza P and on the price of materials P m, such as cheese, tomatoes, flour, and anchovies. This relationship is expressed as
where S( ) represents the supply function. Finally, the economist assumes that the price of pizza adjusts to bring the quantity supplied and quantity demanded into balance:
These three equations compose a model of the market for pizza.
The economist illustrates the model with a supply-and-demand diagram, as in Figure 1-5. The demand curve shows the relationship between the quantity of pizza demanded and the price of pizza, while holding aggregate income constant. The demand curve slopes downward because a higher price of pizza encourages consumers to switch to other foods and buy less pizza. The supply curve shows the relationship between the quantity of pizza supplied and the price of pizza, while holding the price of materials constant. The supply curve slopes upward because a higher price of pizza makes selling pizza more profitable, which encourages pizzerias to produce more of it. The equilibrium for the market is the price and quantity at which the supply and demand curves intersect. At the equilibrium price, consumers choose to buy the amount of pizza that pizzerias choose to produce.
This model of the pizza market has two exogenous variables and two endogenous variables. The exogenous variables are aggregate income and the price of materials. The model does not attempt to explain them but takes them as given (perhaps to be explained by another model). The endogenous variables are the price of pizza and the quantity of pizza exchanged. These are the variables that the model attempts to explain.
The model can be used to show how a change in one of the exogenous variables affects both endogenous variables. For example, if aggregate income increases, then the demand for pizza increases, as in panel (a) of Figure 1-6. The model shows that both the equilibrium price and the equilibrium quantity of pizza rise. Similarly, if the price of materials increases, then the supply of pizza decreases, as in panel (b) of Figure 1-6. The model shows that in this case the equilibrium price of pizza rises and the equilibrium quantity of pizza falls. Thus, the model shows how changes in aggregate income or in the price of materials affect price and quantity in the market for pizza.
Like all models, this model of the pizza market makes simplifying assumptions. The model does not take into
account, for example, that every pizzeria is in a different location. For each customer, one pizzeria is more convenient than the others, and thus pizzerias have some ability to set their own prices. Although the model assumes that there is a single price for pizza, in fact there could be a different price at every pizzeria.
How should we react to the model’s lack of realism? Should w e discard the simple model of pizza supply and pizza demand? Should we attempt to build a more complex model that allows for diverse pizza prices? The answers to these questions depend on our purpose. If our goal is to explain how the price of cheese affects the average price of pizza and the amount of pizza sold, then the diversity of pizza prices is probably not important. The simple model of the pizza market does a good job of addressing that issue. Yet if our goal is to explain why towns with three pizzerias have lower pizza prices than towns with one pizzeria, the simple model is less useful.
The art in economics is in judging when an assumption is clarifying and when it is misleading. Any model constructed to be completely realistic would be too complicated for anyone to understand. Simplification is a necessary part of building a useful model. Yet models lead to incorrect conclusions if they assume away features of the economy that are crucial to the issue at hand. Economic modeling therefore requires care and common sense.
A Multitude of Models
Macroeconomists study many facets of the economy. For example, they examine the role of saving in economic growth, the impact of labor unions on unemployment, the effect of inflation on interest rates, and the influence of trade policy on the trade balance and exchange rates. Macroeconomics is as diverse as the economy.
Although economists use models to address all these issues, no single model can answer all questions. Just as carpenters use different tools for different tasks, economists uses different models to explain different economic phenomena. Students of macroeconomics, therefore, must keep in mind that there is no single “correct’’ model useful for all purposes. Instead, there are many models, each of which is useful for shedding light on a different facet of the economy. The field of macroeconomics is like a Swiss army knife—a set of complementary but distinct tools that can be applied in different ways in different circumstances.
This book therefore presents many different models that address different questions and that make different
assumptions. Remember that a model is only as good as its assumptions and that an assumption that is useful for some purposes may be misleading for others. When using a model to address a question, the economist must keep in mind the underlying assumptions and judge whether these are reasonable for the matter at hand.
Prices: Flexible Versus Sticky
Throughout this book, one group of assumptions will prove especially important-those concerning the speed with which wages and prices adjust. Economists normally presume that the price of a good or a service moves quickly to bring quantity supplied and quantity demanded into balance. In other words, they assume that a market goes to the equilibrium of supply and demand. This assumption is called market clearing and is central to the model of the pizza market discussed earlier. For answering most questions, economists use market-clearing models.
Yet the assumption of continuous market clearing is not entirely realistic. For markets to clear continuously, prices must adjust instantly to changes in supply and demand. In fact, however, many wages and prices adjust slowly. Labor contracts often set wages for up to three years. Many firms leave their product prices the same for long periods of time—for example, magazine publishers typically change their newsstand prices only every three or four years. Although market-clearing models assume that all wages and prices are flexible, in the real world some wages and prices are sticky.
The apparent stickiness of prices does not make market-clearing models useless. After all, prices are not stuck forever; eventually, they do adjust to changes in supply and demand. Market-clearing models might not describe the economy at every instant, but they do describe the equilibrium toward which the economy gravitates. Therefore, most macroeconomists believe that price flexibility is a good assumption for studying long-run issues, such as the growth in real GDP that we observe from decade to decade.
For studying short-run issues, such as year-to-year fluctuations in real GDP and unemployment, the assumption of price flexibility is less plausible. Over short periods, many prices are fixed at predetermined levels. Therefore, most macroeconomists believe that price stickiness is a better assumption for studying the behavior of the economy in the short run.
Microeconomic Thinking and Macroeconomic Models
Microeconomics is the study of how households and firms make decisions and how these decisionmakers interact in the marketplace. A central principle of microeconomics is that households and firms optimize—they do the best they can for themselves given their objectives and the constraints they face. In microeconomic models, households choose their purchases to maximize their level of satisfaction, which economists call utility, and firms make production decisions to maximize their profits.
Because economy-wide events arise from the interaction of many households and many firms, macroeconomics and microeconomics are inextricably linked. When we study the economy as a whole, we must consider the decisions of individual economic actors. For example, to understand what determines total consumer spending, we must think about a family deciding how much to spend today and how much to save for the future. To understand what determines total investment spending, we must think about a firm deciding whether to build a new factory. Because aggregate variables are the sum of the variables describing many individual decisions, macroeconomic theory rests on a microeconomic foundation.
Although microeconomic decisions always underlie economic models, in many models the optimizing behavior of households and firms is implicit rather than explicit. The model of the pizza market we discussed earlier is an example. Households’ decisions about how much pizza to buy underlie the demand for pizza, and pizzerias’ decisions about how much pizza to produce underlie the supply of pizza. Presumably, households make their decisions to maximize utility, and pizzerias make their decisions to maximize profit. Yet the model did not focus on these microeconomic decisions; it left them in the background. Similarly, in much of macroeconomics, the optimizing behavior of households and firms is left implicit.
1-3 How This Book Proceeds
This book has six parts. This chapter and the next make up Part One, the Introduction. Chapter 2 discusses how economists measure economic variables, such as aggregate income, the inflation rate, and the unemployment rate.
Part Two, “Classical Theory: The Economy in the Long Run,” presents the classical model of how the economy works. The key assumption of the classical model is that prices are flexible. That is, with rare exceptions, the classical model assumes market clearing. Because the assumption of price flexibility describes the economy only in the long run, classical theory is best suited for analyzing a time horizon of at least several years.
Part Three, “Growth Theory:The Economy in the Very Long Run,” builds on the classical model. It maintains the assumption of market clearing but adds a new emphasis on growth in the capital stock, the labor force, and technological knowledge. Growth theory is designed to explain how the economy evolves over a period of several decades.
Part Four, “Business Cycle Theory:The Economy in the Short Run,” examines the behavior of the economy when prices are sticky. The non-market-clearing model developed here is designed to analyze short-run issues, such as the reasons for economic fluctuations and the influence of government policy on those fluctuations. It is best suited to analyzing the changes in the economy we observe from month to month or from year to year.
Part Five, “Macroeconomic Policy Debates,” builds on the previous analysis to consider what role the government should take in the economy. It considers how, if at all, the government should respond to short-run fluctuations in real GDP and unemployment. It also examines the various views on the effects of government debt.
Part Six, “More on the Microeconomics Behind Macroeconomics,” presents some of the microeconomic models that are useful for analyzing macroeconomic issues. For example, it examines the household’s decisions regarding how much to consume and how much money to hold and the firm’s decision regarding how much to invest. These individual decisions together form the larger macroeconomic picture. The goal of studying these microeconomic decisions in detail is to refine our understanding of the aggregate economy.
Summary
1. Macroeconomics is the study of the economy as a whole—including growth in incomes, changes in prices, and the rate of unemployment. Macroeconomists attempt both to explain economic events and to devise policies to improve economic performance.
2. To understand the economy, economists use models—theories that simplify reality in order to reveal how exogenous variables influence endogenous variables. The art in the science of economics is in judging whether a model captures the important economic relationships for the matter at hand. Because
no single model can answer all questions, macroeconomists use different models to look at different issues.
3. A key feature of a macroeconomic model is whether it assumes that prices are flexible or sticky. According to most macroeconomists, models with flexible prices describe the economy in the long run, whereas models with sticky prices offer a better description of the economy in the short run.
4. Microeconomics is the study of how firms and individuals make decisions and how these decisionmakers interact. Because macroeconomic events arise from many microeconomic interactions, macroeconomists use many of the tools of microeconomics.
习题集一 Question 1 In Australia ,using 2000-01 as the base year, we would find that: a)Nominal GDP is always larger than real GDP. b)Real GDP is always larger than nominal GDP for the period 1960 to 2000. c)Real GDP is larger than nominal GDP from 1998 to 2002. d)Real GDP is smaller than nominal GDP from 1988 to 1995. e)Real GDP and nominal GDP would be equal for the entire period. Note: please see figure 2.1 on page 31 of the text book. Question 2 During the date 1990s, Japan experienced reductions in the GDP deflator. Given this information, we know with certainty that: a)Real GDP fell during these periods. b)Real GDP did not change during these periods. c)The overall price level in Japan decreased during these periods. d)Both real GDP and the overall price level decreased during these periods. Question 3 Suppose that in January 2003 in Australia, 200 million people are working, 20 million are not working but are looking for work, and 40 million are not working and have given up looking for work. The official unemployment rate for that month is: a)7.7% b)9.1% c)10% d)23% e)30% Question 4 A country using the Australian system of unemployment statistics has 100 million people, of whom 50 million are working age. Of these 50 million, 20 million have jobs. Of the remainder: 10 million are actively searching for jobs; 10 million would like jobs but are not searching; and 10 million do not want jobs at all. The labour force is: a)10 million b)20 million
1. A branch of economics dealing with the performance, structure, behavior, and decision-making of an economy as a whole, rather than individual markets. 2.Basic concepts: ?Output and income ?Unemployment ?Inflation and deflation. 3.It studies aggregated indicators such as: ? ?Unemployment rate: "Unemployed workers" are those who are currently not working but are willing and able to work for pay, currently available to work, and have actively searched for work. ?Price indexes: 1. CPI (Consumer price index): measures changes communication, and other goods and services. 2. PPI (Producer price index): measures the average changes in prices received by domestic producers for their output. Macroeconomists develop models that explain the relationship between such factors as national income, output, consumption, unemployment, inflation, savings, investment, international trade and international finance. Macroeconomics policy: ?Monetary policy(interest rates) ?Fiscal policy (tax structure and government spending)
习题集四 PART A QUESTION 1 The definition of the term ‘long run’ is based directly on: 1. time. 2. macroeconomic adjustment. 3. the natural level of output. 4. the balance of trade. QUESTION 2 The underground economy is: 1. a term applied to the mining industry. 2. that part of the economy that is not measured in official GDP data owing to illegal activities and tax avoidance. 3. the adjustment that should be made to official GDP data owing to environmental degradation. 4. the opportunity cost incurred when workers are involuntarily unemployed. QUESTION 3 ‘Disagreements among macroeconomists can be generated by the different weights they apply to objectives even when their views about how the economy works are the same’. This statement is: 1. true. 2. false. QUESTION 4 In an economy there are 18 million people over 15 years of age, there are 12 million people employed and 3 million people unemployed. The unemployment rate is: 1. 10.0 percent. 2. 16.7 percent. 3. 20.0 percent. 4. impossible to calculate without further information. QUESTION 5 ‘If we assume that the quantity of money is determined by the government as a matter of policy, then the interest rate must remain fixed as the number or value of
AP? Macroeconomics 2011 Free-Response Questions Form B About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT? and the Advanced Placement Program?. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. ? 2011 The College Board. College Board, Advanced Placement Program, AP, AP Central, SAT and the acorn logo are registered trademarks of the College Board. Admitted Class Evaluation Service and inspiring minds are trademarks owned by the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: https://www.doczj.com/doc/a66556348.html,. Permission to use copyrighted College Board materials may be requested online at: https://www.doczj.com/doc/a66556348.html,/inquiry/cbpermit.html. Visit the College Board on the Web: https://www.doczj.com/doc/a66556348.html,. AP Central is the official online home for the AP Program: https://www.doczj.com/doc/a66556348.html,.
Macroeconomics ------------------------------------------------------------------------------ ---------------------------------------- Part I Introduction Chapter 1 The Science of Macroeconomics 【Mainpoints】 1.Exogenous Variables and Endogenous Variables Example: The total quantity and price level of pizza in a country. Exogenous variables are given in a model. [aggregate income, price of materials] Endogenous variables are what a model explains. [price level and total quantity of pizza] 2.Flexible Price and Sticky Price Flexible price: easy to adjust, in short run. Sticky price: hard to adjust, in long run. =========================================== Chapter 2 The Data of Macroeconomics 【Mainpoints】 1.GDP (1) Real GDP and Nominal GDP, GDP deflator (2) economy's income = economy's expenditure (3) GDP = C + G + I + NX 2.CPI (1) CPI measures the price of a basket of goods (2) CPI = ∑P m Q / ∑P n Q (3) difference between GDP deflator and CPI 3. The Unemployment Rate (1) Labour Force = Number of Unemployment + Number of Employment (2) Unemployment Rate = Number of Unemployment / Labour Force × 100% ------------------------------------------------------------------------------ ---------------------------------------- Part II Classical Theory: The Economy in the Long Run ---- Flexible Price Chapter 3 National Income: Where It Comes From and Where It Goes 【Mainpoints】 1.Total Production (1) Production Function: Y = F(L,K) (2) constant returns to scale: zY = zF(L,K) 2. National Income Distribution (1) Factor Prices ---- Labour: MPL = F(L+1,K) - F(L,K) ΔProfit = ΔRevenue - ΔCost = MPL×P - W In order to maximize profit, make ΔProfit = 0. So MPL=W/P, Real Wage Labour Income = MPL×L (2) Factor Prices ---- Capital
ECON 2803 Spring 2010 Test 2 Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. ____1. Over time, people have come to rely more on market-produced goods and less on goods that they produce for themselves. For example, busy people with high incomes, rather than cleaning their own houses, hire people to clean their houses. By itself, this change has a.caused measured GDP to fall. b.not caused any change in measured GDP. c.caused measured GDP to rise. d.probably changed measured GDP, but in an uncertain direction; the direction of the change depends on the difference in the quality of the cleaning that has resulted. ____2. Transactions involving items produced in the past, such as the sale of a 5-year-old automobile by a used car dealership or the purchase of an antique rocking chair by a person at a yard sale, are a.included in current GDP because GDP measures the value of all goods and services sold in the current year. b.included in current GDP but valued at their original prices. c.not included in current GDP because GDP only
习题集二 PART A QUESTION 1 An increase in the marginal propensity to consume from 0.5 to 0.7 will cause: a)the ZZ line to become steeper and a given change in government spending (G) to have a smaller effect on output. b)the ZZ line to become steeper and a given change in government spending (G) to have a larger effect on output. c)the ZZ line to become flatter and a given change in government spending (G) to have a smaller effect on output. d)the ZZ line to become flatter and a given change in government spending (G) to have a larger effect on output. QUESTION 2 Base on the model of the ―goods market‖, we know that an equal and simultaneous reduction in G and T will cause: a)an increase in output b)no change in output c) a reduction in output d)an increase in investment QUESTION 3 Using the information below, answer the following question C =1000+.8YD I = 800 G = 2000 T = 1000 The equilibrium level of GDP for the above economy equals: a)6000 b)8000 c)10000 d)15000 QUESTION 4 Suppose the central bank wishes to conduct expansionary monetary policy. Given this, we would expect which of the following to occur? a) A central bank purchase of bonds and an increase in the interest rate. b) A central bank purchase of bonds and a reduction in the interest rate. c) A central bank sale of bonds and increase in the interest rate. d) A central bank sale of bonds and reduction in the interest rate. QUESTION 5
JIANGXI UNIVERSITY OF FINANCE AND ECONOMICS School of International Studies Macroeconomic Theory (Final Exam A, Two hours) Answers Prof.X. Wang, M. Zhang ,P.Lu,L. Xiao and J.Li JUNE 2008 C Attention: Please use the separate paper and booklet provided to answer the following questions and identify the numbers of the question you are doing. Part One: Definitions (3 pts each, 15pts in total) 1.Potential GDP is the val ue of real GDP when all the economy’s labour, capital, land, and entrepreneurial ability are fully employed. 2.The unemployment rate is the percentage of the people in the labour force who are unemployed. 3.The labor force is the sum of employed and unemployed workers. 4.The economic growth rate is the percentage change in the quantity of goods and services produced from one year to the next. 5.Aggregate demand is the relationship between the quantity of real GDP demanded and the price level. Part Tow: Multiplier Choice ( please choose one of the best answers among the choices given in each question and then blacken it on your answer sheet. 2 points each, 50 points in total) 1.All of the following contribute to raising real wages over time EXCEPT A) technological progress. B) rising labor force participation. C) physical capital accumulation. D) human capital accumulation Answer: B 2. The money wage rate is $10 per hour and the price level is 100. If the price level falls to 50 and the money wage rate does not change, what happens to the real wage rate? A) The real wage rate doubles. B) The real wage rate rises, but does not double. C) The real wage rate does not change.
part I Introduction C H A P T E R O N E The Science of Macroeconomics The whole of science is nothing more than the refinement of everyday thinking. —Albert Einstein 1-1 What Macroeconomists Study Why have some countries experienced rapid growth in incomes over the past century while others stay mired in poverty? Why do some countries have high rates of inflation while others maintain stable prices? Why do all countries experience recessions and depressions-recurrent periods of falling incomes and rising unemployment—and how can government policy reduce the frequency and severity of these episodes? Macroeconomics, the study of the economy as a whole, attempts to answer these and many related questions. To appreciate the importance of macroeconomics, you need only read the newspaper or listen to the news. Every day you can see headlines such as INCOME GROWTH SLOWS, FED MOVES TO COMBAT INFLATION, or STOCKS FALL AMID RECESSION FEARS. Although these macroeconomic events may seem abstract, they touch all of our lives. Business executives forecasting the demand for their products must guess how fast c onsumers’ incomes will grow. Senior citizens living on fixed incomes wonder how fast prices will rise. Recent college graduates looking for jobs hope that the economy will boom and that firms will be hiring. Because the state of the economy affects everyone, macroeconomic issues play a central role in political debate. Voters are aware of how the economy is doing, and they know that government policy can affect the economy in powerful ways. As a result, the popularity of the incumbent president rises when the economy is doing well and falls when it is doing poorly. Macroeconomic issues are also at the center of world politics. In recent years, Europe has moved toward a common currency, many Asian countries have experienced financial turmoil and capital flight, and the United States has financed large trade deficits by borrowing from abroad. When world leaders meet, these topics are often high on their agendas. Although the job of making economic policy falls to world leaders, the job of explaining how the economy as a whole works falls to macroeconomists. Toward this end, macroeconomists collect data on incomes, prices, unemployment, and many other variables from different time periods and different countries. They then attempt to formulate general theories that help to explain these data. Like astronomers studying the evolution of stars or biologists studying the evolution of species, macroeconomists cannot conduct controlled experiments. Instead, they must make use of the data that history gives them. Macroeconomists observe that economies differ from one another and that they change over time. These observations provide both the motivation for developing macroeconomic theories and the data for testing them. To be sure, macroeconomics is a young and imperfect science. The macroeconomist’s ability to predict the future course of economic events is no better than the meteorologist’s ability to predict next month’s weather. But, as you will see, macroeconomists do know quite a lot about how the economy works. This knowledge is useful both for explaining economic events and for formulating economic policy. Every era has its own economic problems. In the 1970s, Presidents Richard Nixon, Gerald Ford, and Jimmy Carter all wrestled in vain with a rising rate of inflation. In the 1980s, inflation subsided, but Presidents Ronald Reagan and George Bush presided over large federal budget deficits. In the 1990s, with President Bill Clinton in
135 ANSWERS TO END-OF-CHAPTER PROBLEMS CHAPTER 1 Quick Check 1. a. True. b. True. c. False. d. False/uncertain. The rate of growth was higher during the decade beginning in 1996 than during the previous two decades, but it is probably unrealistic to expect productivity to continue to grow at such a fast pace. e. False. There are problems with the statistics, but the consensus is that growth in China has been high. f. False. The European ―unemployment miracle‖ refers to the relatively low Europ ean unemployment rate in the 1960s and the early 1970s. g. True. h. True. 2. a. More flexible labor market institutions may lead to lower unemployment, but there are questions about how precisely to restructure these institutions. The United Kingdom has restructured its labor market institutions to resemble more closely U.S. institutions and now has a lower unemployment rate than before the restructuring. On the other hand, Denmark and the Netherlands have relatively low unemployment rates while maintaining relatively generous social insurance programs for workers. In addition, some economists argue that tight monetary policy has at least something to do with the high unemployment rates in Europe. b. Although the Euro will remove obstacles to free trade between European countries, each country will be forced to give up its own monetary policy. Dig Deeper 3. a. The Chinese government has encouraged foreign firms to produce in China. Since foreign firms are typically more productive than Chinese firms, the presence of foreign firms has lead to an increase in Chinese productivity. The Chinese government has also encouraged joint ventures between foreign and Chinese firms. These joint ventures allow Chinese firms to learn from more productive foreign firms. b. The recent increase in U.S. productivity growth has been a result of the development and widespread use of information technologies. c. The United States is a technological leader. Much of U.S. productivity growth is related to the development of new technologies. China is involved in technological catch-up. Much of Chinese productivity growth is related to adopting existing technologies developed abroad. d. It’s not clear to what extent China provides a model for o ther developing countries. High investment seems a good strategy for countries with little capital, and encouraging foreign firms to produce (and participate in joint ventures) at home seems a good strategy for countries trying to improve productivity. On the other hand, the degree to which China’s centralized political control has been important in managing the pace of the transition and in protecting property rights
Advanced Macroeconomics GOALS Macroeconomics is the study of the economy as a whole. It is therefore concerned with some of the most important questions in economics. ?Why are some countries rich and others poor? ?Why do countries grow? ?What are the sources of recessions and booms? ?What are the determinants of consumption and investment? ?Why is there unemployment? ?What are the sources of inflation? Answers to such questions are the subject of this course. EVALUATION Given the course's format, I expect you to read in advance the material for every session. Active participation is encouraged. There will be 3 homework assignments. They will be posted on the course's website. All problem sets should be typed, yet graphs and algebra can be hand-written as long as they are clear and legible. Late assignments will not be accepted under any circumstance. There will be one midterm exam and one final exam. Final exam will be cumulative. Your final grade in the class will be determined as the following weighted average of your work throughout the semester Problem Sets 20% Midterm Exam 30% Final Exam 50% TEXTBOOK The main text for the course is Romer, David. Advanced Macroeconomics. McGraw Hill, 2006 (3rd edition). Supplementary readings include lecture notes, which I will distribute as we proceed, as well as journal articles and selections from other books.