Test Bank
to accompany
Animal Behavior, Twelfth Edition
John Alcock, Linda Green, Paul Nolan, Stefanie Siller, and Dustin Rubenstein
Chapter |1: |An |Introduction |to |Animal |Behavior
Multiple |Choice |Questions
1. “If |female |lizards |with |reddish |throats |produce |more |eggs |than |females |with |orangish |throats,
|then |the |reddish |throat |is |an |evolved |adaptation.” |This |statement
a. is |true, |because |this |species |has |variation, |a |critical |requirement |for |the |evolution |of
|adaptations |by |natural |selection.
b. is |false, |because |females |with |orangish |throats |could |still |have |more |offspring |that |live |to
|reproduce |than |females |with |reddish |throats.
c. is |false, |because |there |is |no |guarantee |that |females |with |reddish |throats |are |the |best |for |the
|long-term |preservation |of |this |species.
d. could |be |true |or |false, |because |we |cannot |tell |without |knowing |whether |reddish |females
|outnumber |orangish |females |in |this |species.
Answer: |b
Learning |Objective: |1.1.1 |Identify |the |conditions |required |to |produce |evolutionary |change |through
|natural |selection |and |examine |these |conditions |using |the |gene’s |eye |view.
Bloom’s |Level: |2. |Understanding
2. The |statement |“Lemmings |disperse |from |areas |of |high |population |density |because |they
|inherited |this |ability |from |a |lemming-like |ancestor |in |the |past” |is |a |hypothesis |about
a. evolved |function.
b. genetics |and |development.
c. evolutionary |history.
d. adaptive |value.
Answer: |c
Learning |Objective: |1.1.3 |Consider |how |proximate |and |ultimate |levels |of |analysis |can |be |used |to
|provide |an |integrative |understanding |of |the |development, |mechanism, |adaptive |value, |and
|evolutionary |history |of |a |behavior.
Bloom’s |Level: |2. |Understanding
3. The |infanticide |hypothesis, |which |posits |that |infanticide |is |a |reproduction-enhancing |tactic
|practiced |by |males, |is |called |a |hypothesis |because |it
a. can |be |proven.
b. is |an |explanation |based |on |limited |evidence |that |can |be |tested.
c. is |mutually |exclusive |to |any |other |potential |explanations.
d. is |a |basic |principle |that |can |be |applied |widely.
|Answer: |b
,Learning |Objective: |1.1.2 |Review |how |researchers |use |the |scientific |method |to |test |hypotheses |and
|predictions |related |to |a |potentially |adaptive |behavior |in |order |to |consider |its |fitness |costs |and
|benefits, |evaluate |its |adaptive |value, |and |identify |why |it |evolved.
Bloom’s |Level: |2. |Understanding
4. In |order |for |Darwinian |natural |selection |to |cause |evolutionary |change, |a |population |must
|contain |individuals |that |differ |hereditarily |in |some |characteristic |because
a. in |a |population |without |this |kind |of |variation, |the |species |is |doomed |to |extinction.
b. when |all |individuals |have |the |same |genes, |then |all |individuals |are |exactly |alike |in |all |respects.
c. uniform |populations |are |evolutionary |dead |ends.
d. unless |there |is |variation |of |this |sort, |parents |cannot |pass |on |their |advantageous |attributes |to
|their |offspring.
Answer: |d
Learning |Objective: |1.1.1 |Identify |the |conditions |required |to |produce |evolutionary |change |through
|natural |selection |and |examine |these |conditions |using |the |gene’s |eye |view.
Bloom’s |Level: |2. |Understanding
5. We |observe |variation |in |a |population |of |lizard |with |respect |to |how |fast |individuals |can |run. |We
|attempt |to |select |for |the |ability |to |run |slowly, |not |quickly. |After |six |generations |of |selective
|breeding |of |only |the |slowest |with |the |slowest, |the |mean |running |speed |of |the |lizards |has |not
|changed. |What |is |the |appropriate |scientific |conclusion |based |on |this |work?
a. After |six |generations |of |artificial |selection, |the |frequency |of |slow |runners |in |the |population |has
|remained |unchanged.
b. After |six |generations |of |artificial |selection, |the |frequency |of |slow |runners |in |the |population |has
|increased.
c. The |differences |between |the |lizards |in |running |speed |in |the |original |population |were |not
|caused |by |genetic |differences |among |them.
d. The |results |are |invalid |because |the |researchers |failed |to |maintain |enough |variation |in |running
|speed |in |their |selected |lineage, |so |evolutionary |change |was |impossible.
Answer: |c
Learning |Objective: |1.1.1 |Identify |the |conditions |required |to |produce |evolutionary |change |through
|natural |selection |and |examine |these |conditions |using |the |gene’s |eye |view.
Bloom’s |Level: |3. |Applying
6. We |observe |a |frog |that |carries |its |babies |on |its |back |away |from |where |the |eggs |hatched. |Here |are
|two |questions |about |this |observation:
X. |Does |the |frog |do |this |to |move |the |babies |to |a |place |where |they |will |be |safer |and |more |likely |to
|survive?
Y. |Does |the |frog |have |specific |morphological |traits |that |enable |it |to |hold |and |transfer |its |babies |in |this
|way?
Which |of |the |two |is |a |proximate |question?
a. X, |because |it |considers |the |adaptive |value |or |function |of |the |trait
b. Y, |because |it |asks |about |the |developmental |mechanisms |that |influence |the |components |of |the
|animal
,c. Both |X |and |Y, |because |they |look |at |the |immediate |and |mechanistic |causes |of |the |behavior
d. Neither |X |or |Y, |because |they |both |take |an |adaptive |or |evolutionary |approach |to |look |at |the
|ultimate |causes |of |the |behavior
Answer: |b
Learning |Objective: |1.1.3 |Consider |how |proximate |and |ultimate |levels |of |analysis |can |be |used |to
|provide |an |integrative |understanding |of |the |development, |mechanism, |adaptive |value, |and
|evolutionary |history |of |a |behavior.
Bloom’s |Level: |2. |Understanding
7. We |observe |a |frog |that |carries |its |babies |on |its |back |away |from |where |the |eggs |hatched. |Here |are
|two |questions |about |this |observation:
X. |Does |the |frog |do |this |to |move |the |babies |to |a |place |where |they |will |be |safer |and |more |likely |to
|survive?
Y. |Does |the |frog |have |specific |morphological |traits |that |enable |it |to |hold |and |transfer |its |babies |in |this
|way?
Which |of |the |two |is |an |ultimate |question?
a. X, |because |it |considers |the |adaptive |value |or |function |of |the |trait
b. Y, |because |it |asks |about |the |developmental |mechanisms |that |influence |the |components |of |the
|animal
c. Both |X |and |Y, |because |they |look |at |the |immediate |and |mechanistic |causes |of |the |behavior
d. Neither |X |or |Y, |because |they |both |take |an |adaptive |or |evolutionary |approach |to |look |at |the
|ultimate |causes |of |the |behavior
Answer: |a
Learning |Objective: |1.1.3 |Consider |how |proximate |and |ultimate |levels |of |analysis |can |be |used |to
|provide |an |integrative |understanding |of |the |development, |mechanism, |adaptive |value, |and
|evolutionary |history |of |a |behavior.
Bloom’s |Level: |2. |Understanding
8. Which |is |an |example |of |a |Darwinian |puzzle?
a. Salmon |can |smell |a |few |molecules |of |chemicals |in |the |stream |in |which |they |were |born.
b. Adult |birds |scream |in |pain |when |caught |by |a |predator.
c. If |two |or |even |three |eggs |are |added |to |a |bird’s |nest, |the |adult |birds |often |can |rear |them
|successfully |along |with |their |own |chicks.
d. Bats |can |catch |moths |in |complete |darkness |thanks |to |their |ability |to |hear |echoes |from |their
|own |cries.
Answer: |c
Learning |Objective: |1.1.2 |Review |how |researchers |use |the |scientific |method |to |test |hypotheses |and
|predictions |related |to |a |potentially |adaptive |behavior |in |order |to |consider |its |fitness |costs |and
|benefits, |evaluate |its |adaptive |value, |and |identify |why |it |evolved.
Bloom’s |Level: |2. |Understanding
9. Consider |the |following |observation: |Male |song |sparrows |sing |more |at |dawn |than |during |any
|other |time |the |day.
, With |regard |to |this |observation, |the |statement |“Males |sing |to |provide |accurate |information |to |mates
|about |their |physical |condition” |is |an |example |of
a. |a |causal |question.
b. a |prediction.
c. test |evidence.
d. a |hypothesis.
|Answer: |d
Learning |Objective: |1.1.2 |Review |how |researchers |use |the |scientific |method |to |test |hypotheses |and
|predictions |related |to |a |potentially |adaptive |behavior |in |order |to |consider |its |fitness |costs |and
|benefits, |evaluate |its |adaptive |value, |and |identify |why |it |evolved.
Bloom’s |Level: |3. |Applying
10. Consider |the |following |observation: |Male |song |sparrows |sing |more |at |dawn |than |during |any
|other |time |the |day.
With |regard |to |this |observation, |the |statement |“Males |that |receive |a |‘care |package’ |of |extra |food |the
|day |before |should |produce |more |songs |during |the |dawn |hour |than |those |that |do |not |receive
|supplemental |food” |is |an |example |of
a. |a |causal |question.
b. a |prediction.
c. test |evidence.
d. a |hypothesis.
|Answer: |b
Learning |Objective: |1.1.2 |Review |how |researchers |use |the |scientific |method |to |test |hypotheses |and
|predictions |related |to |a |potentially |adaptive |behavior |in |order |to |consider |its |fitness |costs |and
|benefits, |evaluate |its |adaptive |value, |and |identify |why |it |evolved.
Bloom’s |Level: |3. |Applying
11. Consider |the |following |observation: |Male |song |sparrows |sing |more |at |dawn |than |during |any
|other |time |the |day.
With |regard |to |this |observation, |the |statement |“What |is |the |evolved |function |of |the |pattern |of |song
|production |by |the |song |sparrow?” |is |an |example |of
a. |a |causal |question.
b. a |prediction.
c. test |evidence.
d. a |hypothesis.
|Answer: |a
Learning |Objective: |1.1.2 |Review |how |researchers |use |the |scientific |method |to |test |hypotheses |and
|predictions |related |to |a |potentially |adaptive |behavior |in |order |to |consider |its |fitness |costs |and
|benefits, |evaluate |its |adaptive |value, |and |identify |why |it |evolved.
Bloom’s |Level: |3. |Applying
12. If |an |adaptation |is |the |product |of |natural |selection, |the |trait |will
a. provide |a |net |reproductive |gain |for |individuals |that |possess |the |attribute.
to accompany
Animal Behavior, Twelfth Edition
John Alcock, Linda Green, Paul Nolan, Stefanie Siller, and Dustin Rubenstein
Chapter |1: |An |Introduction |to |Animal |Behavior
Multiple |Choice |Questions
1. “If |female |lizards |with |reddish |throats |produce |more |eggs |than |females |with |orangish |throats,
|then |the |reddish |throat |is |an |evolved |adaptation.” |This |statement
a. is |true, |because |this |species |has |variation, |a |critical |requirement |for |the |evolution |of
|adaptations |by |natural |selection.
b. is |false, |because |females |with |orangish |throats |could |still |have |more |offspring |that |live |to
|reproduce |than |females |with |reddish |throats.
c. is |false, |because |there |is |no |guarantee |that |females |with |reddish |throats |are |the |best |for |the
|long-term |preservation |of |this |species.
d. could |be |true |or |false, |because |we |cannot |tell |without |knowing |whether |reddish |females
|outnumber |orangish |females |in |this |species.
Answer: |b
Learning |Objective: |1.1.1 |Identify |the |conditions |required |to |produce |evolutionary |change |through
|natural |selection |and |examine |these |conditions |using |the |gene’s |eye |view.
Bloom’s |Level: |2. |Understanding
2. The |statement |“Lemmings |disperse |from |areas |of |high |population |density |because |they
|inherited |this |ability |from |a |lemming-like |ancestor |in |the |past” |is |a |hypothesis |about
a. evolved |function.
b. genetics |and |development.
c. evolutionary |history.
d. adaptive |value.
Answer: |c
Learning |Objective: |1.1.3 |Consider |how |proximate |and |ultimate |levels |of |analysis |can |be |used |to
|provide |an |integrative |understanding |of |the |development, |mechanism, |adaptive |value, |and
|evolutionary |history |of |a |behavior.
Bloom’s |Level: |2. |Understanding
3. The |infanticide |hypothesis, |which |posits |that |infanticide |is |a |reproduction-enhancing |tactic
|practiced |by |males, |is |called |a |hypothesis |because |it
a. can |be |proven.
b. is |an |explanation |based |on |limited |evidence |that |can |be |tested.
c. is |mutually |exclusive |to |any |other |potential |explanations.
d. is |a |basic |principle |that |can |be |applied |widely.
|Answer: |b
,Learning |Objective: |1.1.2 |Review |how |researchers |use |the |scientific |method |to |test |hypotheses |and
|predictions |related |to |a |potentially |adaptive |behavior |in |order |to |consider |its |fitness |costs |and
|benefits, |evaluate |its |adaptive |value, |and |identify |why |it |evolved.
Bloom’s |Level: |2. |Understanding
4. In |order |for |Darwinian |natural |selection |to |cause |evolutionary |change, |a |population |must
|contain |individuals |that |differ |hereditarily |in |some |characteristic |because
a. in |a |population |without |this |kind |of |variation, |the |species |is |doomed |to |extinction.
b. when |all |individuals |have |the |same |genes, |then |all |individuals |are |exactly |alike |in |all |respects.
c. uniform |populations |are |evolutionary |dead |ends.
d. unless |there |is |variation |of |this |sort, |parents |cannot |pass |on |their |advantageous |attributes |to
|their |offspring.
Answer: |d
Learning |Objective: |1.1.1 |Identify |the |conditions |required |to |produce |evolutionary |change |through
|natural |selection |and |examine |these |conditions |using |the |gene’s |eye |view.
Bloom’s |Level: |2. |Understanding
5. We |observe |variation |in |a |population |of |lizard |with |respect |to |how |fast |individuals |can |run. |We
|attempt |to |select |for |the |ability |to |run |slowly, |not |quickly. |After |six |generations |of |selective
|breeding |of |only |the |slowest |with |the |slowest, |the |mean |running |speed |of |the |lizards |has |not
|changed. |What |is |the |appropriate |scientific |conclusion |based |on |this |work?
a. After |six |generations |of |artificial |selection, |the |frequency |of |slow |runners |in |the |population |has
|remained |unchanged.
b. After |six |generations |of |artificial |selection, |the |frequency |of |slow |runners |in |the |population |has
|increased.
c. The |differences |between |the |lizards |in |running |speed |in |the |original |population |were |not
|caused |by |genetic |differences |among |them.
d. The |results |are |invalid |because |the |researchers |failed |to |maintain |enough |variation |in |running
|speed |in |their |selected |lineage, |so |evolutionary |change |was |impossible.
Answer: |c
Learning |Objective: |1.1.1 |Identify |the |conditions |required |to |produce |evolutionary |change |through
|natural |selection |and |examine |these |conditions |using |the |gene’s |eye |view.
Bloom’s |Level: |3. |Applying
6. We |observe |a |frog |that |carries |its |babies |on |its |back |away |from |where |the |eggs |hatched. |Here |are
|two |questions |about |this |observation:
X. |Does |the |frog |do |this |to |move |the |babies |to |a |place |where |they |will |be |safer |and |more |likely |to
|survive?
Y. |Does |the |frog |have |specific |morphological |traits |that |enable |it |to |hold |and |transfer |its |babies |in |this
|way?
Which |of |the |two |is |a |proximate |question?
a. X, |because |it |considers |the |adaptive |value |or |function |of |the |trait
b. Y, |because |it |asks |about |the |developmental |mechanisms |that |influence |the |components |of |the
|animal
,c. Both |X |and |Y, |because |they |look |at |the |immediate |and |mechanistic |causes |of |the |behavior
d. Neither |X |or |Y, |because |they |both |take |an |adaptive |or |evolutionary |approach |to |look |at |the
|ultimate |causes |of |the |behavior
Answer: |b
Learning |Objective: |1.1.3 |Consider |how |proximate |and |ultimate |levels |of |analysis |can |be |used |to
|provide |an |integrative |understanding |of |the |development, |mechanism, |adaptive |value, |and
|evolutionary |history |of |a |behavior.
Bloom’s |Level: |2. |Understanding
7. We |observe |a |frog |that |carries |its |babies |on |its |back |away |from |where |the |eggs |hatched. |Here |are
|two |questions |about |this |observation:
X. |Does |the |frog |do |this |to |move |the |babies |to |a |place |where |they |will |be |safer |and |more |likely |to
|survive?
Y. |Does |the |frog |have |specific |morphological |traits |that |enable |it |to |hold |and |transfer |its |babies |in |this
|way?
Which |of |the |two |is |an |ultimate |question?
a. X, |because |it |considers |the |adaptive |value |or |function |of |the |trait
b. Y, |because |it |asks |about |the |developmental |mechanisms |that |influence |the |components |of |the
|animal
c. Both |X |and |Y, |because |they |look |at |the |immediate |and |mechanistic |causes |of |the |behavior
d. Neither |X |or |Y, |because |they |both |take |an |adaptive |or |evolutionary |approach |to |look |at |the
|ultimate |causes |of |the |behavior
Answer: |a
Learning |Objective: |1.1.3 |Consider |how |proximate |and |ultimate |levels |of |analysis |can |be |used |to
|provide |an |integrative |understanding |of |the |development, |mechanism, |adaptive |value, |and
|evolutionary |history |of |a |behavior.
Bloom’s |Level: |2. |Understanding
8. Which |is |an |example |of |a |Darwinian |puzzle?
a. Salmon |can |smell |a |few |molecules |of |chemicals |in |the |stream |in |which |they |were |born.
b. Adult |birds |scream |in |pain |when |caught |by |a |predator.
c. If |two |or |even |three |eggs |are |added |to |a |bird’s |nest, |the |adult |birds |often |can |rear |them
|successfully |along |with |their |own |chicks.
d. Bats |can |catch |moths |in |complete |darkness |thanks |to |their |ability |to |hear |echoes |from |their
|own |cries.
Answer: |c
Learning |Objective: |1.1.2 |Review |how |researchers |use |the |scientific |method |to |test |hypotheses |and
|predictions |related |to |a |potentially |adaptive |behavior |in |order |to |consider |its |fitness |costs |and
|benefits, |evaluate |its |adaptive |value, |and |identify |why |it |evolved.
Bloom’s |Level: |2. |Understanding
9. Consider |the |following |observation: |Male |song |sparrows |sing |more |at |dawn |than |during |any
|other |time |the |day.
, With |regard |to |this |observation, |the |statement |“Males |sing |to |provide |accurate |information |to |mates
|about |their |physical |condition” |is |an |example |of
a. |a |causal |question.
b. a |prediction.
c. test |evidence.
d. a |hypothesis.
|Answer: |d
Learning |Objective: |1.1.2 |Review |how |researchers |use |the |scientific |method |to |test |hypotheses |and
|predictions |related |to |a |potentially |adaptive |behavior |in |order |to |consider |its |fitness |costs |and
|benefits, |evaluate |its |adaptive |value, |and |identify |why |it |evolved.
Bloom’s |Level: |3. |Applying
10. Consider |the |following |observation: |Male |song |sparrows |sing |more |at |dawn |than |during |any
|other |time |the |day.
With |regard |to |this |observation, |the |statement |“Males |that |receive |a |‘care |package’ |of |extra |food |the
|day |before |should |produce |more |songs |during |the |dawn |hour |than |those |that |do |not |receive
|supplemental |food” |is |an |example |of
a. |a |causal |question.
b. a |prediction.
c. test |evidence.
d. a |hypothesis.
|Answer: |b
Learning |Objective: |1.1.2 |Review |how |researchers |use |the |scientific |method |to |test |hypotheses |and
|predictions |related |to |a |potentially |adaptive |behavior |in |order |to |consider |its |fitness |costs |and
|benefits, |evaluate |its |adaptive |value, |and |identify |why |it |evolved.
Bloom’s |Level: |3. |Applying
11. Consider |the |following |observation: |Male |song |sparrows |sing |more |at |dawn |than |during |any
|other |time |the |day.
With |regard |to |this |observation, |the |statement |“What |is |the |evolved |function |of |the |pattern |of |song
|production |by |the |song |sparrow?” |is |an |example |of
a. |a |causal |question.
b. a |prediction.
c. test |evidence.
d. a |hypothesis.
|Answer: |a
Learning |Objective: |1.1.2 |Review |how |researchers |use |the |scientific |method |to |test |hypotheses |and
|predictions |related |to |a |potentially |adaptive |behavior |in |order |to |consider |its |fitness |costs |and
|benefits, |evaluate |its |adaptive |value, |and |identify |why |it |evolved.
Bloom’s |Level: |3. |Applying
12. If |an |adaptation |is |the |product |of |natural |selection, |the |trait |will
a. provide |a |net |reproductive |gain |for |individuals |that |possess |the |attribute.
