Exam 3 Studey Guide Winter 2019 NOanswers PDF

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Study Guide 3 Anthropology 101 Winter 2019

1. With the term sex, anthropologists are referring to biological differences. In contrast, they define gender as A. the cultural construction of whether one is female, male, or something else. B. a political system ruled male, ory men that defines the identity of women. C. the tasks and activities that a culture assigns to each sex. D. the marked differences in male and female biology, which vary across cultures. E. one’s biological identity. Learning Objective: Understand the difference between sex and gender, and gender roles and gender stereotypes, including how gender may be culturally constructed. Topic: Sex and gender 2. The tasks and activities that a culture assigns to each sex are known as A. gender stereotypes. B. the prestige coefficient. C. sexual ascribed status. D. gender roles. E. sex roles. Learning Objective: Understand the difference between sex and gender, and gender roles and gender stereotypes, including how gender may be culturally constructed. Topic: Sex and gender 3. Ethnographic evidence has revealed that traditionally, Pawnee women worked wood, and among the Hidatsa, women made boats. Cases such as these suggest that A. the division of labor by gender is a natural characteristic of human societies. B. biology has nothing to do with gender roles. C. anthropologists are overly optimistic about finding a society with perfect gender equality. D. patterns of division of labor by gender are culturally general—not universal. E. exceptions to cross-cultural generalization are actually the rule. Learning Objective: Understand the relationship of gender relations and economy among foragers, horticulturalists, agriculturalists, and industrialists. Topic: The relationship of gender relations and economy 4. A. B. C. D. E.

This chapter’s discussion on recurrent gender patterns stresses that it is the role of industrialized nations to correct patterns that are immoral. the United Nations should become more involved in reversing these patterns. exceptions to cross-cultural generalizations may involve societies or individuals. these patterns are universals rather than generalities. these generalities are based on bad data, because the studies did not use randomized sampling. Learning Objective: Understand the relationship of gender relations and economy among 1

foragers, horticulturalists, agriculturalists, and industrialists. Topic: The relationship of gender relations and economy 5. The domestic–public dichotomy refers to the separation of A. spheres of exchange. B. secular and sacred domains. C. the elite and commoners. D. home and the outside world. E. cooking and sleeping spaces in residential units. Learning Objective: Understand the domestic–public dichotomy and how it relates to differential gender status, including how the patrilineal-patrilocal complex contributes to gender stratification. Topic: The domestic–public dichotomy and the patrilineal-patrilocal complex 6. When compared to other kinds of societies, all the following are true about foragers EXCEPT that A. the public and private spheres are least separate. B. hierarchy is least marked. C. when gathering is prominent, gender status tends to be more equal. D. sexual promiscuity is most common and routinely punished. E. the rights, activities, and spheres of influence of men and women overlap the most. Learning Objective: Understand the domestic–public dichotomy and how it relates to differential gender status, including how the patrilineal-patrilocal complex contributes to gender stratification. Topic: The domestic–public dichotomy and the patrilineal-patrilocal complex 7. Which of the following is NOT among the four sexual orientations found throughout the world? A. transsexuality B. homosexuality C. bisexuality D. heterosexuality E. asexuality Learning Objective: Understand how sexuality and gender vary cross-culturally, focusing on the sexual beliefs and practices among the Etoro men as described in the late 1960s. Topic: Cross-cultural variances in sexuality and gender 8. Transgender is a social category that A. includes people whose gender identity has no apparent biological roots. B. always contrasts biologically with “ordinary” males and females. C. consists of only intersex people. D. is entirely biologically constructed. E. has no validity within the social sciences. Learning Objective: Understand that a society may recognize more than two genders and the difference between transgender, intersex, and transsexual. Topic: Transgender, intersex, and transsexual 2

9. Intersex, a group of conditions involving discrepancy between external genitals and internal genitals, can have a variety of chromosomal causes that create a sex-gender difference. Which of the following chromosomal anomalies identifies a person with the chromosomes of a woman and female internal anatomy, but with male external genitals? A. XY intersex person B. true gonadal intersex person C. Klinefelter’s syndrome (XXY configuration) D. XX intersex person E. Turner syndrome Learning Objective: Understand that a society may recognize more than two genders and the difference between transgender, intersex, and transsexual. Topic: Transgender, intersex, and transsexual 10. In recent times, many foraging groups have been exposed to the idea of food production but have not adopted it. Why? A. They did not have the skills or tools to do so. B. Their own economies provided a perfectly adequate and nutritious diet, with a lot less work. C. People naturally resist change, especially foragers. D. They had to ask permission from the state to do so. E. They did not realize the advantages of food production. Learning Objective: Understand what foraging, horticulture, and agriculture entail, and know the predominant social features often correlated with these adaptive strategies in Cohen’s typology. Topic: The main features of foraging, horticulture, and agriculture 11. Despite differences arising from environmental variation, all foraging economies have shared one essential feature: A. their emphasis on devising new forms of organic pesticides. B. their reliance on welfare supplied by state-level societies. C. their willingness to test out new food-producing technologies to see if they are any better than what they are used to. D. their interest in developing irrigation technologies to control sources of water. E. their reliance on available natural resources for their subsistence, rather than controlling the reproduction of plants and animals. Learning Objective: Understand what foraging, horticulture, and agriculture entail, and know the predominant social features often correlated with these adaptive strategies in Cohen’s typology. Topic: The main features of foraging, horticulture, and agriculture

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12. This chapter’s description of the San Bushmen’s relation to the government of Botswana provides a telling example of how A. foragers are willingly choosing to change their lifestyles and become a part of the global village. B. foraging communities’ identities are being reshaped by their relationships with NGOs. C. the foraging lifestyle has finally become a thing of the past. D. more and more foragers have come under the control of nation-states and are now influenced by the forces of globalization. E. human rights are limited. Learning Objective: Understand how contemporary foragers, horticulturalists, agriculturalists, and pastoralists live in nation-states and potentially engage in different adaptive strategies or forms of labor. Topic: Contemporary foragers, horticulturalists, agriculturalists, and pastoralists 13. Yehudi Cohen’s adaptive strategies A. suggest hypothetical correlations—that is, a causal relation between two or more variables, such as economic and cultural variables. B. suggest multidirectional relationships between a society’s mean and its mode of production. C. suggest that economic systems are a better way of categorizing societies than relying on cultural patterns. D. suggest an association between the economies of societies and their social features. E. have strong predictive powers when analyzed in computer models. Learning Objective: Understand what distinguishes an adaptive strategy, and identify the five adaptive strategies in Yehudi Cohen’s typology of societies, including the link between economy and social features. Topic: Cohen’s five adaptive strategies 14. Which of the following is NOT characteristic of band-organized societies? A. an egalitarian social structure B. all related by kinship or marriage C. fewer than 100 people D. permanent villages E. minor contrasts in prestige Learning Objective: Understand what foraging, horticulture, and agriculture entail, and know the predominant social features often correlated with these adaptive strategies in Cohen’s typology. Topic: The main features of foraging, horticulture, and agriculture

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15. Why do anthropologists question the idea that present-day foragers can be compared to Paleolithic foragers? A. There are no present-day foragers. B. The types of foraging vary so widely that few generalizations can be drawn. C. Present-day foragers have been in contact with food-producing and industrialized societies for long periods of time and all live within nation-states that inevitably affect their livelihood. D. Paleolithic foragers were pre-linguistic. E. Paleolithic foragers were not Homo sapiens. Learning Objective: Understand how contemporary foragers, horticulturalists, agriculturalists, and pastoralists live in nation-states and potentially engage in different adaptive strategies or forms of labor. Topic: Contemporary foragers, horticulturalists, agriculturalists, and pastoralists 16. Which of the following is a characteristic of most foraging societies? A. social stratification B. sedentism C. egalitarianism D. irrigation E. large populations Learning Objective: Understand what foraging, horticulture, and agriculture entail, and know the predominant social features often correlated with these adaptive strategies in Cohen’s typology. Topic: The main features of foraging, horticulture, and agriculture 17. Why do slash-and-burn cultivators stop using a plot of land every two to three years? A. They burn so much wood that the air becomes too polluted to support a healthful existence. B. Slash-and-burn cultivation is unique to segmentary-lineage organized societies, and crop rotation follows the cycle of interlineage exchange. C. Slash-and-burn cultivation is associated with big-game hunting, which requires regular movement so as not to deplete the animal population. D. Slash-and-burn cultivators use relatively primitive irrigation systems, which have to be repaired every three to four years. E. The wild vegetation needs time to reestablish itself before it is burned to clear the land and fertilize the soil. Learning Objective: Understand what foraging, horticulture, and agriculture entail, and know the predominant social features often correlated with these adaptive strategies in Cohen’s typology. Topic: The main features of foraging, horticulture, and agriculture 18. Which of the following does NOT occur in moving along the cultivation continuum? A. Population density increases. B. Societies become more egalitarian. C. Village size increases. D. Villages are located closer together. E. Land is used more intensively. Learning Objective: Understand what foraging, horticulture, and agriculture entail, and know the predominant social features often correlated with these adaptive strategies in Cohen’s typology. Topic: The main features of foraging, horticulture, and agriculture 5

19. What happens as one moves along the cultivation continuum? A. Ceremonies and rituals become less formal. B. More time for leisurely pursuits becomes available. C. The use of land and labor intensifies. D. There is a heavier reliance on swidden cultivation. E. The use of communal cooking-houses becomes more common. Learning Objective: Understand what foraging, horticulture, and agriculture entail, and know the predominant social features often correlated with these adaptive strategies in Cohen’s typology. Topic: The main features of foraging, horticulture, and agriculture 20. Unlike in industrial societies, where economic alienation is common, in nonindustrial societies A. alienation is pervasive. B. alienation is suffered only among the poorer classes. C. social relations are embedded in all relations except the economic ones. D. the relations of production, distribution, and consumption are social relations with economic aspects E. alienation is an ascribed status. Learning Objective: Understand the difference between the modes and means of production, including how industrialism can lead to the alienation of a worker from the product of his or her labor. Topic: The modes and means of production 21. How are nonindustrial economic systems embedded in society? A. People are not aware that they are working toward a goal. B. The economic system has little to do with the everyday life of the people. C. The economic system cannot easily be separated from other systems, such as kinship. D. Most nonindustrial economies are managed systems. E. Most economic activity takes place far from home. Learning Objective: Understand the difference between the modes and means of production, including how industrialism can lead to the alienation of a worker from the product of his or her labor. Topic: The modes and means of production ***22. Generalized reciprocity A. is characterized by the immediate return of the object exchanged. B. is the characteristic form of exchange in egalitarian societies. C. usually develops after redistribution but before the market principle. D. disappears with the origin of the state. E. is exemplified by silent trade. Learning Objective: Remember the different forms of distribution and exchange, including the market principle, redistribution, and the various forms of reciprocity. Topic: Different forms of distribution and exchange

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23. Which of the following kinds of exchange is characteristic among the members of a family? A. generalized reciprocity B. balanced reciprocity C. negative reciprocity D. redistribution E. None of these answers is correct. Learning Objective: Remember the different forms of distribution and exchange, including the market principle, redistribution, and the various forms of reciprocity. Topic: Different forms of distribution and exchange 24. Which of the following statements about potlatching is NOT true? A. Potlatching is an example of competitive feasting. B. Potlatching was misinterpreted as a classical case of economically wasteful behavior. C. Potlatching is a form of exchange that has long-term adaptive value. D. Potlatching is a case that proves that the profit-maximizing motive is a human universal. E. Potlatching is well documented among Native American communities of the North Pacific Coast of North America. Learning Objective: Understand the potlatch, including where it is found, how it has changed over time, and how it fosters social relationships and alliances both locally and regionally. Topic: The potlatch 25. A key feature of language that helps explain anthropologists’ continued interest in studying it is that it A. enables us to compare human and nonhuman primate linguistic grammars. B. tells us a lot about the present, although nothing about the past. C. is always changing. D. helps them distinguish between the more and less evolved human races. E. rarely changes, so it provides a good window into linguistic uses of the past. Learning Objective: Understand the structure and nature of animal communication and how it differs from human communication. Topic: Animal communication and human communication 26. Which of the following statements about chimpanzee call systems is NOT true? A. They consist of a limited number of sounds. B. Like language, they include displacement and cultural transmission. C. They consist of sounds that vary in intensity and duration. D. Calls cannot be combined when multiple stimuli are present. E. They are stimuli dependent. Learning Objective: Understand the structure and nature of animal communication and how it differs from human communication. Topic: Animal communication and human communication

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27. Research on the communication skills of nonhuman primates reveals their inability to refer to objects that are not immediately present in their environment, such as food and danger. The ability to describe things and events that are not present is called A. cultural transmission. B. displacement. C. linguistic imagination. D. phonology. E. productivity. Learning Objective: Understand the structure and nature of animal communication and how it differs from human communication. Topic: Animal communication and human communication 28. Recent research on the origins of language suggests that a key mutation might have something to do with it. Comparing chimp and human genomes, it appears that A. chimps lack the tongue-rolling gene that all humans have, which might explain why they struggle to achieve clear speech. B. chimps share with humans all the genetic propensities for language but lack the languageactivation mutation. C. a speech-friendly mutation occurred among Neandertals in Europe and spread to other human populations through gene flow. D. the speech-friendly form of the gene FOXP2 took hold in humans some 150,000 years ago. E. the speech mutation occurred even before the hominin line split from the rest of the hominids. Learning Objective: Understand the structure and nature of animal communication and how it differs from human communication. Topic: Animal communication and human communication 29. Language and communication involve much more than just verbal speech. The study of communication through body movements, stances, gestures, and facial expressions is known as A. linguistic physiology. B. biosemantics. C. kinesics. D. protolinguistics. E. diglossia. 30. Which of the following was studied by Sapir and Whorf? A. the interaction of thought and surface structure B. the influence of language on thought C. the influence of deep structure on surface structure D. the influence of deep structure on semantic domains E. the influence of culture on language Learning Objective: Remember the central premise of Noam Chomsky’s concept of universal grammar, as well as that of the Sapir-Whorf hypothesis. Topic: Chomsky’s universal grammar and the Sapir-Whorf hypothesis

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31. Just as in other areas of anthropology, the study of language involves investigating what is or isn’t shared across human populations and why these differences or similarities exist. The linguist Noam Chomsky has argued that the human brain contains a limited set of rules for organizing language, so that all languages have a common structural basis. He calls this set of rules A. the evolutionary linguistic imprint. B. linguistic structuralism. C. generalities. D. a global mental map. E. the universal grammar. Learning Objective: Remember the central premise of Noam Chomsky’s concept of universal grammar, as well as that of the Sapir-Whorf hypothesis. Topic: Chomsky’s universal grammar and the Sapir-Whorf hypothesis 32. Sapir and Whorf argued that the grammatical categories of different languages lead their speakers to think about things in particular ways. However, studies on the differences between female and male Americans with regard to the color terms they use suggest that A. changes in the U.S. economy, society, and culture have had no impact on the use of color terms, or on any other terms for that matter. B. contrary to the Sapir-Whorf hypothesis, it might be more reasonable to say that changes in culture produce changes in language and thought, rather than the reverse. C. in support of the Sapir-Whorf hypothesis, different languages produce different ways of thinking. D. women and men are equally sensitive to the marketing tactics of the cosmetic industry. E. women spend more money on status goods than do men. Learning Objective: Remember the central premise of Noam Chomsky’s concept of universal grammar, as well as that of the Sapir-Whorf hypothesis. Topic: Chomsky’s universal grammar and the Sapi...