Ch8 Test Bank Docx Primate Life Histories And The Evolution - How Humans Evolved 8e | Test Bank by Robert Boyd by Robert Boyd. DOCX document preview.
CHAPTER 8: Primate Life Histories and the Evolution of Intelligence
MULTIPLE CHOICE
1. A key derived primate trait is a relatively large brain relative to body size, with humans having among the largest. How much metabolic energy do adult human brains consume in a day?
a. | 10% | c. | 30% |
b. | 20% | d. | 40% |
a. | number of estrous cycles versus female’s life span |
b. | number of adult males versus number of adult females in a group |
c. | sex ratio of offspring versus quantity of offspring |
d. | quality versus quantity of offspring |
OBJ: A. Explain how life history theory helps us understand why certain features, such as fertility and longevity, are correlated. MSC: Remembering
3. Animals with long life histories, like primates, grow for a long time at the expense of their
a. | later fertility. | c. | later growth. |
b. | early fertility. | d. | early growth. |
a. | Natural selection does this; most mammals will eventually evolve the ability to have multiple offspring per litter. |
b. | The number of offspring per litter has no effect on reproductive success because in most cases only one survives anyway. |
c. | Reproducing involves a number of trade-offs, including quantity (number) versus quality of offspring. Larger litters mean lower-quality individual offspring. |
d. | It is not possible to change the number of offspring per litter in mammals; all mammals have about the same number of offspring. |
OBJ: A. Explain how life history theory helps us understand why certain features, such as fertility and longevity, are correlated. MSC: Applying
5. The extent to which selection favors a strategy in which an animal makes an investment is determined by
a. | senescence. |
b. | the total cost of the investment. |
c. | the total benefit derived from the investment. |
d. | the net benefit (benefit minus cost) of the strategy. |
a. | because of the relative benefits animals can derive from current reproduction versus from living longer |
b. | because things must eventually wear down, like the transmission on a car |
c. | because everything must grow old and die as a part of the cycle of life |
d. | because animals with senescence, such as zoo animals or humans with medical care, live long artificially |
OBJ: A. Explain how life history theory helps us understand why certain features, such as fertility and longevity, are correlated. MSC: Understanding
7. If predation pressure is very high, we can expect that natural selection favors animals with ________ life histories.
a. | long | c. | intermediate |
b. | slow | d. | fast |
a. | predator avoidance. | c. | life history traits. |
b. | mating patterns. | d. | secondary sex characteristics. |
OBJ: A. Explain how life history theory helps us understand why certain features, such as fertility and longevity, are correlated. MSC: Applying
9. All things being equal, fast maturation and early reproduction are advantageous because they
a. | increase the length of the reproductive life span. |
b. | increase generation time. |
c. | result in a juvenile stage. |
d. | give offspring a longer learning period. |
a. | because genes eventually mutate and grow old, so the elderly must perish to increase group fitness |
b. | because natural selection favors young alleles for reproduction |
c. | because individual fitness is determined early in life |
d. | because genes that enhance early fertility at the cost of a shortened life span increase individual fitness |
OBJ: A. Explain how life history theory helps us understand why certain features, such as fertility and longevity, are correlated. MSC: Understanding
11. Animals that reproduce at later ages have
a. | smaller brain and body sizes. |
b. | longer gestation times. |
c. | shorter life spans and higher rates of mortality. |
d. | a menopausal stage. |
a. | large body size and small brains. |
b. | short gestation times and large litters. |
c. | high rates of mortality and long life spans. |
d. | low rates of mortality and short life spans. |
OBJ: B. Assess how the evolution of big brains has shaped primate life history strategies.
MSC: Remembering
13. Which of the following factors is hypothesized to contribute to the intelligence of primates?
a. | teaching behaviors to others |
b. | provisioning |
c. | competitive pressures produced by sociality |
d. | manually manipulating food |
a. | allocate investment to many offspring. |
b. | use complex behavior to acquire or access hard-to-find or extracted food. |
c. | enter into reciprocal relationships with conspecifics. |
d. | understand how dominance influences access to food. |
REF: Selective Pressures Favoring Large Brains in Monkeys and Apes
OBJ: C. Explain why primatologists think natural selection has favored large brains in monkeys and apes. MSC: Understanding
15. Which of the following aspects of the social hypotheses for the evolution of intelligence in primates have primatologists rejected?
a. | In larger groups, competition for food, mates, grooming partners, and other valuable resources selects for intelligence. |
b. | In many primates, formation of social bonds used in coalitions, exchange networks, and access to resources selects for intelligence. |
c. | The stresses of keeping track of social relationships in large groups select for intelligence in monkeys that live in large groups. |
d. | The great apes are the most intelligent, have the largest brains, and live in the largest and most complex social groups. |
a. | social | c. | mating |
b. | foraging | d. | ranging |
REF: Selective Pressures Favoring Large Brains in Monkeys and Apes
OBJ: C. Explain why primatologists think natural selection has favored large brains in monkeys and apes. MSC: Applying
17. The area of the brain that is most closely associated with problem solving and behavioral flexibility is the
a. | brain stem to hippocampus ratio. | c. | absolute size of brain stem. |
b. | executive brain to brain stem ratio. | d. | absolute size of hippocampus. |
a. | It includes the entire hindbrain. |
b. | It is the neocortex volume compared to brain volume. |
c. | It is the comparison of brain to body size. |
d. | It is the comparison of neocortex size to body size. |
REF: Selective Pressures Favoring Large Brains in Monkeys and Apes
OBJ: C. Explain why primatologists think natural selection has favored large brains in monkeys and apes. MSC: Applying
19. The neocortex ratio in primates is positively correlated with
a. | tool use. | c. | the extent of leaves in the diet. |
b. | the amount of activity pattern. | d. | group size. |
a. | home-range size. | c. | forms of tool use. |
b. | nocturnal activity patterns. | d. | the amount of fruit in the diet. |
REF: Selective Pressures Favoring Large Brains in Monkeys and Apes
OBJ: C. Explain why primatologists think natural selection has favored large brains in monkeys and apes. MSC: Remembering
21. Which of the following is true of the behavior of the great apes?
a. | It fits the social intelligence hypothesis very well. |
b. | It includes tool use and foraging on foods that are difficult to process. |
c. | It requires living in large groups. |
d. | It is more socially complex than monkeys. |
a. | standardized measurement of cognitive ability. |
b. | absolute forebrain size. |
c. | absolute neocortex size. |
d. | standardized measure of group size. |
REF: Selective Pressures Favoring Large Brains in Monkeys and Apes
OBJ: C. Explain why primatologists think natural selection has favored large brains in monkeys and apes. MSC: Applying
23. Large brains may have initially evolved in monkeys and apes because they
a. | are more folivorous than their ancestors. |
b. | have greater dexterity in their hands than their ancestors. |
c. | are more likely to live in variable environments than their ancestors. |
d. | have larger social groups than their ancestors. |
a. | folivory | c. | extractive foraging |
b. | frugivory | d. | learning |
REF: Selective Pressures Favoring Large Brains in Monkeys and Apes
OBJ: C. Explain why primatologists think natural selection has favored large brains in monkeys and apes. MSC: Remembering
25. To understand third-party relationships, a primate must
a. | have knowledge of the nature of relationships among other individuals. |
b. | live in a large group. |
c. | be able to predict food distribution in an environment. |
d. | understand the reproductive rates of other primates. |
a. | males can recognize their offsprings’ vocalizations. |
b. | mothers recognize the call of their own offspring and one another’s offspring. |
c. | offspring recognize the calls of their mothers. |
d. | all group members respond to calls of juveniles. |
OBJ: E. Describe what primates know about their social world.
MSC: Understanding
27. In a playback experiment in which female baboons listened to a recording of a female’s grunt followed by another female’s submissive fear barks, which of the following occurred?
a. | Females responded more strongly when they heard a higher-ranking female responding submissively to a lower-ranking female’s grunt. |
b. | Females responded more strongly when they heard high-ranking females in conflict with each other. |
c. | Females reacted to each vocalization regardless of the rank of those making the call. |
d. | Females only reacted to the vocalizations of female kin. |
a. | deception during aggressive episodes to deflect an aggressor toward another individual. |
b. | turning received aggression back onto an aggressor. |
c. | responding to a threat by attacking a lower-ranking individual who was not involved in the original incident. |
d. | converting aggressive acts into socially beneficial acts using a sense of humor or irony. |
OBJ: E. Describe what primates know about their social world.
MSC: Applying
29. Which of the following statements is true of monkeys while forming coalitions?
a. | They enlist only the physically largest group members as allies. |
b. | They will act altruistically on behalf of allies. |
c. | They respond positively only if it is beneficial to them. |
d. | They choose lower-ranked animals to help them. |
a. | have a good idea about who will support them in a conflict. |
b. | enlist aid from the most dominant male in the group. |
c. | follow basic social rules, including supporting subordinates against dominants. |
d. | recruit allies who are close to their opponents. |
OBJ: E. Describe what primates know about their social world.
MSC: Understanding
31. In one study of capuchin monkeys, researchers found that capuchins follow basic rules when they form coalitions. The rules include which of the following?
a. | Males support each other against females. |
b. | Dominants are supported against subordinates. |
c. | Individuals intervene only when the ally outwits both individuals. |
d. | Individuals support members of the same matriline. |
a. | deceive one another. |
b. | create fictive kin categories. |
c. | make the connection between what others are looking at and what they are attending to. |
d. | recognize themselves in a mirror. |
OBJ: D. Describe what primates know about their physical environment.
MSC: Remembering
33. When comparing the abilities of 2-year-old humans with chimpanzees and orangutans of all ages, researchers concluded that humans and great apes differ in terms of tasks that involve
a. | physical cognition. | c. | the ecological world. |
b. | social cognition. | d. | morphological characteristics. |
a. | These differences are related to their differences in physical cognition. |
b. | These differences do not exist because both have a theory of mind. |
c. | These differences seem to reflect the specialized skills humans evolved for living and exchanging knowledge in cultural groups. |
d. | These differences are manifested within the act of deception. |
OBJ: D. Describe what primates know about their physical environment.
MSC: Remembering
35. An example of associative learning is
a. | watching the behavior of parents. | c. | memory of past events. |
b. | imprinting. | d. | understanding cause and effect. |
a. | form complex social coalitions. |
b. | visually distinguish kin from nonkin. |
c. | understand the mental states of other individuals. |
d. | use tools. |
OBJ: D. Describe what primates know about their physical environment.
MSC: Applying
37. Effective deception requires
a. | ecological knowledge. | c. | associative learning. |
b. | a theory of mind. | d. | a large neocortex. |
a. | It does not require understanding conceptual categories like dominance hierarchies. |
b. | It requires theory of mind. |
c. | It involves knowing the mental states of others. |
d. | It is a level of learning that all animals possess. |
OBJ: E. Describe what primates know about their social world.
MSC: Applying
39. When a juvenile distress vocalization is played for a troop of vervet monkeys and the mother of the juvenile orients toward the speaker, we can infer that vervet mothers
a. | recognize the sound of their own kin. |
b. | like their offspring. |
c. | are subordinate to their offspring. |
d. | are located in the center of vervet troops. |
a. | dominance rank. | c. | social intelligence. |
b. | theory of mind. | d. | third-party relationships. |
OBJ: E. Describe what primates know about their social world.
MSC: Applying
41. Vervet monkeys and baboons appear to know
a. | which monkey provides the best alarm calls. |
b. | how to deceive other monkeys to gain hidden food. |
c. | rank relationships among other individuals. |
d. | how to choose related individuals from pictures. |
a. | a female relative | c. | a dominant male |
b. | a subordinate male | d. | a dominant female |
OBJ: E. Describe what primates know about their social world.
MSC: Applying
43. Imagine you are a capuchin monkey that has been enlisted to support another groupmate. Which of the following do you support in an aggressive interaction?
a. | a female | c. | a subordinate |
b. | a distant associate | d. | a dominant male |
a. | natural selection. | c. | imitation. |
b. | associative learning. | d. | deception. |
OBJ: E. Describe what primates know about their social world.
MSC: Understanding
45. There are two male chimpanzees in an experiment: a dominant one and a subordinate one. The subordinate can see two caches of food, but the dominant can see only one. If chimpanzees have the capacity of theory of mind, which of the caches of food do you predict the subordinate chimp will attempt to acquire?
a. | the one in view of the dominant chimpanzee |
b. | the one hidden from the dominant chimpanzee |
c. | The chimp would chose randomly between the two. |
d. | The subordinate chimp would fake to the invisible food, then snatch the visible food. |
a. | memory | c. | social cognition |
b. | imprinting | d. | physical cognition |
OBJ: D. Describe what primates know about their physical environment.
MSC: Remembering
ESSAY
1. How does life history theory explain the trade-offs regarding rate of reproduction and quality of offspring? Illustrate your answer with animal examples.
DIF: Moderate REF: Life History Theory
OBJ: A. Explain how life history theory helps us understand why certain features, such as fertility and longevity, are correlated. MSC: Understanding
2. Identify the two main approaches that seek to explain selection for high levels of intelligence in monkeys and apes. Compare and contrast them.
DIF: Moderate REF: Selective Pressures Favoring Large Brains in Monkeys and Apes
OBJ: C. Explain why primatologists think natural selection has favored large brains in monkeys and apes. MSC: Understanding | Analyzing
3. List the four main lobes of the cerebrum in primates and briefly describe what the cerebral cortex is and why anthropologists are interested in it.
DIF: Moderate REF: Selective Pressures Favoring Large Brains in Monkeys and Apes
OBJ: C. Explain why primatologists think natural selection has favored large brains in monkeys and apes. MSC: Analyzing
4. What is the neocortex ratio? Explain how data on the neocortex ratio of primate species have been used to address hypotheses accounting for the evolution of primate intelligence.
DIF: Moderate REF: Selective Pressures Favoring Large Brains in Monkeys and Apes
OBJ: C. Explain why primatologists think natural selection has favored large brains in monkeys and apes. MSC: Understanding
5. Give two examples showing that primates have intelligence designed for navigating social relationships.
DIF: Moderate REF: What Do Monkeys Know about One Another?
OBJ: E. Describe what primates know about their social world.
MSC: Remembering
6. Explain why coalitional behavior may require sophisticated cognitive abilities.
DIF: Difficult REF: What Do Monkeys Know about One Another?
OBJ: E. Describe what primates know about their social world.
MSC: Understanding
7. Give two examples indicating that primates deliberately deceive conspecifics.
DIF: Easy REF: What Do Monkeys Know about One Another?
OBJ: E. Describe what primates know about their social world.
MSC: Remembering
8. Give two examples of the experimental evidence that some primates have the ability to recognize the nature of kin relationships among other conspecifics.
DIF: Moderate REF: What Do Monkeys Know about One Another?
OBJ: E. Describe what primates know about their social world.
MSC: Remembering
9. What evidence is there that primates understand third-party relationships? How is this knowledge beneficial?
DIF: Moderate REF: What Do Monkeys Know about One Another?
OBJ: E. Describe what primates know about their social world.
MSC: Understanding
10. Explain the conflict within primatology over great ape cognitive abilities. Given the evidence, what do you think about great ape versus monkey cognitive abilities?
DIF: Difficult REF: What Do Monkeys Know about One Another?
OBJ: E. Describe what primates know about their social world.
MSC: Analyzing