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1 | |
Which of the following is NOT an example of micro-extremism? |
| | A) | exchange theory |
| | B) | behaviorism |
| | C) | symbolic interactionism |
| | D) | structural functionalism |
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2 | |
Which of the following is an example of macro-extremism? |
| | A) | conflict theory |
| | B) | Marx's social theory |
| | C) | Durkheimian social theory |
| | D) | ethnomethodology |
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3 | |
There are two major strands of micro-macro integration. One deals with integrating theories; the other deals with integrating: |
| | A) | systems. |
| | B) | theorists. |
| | C) | levels. |
| | D) | components. |
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4 | |
Consumer debt is an example of: |
| | A) | personal troubles. |
| | B) | private issues. |
| | C) | exploitation. |
| | D) | both personal troubles and private issues. |
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5 | |
For Jeffrey Alexander, normative, non-rational, and affective actions constitute ____________ dimensions of his multidimensional sociology. |
| | A) | materialist |
| | B) | non-material |
| | C) | macro |
| | D) | micro |
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6 | |
Alexander believed that according privilege to the ________________ level was a "theoretical mistake." |
| | A) | micro |
| | B) | macro |
| | C) | subjective |
| | D) | objective |
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7 | |
George Ritzer's attempts at an integrated sociological paradigm can be differentiated from Alexander's multidimensional sociology because: |
| | A) | Alexander does not use an equivalent objective-subjective continuum. |
| | B) | Alexander does not use an equivalent micro-macro continuum. |
| | C) | Alexander privileges one level over another. |
| | D) | Alexander's dimensions are either/or, not continuums. |
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8 | |
James Coleman's attempt at bridging levels of analysis focused on the relationship between: |
| | A) | micro-to-macro. |
| | B) | macro-to-micro. |
| | C) | objective-subjective. |
| | D) | behavior-ideas. |
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9 | |
Which of the following is NOT one of the three basic ways to describe macro phenomena? |
| | A) | aggregation |
| | B) | structural |
| | C) | integrative |
| | D) | global |
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10 | |
Allen Liska wants to move away from ___________ because sociologists know so little about how it works. |
| | A) | technology |
| | B) | emergence |
| | C) | society |
| | D) | psychology |
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11 | |
Randall Collins's "interactional ritual chains" are an example of focusing on the _____________ level of analysis. |
| | A) | micro |
| | B) | macro |
| | C) | meso |
| | D) | system |
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12 | |
The concept of figuration is associated with: |
| | A) | James Coleman. |
| | B) | George Ritzer. |
| | C) | Jeffrey Alexander. |
| | D) | Norbert Elias. |
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13 | |
Norbert Elias was generally concerned with: |
| | A) | when farting became more ill-mannered than picking one's nose. |
| | B) | the relationship between civilization and electricity. |
| | C) | changes in the structure of society and changes in the structure of behavior. |
| | D) | how public nose-blowing was really a private issue. |
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14 | |
Elias's The History of Manners dealt with _______ issues, while his Power and Civility dealt with _______ issues. |
| | A) | subjective; objective |
| | B) | internal; external |
| | C) | micro; macro |
| | D) | macro; micro |
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15 | |
For Elias, the proliferation of manners disseminated from: |
| | A) | the rational advancement of science. |
| | B) | changes in the behavior of nobles in the court. |
| | C) | a general increase in intellect among the peasantry. |
| | D) | the increasing availability of handkerchiefs and silverware. |
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16 | |
According to Elias, the extension of manners was evidence of a shift from: |
| | A) | control by God to self-control. |
| | B) | a lack of control to self-control. |
| | C) | control by king to control by democracy. |
| | D) | control by violence to control by taxation. |
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17 | |
The mechanism at the root of the extension of manners was: |
| | A) | the lengthening of interdependency chains. |
| | B) | the waning power of the church. |
| | C) | the expansion of education. |
| | D) | the emergence of a strong ruling personality. |
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18 | |
According to Elias, court nobles were more considerate of others than warriors were because court nobles: |
| | A) | were better taught. |
| | B) | could be more easily replaced. |
| | C) | depended more on others. |
| | D) | bathed more regularly. |
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19 | |
For Elias, there was a direct link between the growing power of the _______ and later _______, and the development of a parallel controlling agency within the individual. |
| | A) | sciences; medicine |
| | B) | king; the state |
| | C) | church; the police |
| | D) | passions; psychology |
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20 | |
According to Elias, while control over passions made life less dangerous, it also made life: |
| | A) | simpler. |
| | B) | less pleasurable. |
| | C) | shorter. |
| | D) | require more work. |
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21 | |
All of the classical theorists were examples of macro extremists. |
| | A) | true |
| | B) | false |
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22 | |
George Ritzer sees the various levels of analysis in an integrated paradigm as being dialectically related. |
| | A) | true |
| | B) | false |
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23 | |
According to Ritzer, personal troubles tend to be those that affect large numbers of people, perhaps society as a whole. |
| | A) | true |
| | B) | false |
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24 | |
James Coleman's integrative model links the levels of analysis causally. |
| | A) | true |
| | B) | false |
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25 | |
Using a structural way of describing macro-level phenomena means looking at relationships between individuals within a group. |
| | A) | true |
| | B) | false |
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26 | |
Randall Collins's concept of "interaction ritual chains" is an attempt to integrate both the micro and macro levels of analysis. |
| | A) | true |
| | B) | false |
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27 | |
Norbert Elias's concept of figurations refers to the structures that are external to and coercive of relationships between people. |
| | A) | true |
| | B) | false |
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28 | |
For Elias, the spread of manners was an even climb towards "civilization." |
| | A) | true |
| | B) | false |
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29 | |
For Elias, control over passions was a completely positive development for individuals. |
| | A) | true |
| | B) | false |
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30 | |
Elias represents another sociological theorist on the extremes of micro- and macro-level analyses. |
| | A) | true |
| | B) | false |
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2004 McGraw-Hill Higher Education