14 PART ONE Introduction to Economics and the Economy speed. Improved software has greatly increased the everyday usefulness of computers. Cellular phones and the Internet FIGURE 1.5 Economic growth and the production possibilities have increased communications capacity, enhancing produc- tion and improving the efficiency of markets. Advances in curve. The increase in supplies of resources, improvements in resource biotechnology have resulted in important agricultural and quality, and technological advances that occur in a dynamic economy move medical discoveries. These and other new and improved tech- the production possibilities curve outward and to the right, allowing the nologies have contributed to U.S. economic growth (outward economy to have larger quantities of both types of goods. shifts of the nation’s production possibilities curve). Production Alternatives Conclusion: Economic growth is the result of (1) in- Type of Product A′ B′ C′ D′ E′ creases in supplies of resources, (2) improvements in resource quality, and (3) technological advances. The consequence of Pizzas (in hundred thousands) 0 2 4 6 8 growth is that a full-employment economy can enjoy a greater output of both consumption goods and capital goods. Robots (in thousands) 14 12 9 5 0 Whereas static, no-growth economies must sacrifice some of one good to obtain more of another, dynamic, growing econ- Robots (thousands) Q B′ omies can have larger quantities of both goods. 14 A′ C′ 13 Q Present Choices and Future Possibilities 12 D′ 11 An economy’s current choice of positions on its production 10 E′ possibilities curve helps determine the future location of 9 23456789 that curve. Let’s designate the two axes of the production 8 Pizzas (hundred thousands) possibilities curve as “goods for the future” and “goods for 7 the present,” as in Figure 1.6. Goods for the future are such 6 things as capital goods, research and education, and pre- 5 ventive medicine. They increase the quantity and quality of 4 property resources, enlarge the stock of technological in- 3 formation, and improve the quality of human resources. As 2 we have already seen, goods for the future such as capital goods are the ingredients of economic growth. Goods for 1 the present are consumer goods such as food, clothing, and entertainment. 01 Now suppose there are two hypothetical economies, Pre- as illustrated by the move from the inner curve to curve sentville and Futureville, that are initially identical in every A′B′C′D′E′ in Figure 1.5. This sort of shift represents growth respect except one: Presentville’s current choice of positions of economic capacity, which, when used, means economic on its production possibilities curve strongly favors present growth: a larger total output. goods over future goods. Point P in Figure 1.6a indicates that Advances in Technology An advancing technology choice. It is located quite far down the curve to the right, in- brings both new and better goods and improved ways of pro- dicating a high priority for goods for the present, at the ex- ducing them. For now, let’s think of technological advance as pense of less goods for the future. Futureville, in contrast, being only improvements in the methods of production, for makes a current choice that stresses larger amounts of future example, the introduction of computerized systems to man- goods and smaller amounts of present goods, as shown by age inventories and schedule production. These advances al- point F in Figure 1.6b. ter our previous discussion of the economizing problem by allowing society to produce more goods with available re- Now, other things equal, we can expect Futureville’s fu- sources. As with increases in resource supplies, technological ture production possibilities curve to be farther to the right advances make possible the production of more industrial ro- than Presentville’s future production possibilities curve. By bots and more pizzas. currently choosing an output more favorable to technological advances and to increases in the quantity and quality of re- A real-world example of improved technology is the re- sources, Futureville will achieve greater economic growth cent surge of new technologies relating to computers, com- than Presentville. In terms of capital goods, Futureville is munications, and biotechnology. Technological advances have choosing to make larger current additions to its “national dropped the prices of computers and greatly increased their factory” by devoting more of its current output to capital than
FIGURE 1.6 Present choices and future locations of production CHAPTER 1 Limits, Alternatives, and Choices 15 possibilities curves. (a) Presentville’s current choice to produce more ply reflect different preferences and priorities in the two “present goods” and fewer “future goods,” as represented by point P, will countries. But each country will have to live with the eco- result in a modest outward shift of the production possibilities curve in the nomic consequences of its choice. future. (b) Futureville’s current choice of producing fewer “present goods” and more “future goods,” as depicted by point F, will lead to a greater A Qualification: International Trade outward shift of the production possibilities curve in the future. Production possibilities analysis implies that an individual Goods for the future Future nation is limited to the combinations of output indicated by curve its production possibilities curve. But we must modify this principle when international specialization and trade exist. Current curve You will see in later chapters that an economy can cir- cumvent, through international specialization and trade, the P output limits imposed by its domestic production possibilities curve. Under international specialization and trade, each na- 0 Goods for the present tion first specializes in the production of those items for (a) which it has the lowest opportunity costs (due to an abun- dance of the necessary resources). Countries then engage in Presentville international trade, with each country exchanging the items that it can produce at the lowest opportunity costs for the Goods for the future F Future items that other countries can produce at the lowest opportu- curve nity costs. Current curve International specialization and trade allow a nation to get more of a desired good at less sacrifice of some other good. 0 Goods for the present Rather than sacrifice three units of domestically produced ro- (b) bots to get a third unit of domestically produced pizza, as in Table 1.1, a nation that engages in international specialization Futureville and trade might be able to do much better. If it specializes in robots while another country specializes in pizza, then it may does Presentville. The payoff from this choice for Futureville be able to obtain the third unit of pizza by trading only two is greater future production capacity and economic growth. units of domestically produced robots for one unit of foreign- The opportunity cost is fewer consumer goods in the present produced pizza. Specialization and trade have the same effect for Futureville to enjoy. as having more and better resources or discovering improved production techniques; both increase the quantities of capital Is Futureville’s choice thus necessarily “better” than Pre- and consumer goods available to society. Expansion of do- sentville’s? That, we cannot say. The different outcomes sim- mestic production possibilities and international trade are two separate routes for obtaining greater output. QUICK REVIEW 1.4 ✓ Unemployment causes an economy to operate at a point inside its production possibilities curve. ✓ Increases in resource supplies, improvements in re- source quality, and technological advance cause eco- nomic growth, which is depicted as an outward shift of the production possibilities curve. ✓ An economy’s present choice of capital and con- sumer goods helps determine the future location of its production possibilities curve. ✓ International specialization and trade enable a nation to obtain more goods than its production possibilities curve indicates.
LAST WORD Pitfalls to Sound Economic Reasoning Because They Affect Us So Personally, We Often Have Difficulty Thinking Accurately and Objectively about Economic Issues. Here are some common pitfalls to avoid in successfully applying the Source: © James Leynse/Corbis RF economic perspective. Biases Most people bring a bundle of biases and preconceptions Fallacy of Composition Another pitfall in economic thinking is to the field of economics. For example, some may think that corpo- the assumption that what is true for one individual or part of a whole rate profits are excessive or that lending money is always superior to is necessarily true for a group of individuals or the whole. This is a borrowing money. Others may believe that government is necessar- logical fallacy called the fallacy of composition; the assumption is ily less efficient than businesses or that more government regulation not correct. A statement that is valid for an individual or part is not is always better than less. Biases cloud thinking and interfere with objective analysis. All of us must be willing to shed biases and pre- conceptions that are not supported by facts. Loaded Terminology The economic terminology used in news- papers and broadcast media is sometimes emotionally biased, or loaded. The writer or spokesperson may have a cause to promote or an ax to grind and may slant comments accordingly. High profits may be labeled “obscene,” low wages may be called “exploitative,” or self-interested behavior may be “greed.” Government workers may be referred to as “mindless bureaucrats” and those favoring stronger government regulations may be called “socialists.” To ob- jectively analyze economic issues, you must be prepared to reject or discount such terminology. SUMMARY LO1.3 Distinguish microeconomics from macroeconomics and positive economics from normative economics. LO1.1 Define economics and the features of the economic Microeconomics examines the decision making of specific eco- perspective. nomic units or institutions. Macroeconomics looks at the economy Economics is the social science that examines how individuals, as a whole or its major aggregates. institutions, and society make optimal choices under conditions Positive economic analysis deals with facts; normative econom- of scarcity. Central to economics is the idea of opportunity cost: ics reflects value judgments. the value of the next-best good or service forgone to obtain something. LO1.4 Explain the individual’s economizing problem and The economic perspective includes three elements: scarcity and how trade-offs, opportunity costs, and attainable choice, purposeful behavior, and marginal analysis. It sees individu- combinations can be illustrated with budget lines. als and institutions as making rational decisions based on compari- Individuals face an economizing problem. Because their wants ex- sons of marginal costs and marginal benefits. ceed their incomes, they must decide what to purchase and what to LO1.2 Describe the role of economic theory in forgo. Society also faces an economizing problem. Societal wants economics. exceed the available resources necessary to fulfill them. Society Economists employ the scientific method, in which they form and therefore must decide what to produce and what to forgo. test hypotheses of cause-and-effect relationships to generate theo- Graphically, a budget line (or budget constraint) illustrates the ries, laws, and principles. Economists often combine theories into economizing problem for individuals. The line shows the various representations called models. 16
necessarily valid for the larger group or whole. Noneconomic exam- schedule is the true cause. The rooster crows before dawn but does ple: You may see the action better if you leap to your feet to see an not cause the sunrise. outstanding play at a football game. But if all the spectators leap to Economic example: Many people blamed the Great Depression of their feet at the same time, nobody—including you—will have a bet- the 1930s on the stock market crash of 1929. But the crash did not cause ter view than when all remained seated. the Great Depression. The same severe weaknesses in the economy that Here are two economic examples: An individual stockholder caused the crash caused the Great Depression. The depression would can sell shares of, say, Google stock without affecting the price of have occurred even without the preceding stock market crash. the stock. The individual’s sale will not noticeably reduce the Correlation but Not Causation Do not confuse correlation, or share price because the sale is a negligible fraction of the total connection, with causation. Correlation between two events or two shares of Google being bought and sold. But if all the Google sets of data indicates only that they are associated in some system- shareholders decide to sell their shares the same day, the market atic and dependable way. For example, we may find that when vari- will be flooded with shares and the stock price will fall precipi- able X increases, Y also increases. But this correlation does not tously. Similarly, a single cattle ranch can increase its revenue by necessarily mean that there is causation—that increases in X cause expanding the size of its livestock herd. The extra cattle will not increases in Y. The relationship could be purely coincidental or de- affect the price of cattle when they are brought to market. But if all pendent on some other factor, Z, not included in the analysis. ranchers as a group expand their herds, the total output of cattle Here is an example: Economists have found a positive correla- will increase so much that the price of cattle will decline when the tion between education and income. In general, people with more cattle are sold. If the price reduction is relatively large, ranchers as education earn higher incomes than those with less education. a group might find that their income has fallen despite their having Common sense suggests education is the cause and higher incomes sold a greater number of cattle because the fall in price over- are the effect; more education implies a more knowledgeable and whelms the increase in quantity. productive worker, and such workers receive larger salaries. Post Hoc Fallacy You must think very carefully before conclud- But might the relationship be explainable in other ways? Are ing that because event A precedes event B, A is the cause of B. This education and income correlated because the characteristics required kind of faulty reasoning is known as the post hoc, ergo propter hoc, for succeeding in education—ability and motivation—are the same or “after this, therefore because of this,” fallacy. Noneconomic ex- ones required to be a productive and highly paid worker? If so, then ample: A professional football team hires a new coach and the people with those traits will probably both obtain more education and team’s record improves. Is the new coach the cause? Maybe. Perhaps earn higher incomes. Greater education will not be the sole cause of the presence of more experienced and talented players or an easier the higher income. combinations of two products that a consumer can purchase with a Because resources are not equally productive in all possible specific money income, given the prices of the two products. uses, shifting resources from one use to another creates increasing LO1.5 List the categories of scarce resources and opportunity costs. The production of additional units of one product delineate the nature of society’s economizing problem. requires the sacrifice of increasing amounts of the other product. Economic resources are inputs into the production process and can be The optimal (best) point on the production possibilities curve classified as land, labor, capital, or entrepreneurial ability. Economic represents the most desirable mix of goods and is determined by resources are also known as factors of production or inputs. expanding the production of each good until its marginal benefit Economists illustrate society’s economizing problem through (MB) equals its marginal cost (MC). production possibilities analysis. Production possibilities tables and LO1.7 Explain how economic growth and international curves show the different combinations of goods and services that trade increase consumption possibilities. can be produced in a fully employed economy, assuming that re- Over time, technological advances and increases in the quantity and source quantity, resource quality, and technology are fixed. quality of resources enable the economy to produce more of all LO1.6 Apply production possibilities analysis, increasing goods and services, that is, to experience economic growth. opportunity costs, and economic growth. Society’s choice as to the mix of consumer goods and capital goods An economy that is fully employed and thus operating on its produc- in current output is a major determinant of the future location of the tion possibilities curve must sacrifice the output of some types of production possibilities curve and thus of the extent of economic goods and services to increase the production of others. The gain of growth. one type of good or service is always accompanied by an opportunity International trade enables a nation to obtain more goods cost in the form of the loss of some of the other type of good or service. from its limited resources than its production possibilities curve indicates. 17
18 PART ONE Introduction to Economics and the Economy TERMS AND CONCEPTS economics macroeconomics investment economic perspective aggregate entrepreneurial ability scarcity positive economics entrepreneurs opportunity cost normative economics factors of production utility economizing problem consumer goods marginal analysis budget line capital goods scientific method economic resources production possibilities curve economic principle land law of increasing opportunity costs other-things-equal assumption labor economic growth microeconomics capital The following and additional problems can be found in DISCUSSION QUESTIONS 1. What is an opportunity cost? How does the idea relate to the 8. Why is money not considered to be a capital resource in eco- definition of economics? Which of the following decisions nomics? Why is entrepreneurial ability considered a category would entail the greater opportunity cost: allocating a square of economic resource, distinct from labor? What are the major block in the heart of New York City for a surface parking lot or functions of the entrepreneur? LO1.5 allocating a square block at the edge of a typical suburb for such a lot? Explain. LO1.1 9. Specify and explain the typical shapes of marginal-benefit and marginal-cost curves. How are these curves used to determine 2. Cite three examples of recent decisions that you made in which the optimal allocation of resources to a particular product? If you, at least implicitly, weighed marginal cost and marginal current output is such that marginal cost exceeds marginal ben- benefit. LO1.1 efit, should more or fewer resources be allocated to this prod- uct? Explain. LO1.6 3. What is meant by the term “utility” and how does the idea re- late to purposeful behavior? LO1.1 10. Suppose that, on the basis of a nation’s production possibilities curve, an economy must sacrifice 10,000 pizzas domestically 4. What are the key elements of the scientific method and how does to get the 1 additional industrial robot it desires but that it can this method relate to economic principles and laws? LO1.2 get the robot from another country in exchange for 9,000 piz- zas. Relate this information to the following statement: 5. State (a) a positive economic statement of your choice, and “Through international specialization and trade, a nation can then (b) a normative economic statement relating to your first reduce its opportunity cost of obtaining goods and thus ‘move statement. LO1.3 outside its production possibilities curve.’” LO1.7 6. How does the slope of a budget line illustrate opportunity costs 11. last word Studies indicate that married men on average and trade-offs? How does a budget line illustrate scarcity and earn more income than unmarried men of the same age and the effect of limited incomes? LO1.4 education level. Why must we be cautious in concluding that marriage is the cause and higher income is the effect? 7. What are economic resources? What categories do economists use to classify them? Why are resources also called factors of production? Why are they called inputs? LO1.5 REVIEW QUESTIONS c. The social science concerned with how individuals, institutions, and society make optimal (best) choices under 1. Match each term with the correct definition. LO1.1 conditions of scarcity. economics opportunity cost d. Making choices based on comparing marginal benefits with marginal analysis marginal costs. utility a. The next-best thing that must be forgone in order to produce 2. Indicate whether each of the following statements applies to microeconomics or macroeconomics: LO1.3 one more unit of a given product. b. The pleasure, happiness, or satisfaction obtained from a. The unemployment rate in the United States was 5.1 percent in September 2015. consuming a good or service.
b. A U.S. software firm discharged 15 workers last month and CHAPTER 1 Limits, Alternatives, and Choices 19 transferred the work to India. c. zero pens. d. 4 pens. c. An unexpected freeze in central Florida reduced the citrus 5. For each of the following situations involving marginal cost (MC) crop and caused the price of oranges to rise. and marginal benefit (MB), indicate whether it would be best to d. U.S. output, adjusted for inflation, increased by 2.4 percent produce more, fewer, or the current number of units. LO1.4 in 2014. a. 3,000 units at which MC = $10 and MB = $13. b. 11 units at which MC = $4 and MB = $3. e. Last week Wells Fargo Bank lowered its interest rate on c. 43,277 units at which MC = $99 and MB = $99. business loans by one-half of 1 percentage point. d. 82 units at which MC < MB. e. 5 units at which MB < MC. f. The consumer price index rose by 0.2 percent from August 6. Explain how (if at all) each of the following events affects the 2014 to August 2015. location of a country’s production possibilities curve: LO1.6 a. The quality of education increases. 3. Suppose that you initially have $100 to spend on books or b. The number of unemployed workers increases. movie tickets. The books start off costing $25 each and the c. A new technique improves the efficiency of extracting movie tickets start off costing $10 each. For each of the follow- ing situations, would the attainable set of combinations that copper from ore. you can afford increase or decrease? LO1.4 d. A devastating earthquake destroys numerous production a. Your budget increases from $100 to $150 while the prices facilities. stay the same. 7. What are the two major ways in which an economy can grow b. Your budget remains $100, the price of books remains $25, and push out its production possibilities curve? LO1.7 but the price of movie tickets rises to $20. a. Better weather and nicer cars. b. Higher taxes and lower spending. c. Your budget remains $100, the price of movie tickets c. Increases in resource supplies and advances in technology. remains $10, but the price of a book falls to $15. d. Decreases in scarcity and advances in auditing. 4. Suppose that you are given a $100 budget at work that can be spent only on two items: staplers and pens. If staplers cost $10 each and pens cost $2.50 each, then the opportunity cost of pur- chasing one stapler is: LO1.4 a. 10 pens. b. 5 pens. PROBLEMS of one more candy bar? Of one more bag of peanuts? Do these opportunity costs rise, fall, or remain constant as 1. Potatoes cost Janice $1 per pound, and she has $5.00 that she additional units are purchased? could possibly spend on potatoes or other items. If she feels that c. Does the budget line tell you which of the available the first pound of potatoes is worth $1.50, the second pound is combinations of candy bars and bags of peanuts to buy? worth $1.14, the third pound is worth $1.05, and all subsequent d. Suppose that you had won $30 on your ticket, not $15. pounds are worth $0.30, how many pounds of potatoes will she Show the $30 budget line in your diagram. Has the number purchase? What if she only had $2 to spend? LO1.1 of available combinations increased or decreased? 4. Suppose that you are on a desert island and possess exactly 2. Pham can work as many or as few hours as she wants at the college 20 coconuts. Your neighbor, Friday, is a fisherman, and he is bookstore for $9 per hour. But due to her hectic schedule, she has willing to trade 2 fish for every 1 coconut that you are willing just 15 hours per week that she can spend working at either the to give him. Another neighbor, Kwame, is also a fisherman, bookstore or other potential jobs. One potential job, at a café, will and he is willing to trade 3 fish for every 1 coconut. LO1.5 pay her $12 per hour for up to 6 hours per week. She has another a. On a single figure, draw budget lines for trading with Friday job offer at a garage that will pay her $10 an hour for up to 5 hours and for trading with Kwame. (Put coconuts on the vertical per week. And she has a potential job at a daycare center that will axis.) pay her $8.50 per hour for as many hours as she can work. If her b. What is the slope of the budget line from trading with goal is to maximize the amount of money she can make each Friday? week, how many hours will she work at the bookstore? LO1.1 c. What is the slope of the budget line from trading with Kwame? 3. Suppose you won $15 on a lotto ticket at the local 7-Eleven and d. Which budget line features a larger set of attainable decided to spend all the winnings on candy bars and bags of combinations of coconuts and fish? peanuts. Candy bars cost $0.75 each while bags of peanuts cost e. If you are going to trade coconuts for fish, would you rather $1.50 each. LO1.5 trade with Friday or Kwame? a. Construct a table showing the alternative combinations of the two products that are available. b. Plot the data in your table as a budget line in a graph. What is the slope of the budget line? What is the opportunity cost
20 PART ONE Introduction to Economics and the Economy 6. Look at Figure 1.3. Suppose that the cost of cheese falls, so that 5. Refer to the following production possibilities table for consumer the marginal cost of producing pizza decreases. Will the MC curve shift up or down? Will the optimal amount of pizza in- goods (automobiles) and capital goods (forklifts): LO1.6 crease or decrease? LO1.6 a. Show these data graphically. Upon what specific 7. Referring to the table in problem 5, suppose improvement oc- assumptions is this production possibilities curve based? curs in the technology of producing forklifts but not in the tech- b. If the economy is at point C, what is the cost of one more nology of producing automobiles. Draw the new production possibilities curve. Now assume that a technological advance automobile? Of one more forklift? Which characteristic of occurs in producing automobiles but not in producing forklifts. the production possibilities curve reflects the law of Draw the new production possibilities curve. Now draw a pro- increasing opportunity costs: its shape or its length? duction possibilities curve that reflects technological improve- c. If the economy characterized by this production possibilities ment in the production of both goods. LO1.7 table and curve were producing 3 automobiles and 20 forklifts, what could you conclude about its use of its 8. Because investment and capital goods are paid for with savings, available resources? higher savings rates reflect a decision to consume fewer goods d. Is production at a point outside the production possibilities for the present in order to be able to invest in more goods for curve currently possible? Could a future advance in the future. Households in China save 40 percent of their annual technology allow production beyond the current production incomes each year, whereas U.S. households save less than 5 possibilities curve? Could international trade allow a percent. At the same time, production possibilities are growing country to consume beyond its current production at roughly 9 percent per year in China but only about 3.5 per- possibilities curve? cent per year in the United States. Use graphical analysis of “present goods” versus “future goods” to explain the difference Production Alternatives between China’s growth rate and the U.S. growth rate. LO1.7 Type of Production A B C D E Automobiles 0 2 4 6 8 Forklifts 30 27 21 12 0
CHAPTER ONE APPENDIX 21 Graphs and Their Meaning LO1.8 Understand graphs, curves, and slopes as they relate to income and mark the scales in convenient increments. As you economics. can see, the values marked on the scales cover all the values If you glance quickly through this text, you will find many in the table. The increments on both scales are $100. graphs. Some seem simple, while others seem more formi- dable. All are included to help you visualize and understand Because the graph has two dimensions, each point within economic relationships. Physicists and chemists sometimes it represents an income value and its associated consumption illustrate their theories by building arrangements of multicol- value. To find a point that represents one of the five income- ored wooden balls, representing protons, neutrons, and elec- consumption combinations in the table in Figure 1, we draw trons, that are held in proper relation to one another by wires straight lines from the appropriate values on the vertical and or sticks. Economists most often use graphs to illustrate their horizontal axes. For example, to plot point c (the $200 in- models. By understanding these “pictures,” you can more come–$150 consumption point), we draw straight lines up readily comprehend economic relationships. from the horizontal (income) axis at $200 and across from the vertical (consumption) axis at $150. These lines intersect Construction of a Graph at point c, which represents this particular income-consumption combination. You should verify that the other income- A graph is a visual representation of the relationship between consumption combinations shown in the table are properly two economic quantities, or variables. The table in Figure 1 is located in the graph in Figure 1. Finally, by assuming that the a hypothetical illustration showing the relationship between same general relationship between income and consumption income and consumption for the economy as a whole. With- prevails for all other incomes, we draw a line or smooth curve out even studying economics, we would logically expect that to connect these points. That line or curve represents the in- people would buy more goods and services when their in- come-consumption relationship. comes go up. Thus, it is not surprising to find in the table that total consumption in the economy increases as total income If the curve is a straight line, as in Figure 1, we say the increases. relationship is linear. (It is permissible, and even customary, to refer to straight lines in graphs as “curves.”) The information in the table is expressed graphically in Figure 1. Here is how it is done: We want to show visually Direct and Inverse Relationships how consumption changes as income changes. We therefore represent income on the horizontal axis of the graph and The line in Figure 1 slopes upward to the right, so it depicts a consumption on the vertical axis. direct relationship between income and consumption. By a direct relationship (or positive relationship) we mean that Now we arrange the vertical and horizontal scales of the two variables—in this case, consumption and income— graph to reflect the ranges of values of consumption and change in the same direction. An increase in consumption is FIGURE 1 Graphing the direct relationship between consumption and income. Two sets of data that are positively or directly related, such as consumption and income, graph as an upsloping line. Income Consumption $400 per Week per Week Point Consumption (C ) 300 C = 50 + .5Y Consumption $ 0 $ 50 200 e 100 100 a 100 c 200 150 b b d 300 200 c a 400 250 d e 0 $100 200 300 400 Income (Y )
22 CHAPTER ONE APPENDIX associated with an increase in income; a decrease in con- You may recall from your high school courses that math- sumption accompanies a decrease in income. When two sets ematicians put the independent variable (cause) on the hori- of data are positively or directly related, they always graph as zontal axis and the dependent variable (effect) on the vertical an upsloping line, as in Figure 1. axis. Economists are less tidy; their graphing of independent and dependent variables is more arbitrary. Their conventional In contrast, two sets of data may be inversely related. graphing of the income-consumption relationship is consis- Consider the table in Figure 2, which shows the relationship tent with mathematical convention, but economists put price between the price of basketball tickets and game attendance and cost data on the vertical axis. Hence, economists’ graph- at Gigantic State University (GSU). Here we have an inverse ing of GSU’s ticket price–attendance data differs from nor- relationship (or negative relationship) because the two vari- mal mathematical procedure. This does not present a ables change in opposite directions. When ticket prices de- problem, but we want you to be aware of this fact to avoid any crease, attendance increases. When ticket prices increase, possible confusion. attendance decreases. The six data points in the table in Fig- ure 2 are plotted in the graph. Observe that an inverse rela- Other Things Equal tionship always graphs as a downsloping line. Our simple two-variable graphs purposely ignore many other Dependent and Independent Variables factors that might affect the amount of consumption occurring at each income level or the number of people who attend GSU Although it is not always easy, economists seek to determine basketball games at each possible ticket price. When econo- which variable is the “cause” and which is the “effect.” Or, mists plot the relationship between any two variables, they more formally, they seek the independent variable and the de- employ the ceteris paribus (other-things-equal) assumption. pendent variable. The independent variable is the cause or Thus, in Figure 1 all factors other than income that might af- source; it is the variable that changes first. The dependent fect the amount of consumption are presumed to be constant variable is the effect or outcome; it is the variable that or unchanged. Similarly, in Figure 2 all factors other than changes because of the change in the independent variable. ticket price that might influence attendance at GSU basketball As in our income-consumption example, income generally is games are assumed constant. In reality, “other things” are not the independent variable and consumption the dependent equal; they often change, and when they do, the relationship variable. Income causes consumption to be what it is rather represented in our two tables and graphs will change. Specifi- than the other way around. Similarly, ticket prices (set in ad- cally, the lines we have plotted would shift to new locations. vance of the season and printed on the ticket) determine at- tendance at GSU basketball games; attendance at games does Consider a stock market “crash.” The dramatic drop in the not determine the printed ticket prices for those games. Ticket value of stocks might cause people to feel less wealthy and there- price is the independent variable and the quantity of tickets fore less willing to consume at each level of income. The result purchased is the dependent variable. might be a downward shift of the consumption line. To see this, FIGURE 2 Graphing the inverse relationship between ticket prices and game attendance. Two sets of data that are negatively or inversely related, such as ticket price and the attendance at basketball games, graph as a downsloping line. Ticket Attendance, Point Ticket price (P) $50 a Price Thousands a b $50 0 b 40 40 4 c 30 8 d P = 50 – 2.5Q 20 12 e 30 c 10 16 f 0 20 20 d 10 e Ticket demand f 0 4 8 12 16 20 Attendance in thousands (Q)
you should plot a new consumption line in Figure 1, assuming CHAPTER ONE APPENDIX 23 that consumption is, say, $20 less at each income level. Note that This slope is negative because ticket price and attendance the relationship remains direct; the line merely shifts downward have an inverse relationship. to reflect less consumption spending at each income level. Note that on the horizontal axis attendance is stated in Similarly, factors other than ticket prices might affect thousands of people. So the slope of −10∕+4 or −2.5 means GSU game attendance. If GSU loses most of its games, at- that lowering the price by $10 will increase attendance by tendance at GSU games might be less at each ticket price. To 4,000 people. That ratio also implies that a $2.50 price reduc- see this, redraw Figure 2 assuming that 2,000 fewer fans at- tion will increase attendance by 1,000 persons. tend GSU games at each ticket price. Slopes and Measurement Units The slope of a line will Slope of a Line be affected by the choice of units for either variable. If, in our ticket price illustration, we had chosen to measure attendance Lines can be described in terms of their slopes. The slope of in individual people, our horizontal change would have been a straight line is the ratio of the vertical change (the rise or 4,000 and the slope would have been drop) to the horizontal change (the run) between any two points of the line. slope = −10 = −1 = −.0025 +4,000 +400 Positive Slope Between point b and point c in Figure 1, The slope depends on the way the relevant variables are the rise or vertical change (the change in consumption) is measured. +$50 and the run or horizontal change (the change in in- come) is +$100. Therefore: Slopes and Marginal Analysis Recall that economics is largely concerned with changes from the status quo. The con- slope = vertical change = +50 = 1 = .5 cept of slope is important in economics because it reflects horizontal change +100 2 marginal changes—those involving 1 more (or 1 fewer) unit. For example, in Figure 1 the .5 slope shows that $0.50 of extra Note that our slope of or .5 is positive because consumption or marginal consumption is associated with each $1 change in and income change in the same direction; that is, consump- income. In this example, people collectively will consume tion and income are directly or positively related. $0.50 of any $1 increase in their incomes and reduce their consumption by $0.50 for each $1 decline in income. The slope of .5 tells us there will be a $0.50 increase in consumption for every $1 increase in income. Similarly, there Infinite and Zero Slopes Many variables are unrelated will be a $0.50 decrease in consumption for every $1 de- or independent of one another. For example, the quantity of crease in income. wristwatches purchased is not related to the price of bananas. In Figure 3a we represent the price of bananas on the vertical Negative Slope Between any two of the identified points axis and the quantity of watches demanded on the horizontal in Figure 2, say, point c and point d, the vertical change is axis. The graph of their relationship is the line parallel to the −10 (the drop) and the horizontal change is +4 (the run). vertical axis. The line’s vertical slope indicates that the same Therefore: quantity of watches is purchased no matter what the price of bananas. The slope of vertical lines is infinite. Slope = vertical change = −10 horizontal change +4 Similarly, aggregate consumption is completely unrelated to the nation’s divorce rate. In Figure 3b we put consumption = −212 = −2.5 Slope = FIGURE 3 Infinite and zero slopes. (a) A line parallel to the infinite Price of bananas vertical axis has an infinite slope. Here, purchases of watches Consumption Slope = zero remain the same no matter what happens to the price of bananas. (b) A line parallel to the horizontal axis has a slope of zero. In this case, consumption remains the same no matter what happens to the divorce rate. In both (a) and (b), the two variables are totally unrelated to one another. 0 Purchases of watches 0 Divorce rate (a) (b)
24 CHAPTER ONE APPENDIX FIGURE 4 Determining the slopes of curves. The slope of a nonlinear on the vertical axis and the divorce rate on the horizontal curve changes from point to point on the curve. The slope at any point (say, axis. The line parallel to the horizontal axis represents this B) can be determined by drawing a straight line that is tangent to that point lack of relatedness because the amount of consumption re- (line bb) and calculating the slope of that line. mains the same no matter what happens to the divorce rate. The slope of horizontal lines is zero. 20 a Vertical Intercept 15 A line can be positioned on a graph (without plotting points) 10 if we know just two things: its slope and its vertical intercept. A We have already discussed slope. The vertical intercept of a line is the point where the line meets the vertical axis. In Fig- 5b B ure 1 the intercept is $50. This intercept means that if current income were zero, consumers would still spend $50. They a b might do this through borrowing or by selling some of their 0 5 10 15 20 assets. Similarly, the $50 vertical intercept in Figure 2 shows that at a $50 ticket price, GSU’s basketball team would be where the vertical intercept is 50 and the negative slope is playing in an empty arena. d−e2p12e, nodre−nt2.v5a.rKianbolew. iYngouthsehvoaullude of P lets us solve for Q, our use this equation to predict Equation of a Linear Relationship GSU ticket sales when the ticket price is $15. If we know the vertical intercept and slope, we can describe a Slope of a Nonlinear Curve line succinctly in equation form. In its general form, the equa- tion of a straight line is We now move from the simple world of linear relationships (straight lines) to the more complex world of nonlinear rela- y = a + bx tionships (curvy lines). The slope of a straight line is the same at all its points. The slope of a line representing a non- where y = dependent variable linear relationship changes from one point to another. Such a = vertical intercept lines are always referred to as curves. b = slope of line x = independent variable Consider the downsloping curve in Figure 4. Its slope is For our income-consumption example, if C represents con- negative throughout, but the curve flattens as we move down sumption (the dependent variable) and Y represents income along it. Thus, its slope constantly changes; the curve has a (the independent variable), we can write C = a + bY. By sub- different slope at each point. stituting the known values of the intercept and the slope, we get To measure the slope at a specific point, we draw a C = 50 + .5Y straight line tangent to the curve at that point. A straight line This equation also allows us to determine the amount of con- is tangent at a point if it touches, but does not intersect, the sumption C at any specific level of income. You should use it curve at that point. Thus line aa is tangent to the curve in to confirm that at the $250 income level, consumption is $175. Figure 4 at point A. The slope of the curve at that point is equal to the slope of the tangent line. Specifically, the total When economists reverse mathematical convention by vertical change (drop) in the tangent line aa is −20 and the putting the independent variable on the vertical axis and the total horizontal change (run) is +5. Because the slope of the dependent variable on the horizontal axis, then y stands for tangent line aa is −20∕+5, or −4, the slope of the curve at the independent variable, rather than the dependent variable point A is also −4. in the general form. We noted previously that this case is rel- evant for our GSU ticket price–attendance data. If P repre- Line bb in Figure 4 is tangent to the curve at point B. Fol- sents the ticket price (independent variable) and Q represents lowing the same procedure, we find the slope at B to be attendance (dependent variable), their relationship is given by −5∕+15, or −31. Thus, in this flatter part of the curve, the slope is less negative. P = 50 − 2.5Q
CHAPTER ONE APPENDIX 25 APPENDIX SUMMARY LO1.8 Understand graphs, curves, and slopes as they The slope of a straight line is the ratio of the vertical change relate to economics. to the horizontal change between any two points. The slope of an Graphs are a convenient and revealing way to represent economic upsloping line is positive; the slope of a downsloping line is neg- relationships. ative. Two variables are positively or directly related when their val- The slope of a line or curve depends on the units used in mea- ues change in the same direction. The line (curve) representing two suring the variables. The slope is especially relevant for economics directly related variables slopes upward. because it measures marginal changes. Two variables are negatively or inversely related when their val- The slope of a horizontal line is zero; the slope of a vertical line ues change in opposite directions. The line (curve) representing two is infinite. inversely related variables slopes downward. Together, the vertical intercept and slope of a line determine its The value of the dependent variable (the “effect”) is determined location; they are used in expressing the line—and the relationship by the value of the independent variable (the “cause”). between the two variables—as an equation. When the “other factors” that might affect a two-variable rela- The slope of a curve at any point is determined by calculating tionship are allowed to change, the graph of the relationship will the slope of a straight line tangent to the curve at that point. likely shift to a new location. APPENDIX TERMS AND CONCEPTS horizontal axis inverse relationship slope of a straight line vertical axis independent variable vertical intercept direct relationship dependent variable The following and additional problems can be found in APPENDIX DISCUSSION QUESTIONS 1. Briefly explain the use of graphs as a way to represent economic 3. Look back at Figure 2, which shows the inverse relationship be- relationships. What is an inverse relationship? How does it tween ticket prices and game attendance at Gigantic State graph? What is a direct relationship? How does it graph? LO1.8 University. (a) Interpret the meaning of both the slope and the in- tercept. (b) If the slope of the line were steeper, what would that 2. Describe the graphical relationship between ticket prices and say about the amount by which ticket sales respond to increases in the number of people choosing to visit amusement parks. Is ticket prices? (c) If the slope of the line stayed the same but the that relationship consistent with the fact that, historically, intercept increased, what can you say about the amount by which park attendance and ticket prices have both risen? ticket sales respond to increases in ticket prices? LO1.8 Explain. LO1.8 APPENDIX REVIEW QUESTIONS 1. Indicate whether each of the following relationships is usually 2. Erin grows pecans. The number of bushels (B) that she can pro- a direct relationship or an inverse relationship. LO1.8 duce depends on the number of inches of rainfall (R) that her orchards get. The relationship is given algebraically as follows: a. A sports team’s winning percentage and attendance at its B = 3,000 + 800R. Match each part of this equation with the home games. correct term. LO1.8 B slope b. Higher temperatures and sweater sales. 3,000 dependent variable c. A person’s income and how often he or she shops at 800 vertical intercept R independent variable discount stores. d. Higher gasoline prices and miles driven in automobiles. APPENDIX PROBLEMS 1. Graph and label as either direct or indirect the relationships you 2. Indicate how each of the following might affect the data shown would expect to find between (a) the number of inches of rainfall in the table and graph in Figure 2 of this appendix: LO1.8 per month and the sale of umbrellas, (b) the amount of tuition and the level of enrollment at a university, and (c) the popularity of an a. GSU’s athletic director schedules higher-quality opponents. entertainer and the price of her concert tickets. LO1.8 b. An NBA team locates in the city where GSU plays. c. GSU contracts to have all its home games televised.
26 CHAPTER ONE APPENDIX 3. The following table contains data on the relationship between relationship between the interest rate and investment in a table, saving and income. Rearrange these data into a meaningful or- on a graph, and as an equation. Put the interest rate on the verti- der and graph them on the accompanying grid. What is the cal axis and investment on the horizontal axis. In your equation slope of the line? The vertical intercept? Write the equation use the form i = a + bI, where i is the interest rate, a is the that represents this line. What would you predict saving to be at vertical intercept, b is the slope of the line (which is negative), the $12,500 level of income? LO1.8 and I is the level of investment. LO1.8 6. Suppose that C = a + bY, where C = consumption, a = con- Income per Year Saving per Year sumption at zero income, b = slope, and Y = income. LO1.8 a. Are C and Y positively related or are they negatively $15,000 $1,000 0 −500 related? 10,000 500 b. If graphed, would the curve for this equation slope upward 5,000 20,000 0 or slope downward? c. Are the variables C and Y inversely related or directly 1,500 related? $1,500 Graph for Problem 3 d. What is the value of C if a = 10, b = 0.50, and Y = 200? 1,000 e. What is the value of Y if C = 100, a = 10, and b = 0.25? 7. The accompanying graph shows curve XX′ and tangents at points A, B, and C. Calculate the slope of the curve at these three points. LO1.8 Saving 500 50 (12, 50) a′ c′ (16, 50) 40 b B b′ 0 $5 10 15 20 –500 Income (thousands) 30 4. Construct a table from the data shown in the accompanying A C graph. Which is the dependent variable and which is the inde- (26, 10) pendent variable? Summarize the data in equation (2, 10) form. LO1.8 20 10 a c X X′ Graph for Problem 7 Graph for Problem 4 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 100 Exam score (points) 80 8. In the accompanying graph, is the slope of curve AA′ positive 60 or negative? Does the slope increase or decrease as we move 40 along the curve from A to A′? Answer the same two questions 20 for curve BB′. LO1.8 Y A′ B 0 2 4 6 8 10 A B′ Study time (hours) 0 Graph for Problem 8 5. Suppose that when the interest rate on loans is 16 percent, busi- X nesses find it unprofitable to invest in machinery and equip- ment. However, when the interest rate is 14 percent, $5 billion worth of investment is profitable. At 12 percent interest, a total of $10 billion of investment is profitable. Similarly, total invest- ment increases by $5 billion for each successive 2-percentage- point decline in the interest rate. Describe the relevant
Chapter 2 The Market System and the Circular Flow Learning Objectives That task would be daunting and the list would be long! And even though a single shopping mall contains a remarkable LO2.1 Differentiate between laissez-faire capitalism, quantity and variety of goods, it is only a tiny part of the the command system, and the market system. national economy. Who decided that the particular goods and services avail- LO2.2 List the main characteristics of the market able at the mall and in the broader economy should be pro- system. duced? How did the producers determine which technology and types of resources to use in producing these particular LO2.3 Explain how the market system answers the goods? Who will obtain these products? What accounts for five fundamental questions of what to produce, the new and improved products among these goods? This how to produce, who obtains the output, how to chapter will answer these and related questions. adjust to change, and how to promote progress. Economic Systems LO2.4 Explain the operation of the “invisible hand” and why market economies usually do a better LO2.1 Differentiate between laissez-faire capitalism, the job than command economies at efficiently command system, and the market system. transforming economic resources into Every society needs to develop an economic system—a par- desirable output. ticular set of institutional arrangements and a coordinating mechanism—to respond to the economizing problem. The LO2.5 Describe the mechanics of the circular flow economic system has to determine what goods are produced, model. how they are produced, who gets them, how to accommodate change, and how to promote technological progress. LO2.6 Explain how the market system deals with risk. Economic systems differ as to (1) who owns the factors of You are at the mall. Suppose you were assigned to compile production and (2) the method used to motivate, coordinate, a list of all the individual goods and services there, including and direct economic activity. the different brands and variations of each type of product. Economics systems can be classified by the degree to which they rely upon decentralized decision making based 27
28 PART ONE Introduction to Economics and the Economy economic plan created and enforced by the government. The command system is also known as socialism or communism. upon markets and prices or centralized government control based upon orders and mandates. At one extreme lies laissez- Under the command system, a central planning board ap- faire capitalism, in which government intervention is at a pointed by the government makes all the major decisions very minimum and markets and prices are allowed to direct concerning the use of resources, the composition and distri- nearly all economic activity. At the other extreme lie com- bution of output, and the organization of production. The mand systems, in which governments have total control over government owns most of the business firms, which produce all economic activity. The vast majority of national econo- according to government directives. The central planning mies lie somewhere in the middle, utilizing some mixture of board determines production goals for each enterprise and centralized government regulation and decentralized markets specifies the amount of resources to be allocated to each en- and prices. These economies are said to have market systems terprise so that it can reach its production goals. The division or mixed economies. of output between capital and consumer goods is centrally decided, and capital goods are allocated among industries on Laissez-Faire Capitalism the basis of the central planning board’s long-term priorities. In laissez-faire capitalism—or “pure capitalism”—the gov- A pure command economy would rely exclusively on a ernment’s role would be limited to protecting private property central plan to allocate the government-owned property from theft and aggression and establishing a legal environment resources. But, in reality, even the preeminent command in which contracts would be enforced and people could interact e conomy—the Soviet Union—tolerated some private owner- in markets to buy and sell goods, services, and resources. ship and incorporated some markets before its collapse in 1992. Subsequent reforms in Russia and most of the eastern The term “laissez-faire” is the French for “let it be,” that European nations have, to one degree or another, transformed is, keep the government from interfering with the economy. their command economies to capitalistic, market-oriented sys- Proponents of laissez-faire believe that such interference re- tems. China’s reforms have not gone as far, but they have duces human welfare. They maintain that any government that greatly reduced China’s reliance on central planning. Although intervenes widely in the economy will end up being corrupted government ownership of resources and capital in China is still by special interests that will use the government’s economic extensive, the nation has increasingly relied on free markets to influence to benefit themselves rather than society at large. organize and coordinate its economy. North Korea and Cuba are the last prominent remaining examples of largely centrally To prevent that from happening, the proponents of laissez- planned economies. Other countries using mainly the com- faire argue that government should restrict itself to preventing mand system include Turkmenistan, Laos, Belarus, Myanmar, individuals and firms from coercing each other. By doing so, Venezuela, and Iran. Later in this chapter, we will explore the it will ensure that only mutually beneficial economic trans- main reasons for the general demise of command systems. actions get negotiated and completed. That should lead to the highest possible level of human satisfaction because, after The Market System all, who knows better what people want than the people themselves? The vast majority of the world’s economies utilize the mar- ket system, which is also known as capitalism or the mixed It is important to note, however, that no society has ever economy. employed a laissez-faire system. In fact, no government has ever limited its economic actions to the short list of functions The market system is characterized by a mixture of cen- that would be allowed under laissez-faire. Instead, every gov- tralized government economic initiatives and decentralized ernment known to history has undertaken a wider range of actions taken by individuals and firms. The precise mixture economic activities, many of which are widely popular and varies from country to country, but in each case the system which include industrial safety regulations, various taxes and features the private ownership of resources and the use of mar- subsidies, occupational licensing requirements, and income kets and prices to coordinate and direct economic activity. redistribution. In the market system, individuals and businesses seek to Thus, you should think of laissez-faire capitalism as a hy- achieve their economic goals through their own decisions re- pothetical system that is viewed by proponents as the ideal to garding work, consumption, or production. The system al- which all economic systems should strive—but which is op- lows for the private ownership of capital, communicates posed by those who welcome greater government interven- through prices, and coordinates economic activity through tion in the economy. markets—places where buyers and sellers come together to buy and sell goods, services, and resources. The Command System Participants act in their own self-interest, and goods and The polar opposite of laissez-faire capitalism is the com- services are produced and resources are supplied by whoever mand system, in which government owns most property re- sources and economic decision making is set by a central
is willing and able to do so. The result is competition among CHAPTER 2 The Market System and the Circular Flow 29 independently acting buyers and sellers of each product and resource and an economic system in which decision making Nobody would stock a store, build a factory, or clear land for is widely dispersed. farming if someone else, or the government itself, could take that property for his or her own benefit. The market system also offers high potential monetary re- wards that create powerful incentives for existing firms to in- Property rights also extend to intellectual property novate and for entrepreneurs to pioneer new products and through patents, copyrights, and trademarks. Such long-term processes despite the financial risks involved and despite protection encourages people to write books, music, and most innovations failing to catch on with consumers. computer programs and to invent new products and produc- tion processes without fear that others will steal them and the It is the case, however, that in the capitalism practiced in rewards they may bring. the United States and most other countries, the government plays a substantial role in the economy. It not only provides Moreover, property rights facilitate exchange. The title to the rules for economic activity but also promotes economic an automobile or the deed to a cattle ranch assures the buyer stability and growth, provides certain goods and services that that the seller is the legitimate owner. Also, property rights would otherwise be underproduced or not produced at all, encourage owners to maintain or improve their property so as and modifies the distribution of income. The government, to preserve or increase its value. Finally, property rights en- however, is not the dominant economic force in deciding able people to use their time and resources to produce more what to produce, how to produce it, and who will get it. That goods and services, rather than using them to protect and re- force is the market. tain the property they have already produced or acquired. Characteristics of the Freedom of Enterprise and Choice Market System Closely related to private ownership of property is freedom of LO2.2 List the main characteristics of the market system. enterprise and choice. The market system requires that vari- An examination of some of the key features of the market ous economic units make certain choices, which are ex- system in detail will be very instructive. pressed and implemented in the economy’s markets: ∙ Freedom of enterprise ensures that entrepreneurs and Private Property private businesses are free to obtain and use economic In a market system, private individuals and firms, not the resources to produce their choice of goods and services government, own most of the property resources (land and and to sell them in their chosen markets. capital). It is this extensive private ownership of capital that ∙ Freedom of choice enables owners to employ or gives capitalism its name. This right of private property, dispose of their property and money as they see fit. It coupled with the freedom to negotiate binding legal con- also allows workers to try to enter any line of work for tracts, enables individuals and businesses to obtain, use, and which they are qualified. Finally, it ensures that dispose of property resources as they see fit. The right of consumers are free to buy the goods and services that property owners to designate who will receive their property best satisfy their wants and that their budgets allow. when they die helps sustain the institution of private property. These choices are free only within broad legal limitations, of course. Illegal choices such as selling human organs or The most important consequence of property rights is that buying illicit drugs are punished through fines and imprison- they encourage people to cooperate by helping to ensure that ment. (Global Perspective 2.1 reveals that the degree of eco- only mutually agreeable economic transactions take place. To nomic freedom varies greatly from economy to economy.) consider why this is true, imagine a world without legally en- forceable property rights. In such a world, the strong could Self-Interest simply take whatever they wanted from the weak without giv- ing them any compensation. But in a world of legally enforce- In the market system, self-interest is the motivating force of able property rights, any person wanting something from you the various economic units as they express their free choices. has to get you to agree to give it to them. And you can say no. Self-interest simply means that each economic unit tries to The result is that if they really want what you have, they must achieve its own particular goal, which usually requires deliv- offer you something that you value more highly in return. ering something of value to others. Entrepreneurs try to max- That is, they must offer you a mutually agreeable economic imize profit or minimize loss. Property owners try to get the transaction—one that benefits you as well as them. highest price for the sale or rent of their resources. Workers try to maximize their utility (satisfaction) by finding jobs that Property rights also encourage investment, innovation, offer the best combination of wages, hours, fringe benefits, exchange, maintenance of property, and economic growth. and working conditions. Consumers try to obtain the prod- ucts they want at the lowest possible price and apportion their
30 PART ONE Introduction to Economics and the Economy GLOBAL PERSPECTIVE 2.1 economy. When there are many buyers and sellers acting in- Index of Economic Freedom, dependently in a market, no single buyer or seller can dictate Selected Economies the price of the product or resource because others can under- cut that price. The Index of Economic Freedom measures economic free- dom using 10 major groupings such as trade policy, property Competition also implies that producers can enter or rights, and government intervention, with each category con- leave an industry; no insurmountable barriers prevent an in- taining more than 50 specific criteria. The index then ranks dustry’s expanding or contracting. This freedom of an indus- 179 economies according to their degree of economic free- try to expand or contract provides the economy with the dom. A few selected rankings for 2015 are listed below. flexibility needed to remain efficient over time. Freedom of entry and exit enables the economy to adjust to changes in FREE consumer tastes, technology, and resource availability. 1 Hong Kong 3 New Zeland The diffusion of economic power inherent in competition 5 Switzerland limits the potential abuse of that power. A producer that charges MOSTLY FREE more than the competitive market price will lose sales to other 12 United States producers. An employer who pays less than the competitive market wage rate will lose workers to other employers. A firm 20 Japan that fails to exploit new technology will lose profits to firms that 28 Colombia do. A firm that produces shoddy products will be punished as MOSTLY UNFREE customers switch to higher-quality items made by rival firms. Competition is the basic regulatory force in the market system. 117 Brazil 128 India Markets and Prices 143 Russia REPRESSED We may wonder why an economy based on self-interest does 169 Argentina not collapse in chaos. If consumers want breakfast cereal, but 171 Iran businesses choose to produce running shoes and resource 178 North Korea suppliers decide to make computer software, production would seem to be deadlocked by the apparent inconsistencies Source: The Heritage Foundation, www.heritage.org. of free choices. expenditures to maximize their utility. The motive of self- In reality, the millions of decisions made by households interest gives direction and consistency to what might other- and businesses are highly coordinated with one another by wise be a chaotic economy. markets and prices, which are key components of the market system. They give the system its ability to coordinate millions Competition of daily economic decisions. A market is an institution or mechanism that brings buyers (“demanders”) and sellers The market system depends on competition among economic (“suppliers”) into contact. A market system conveys the deci- units. The basis of this competition is freedom of choice exer- sions made by buyers and sellers of products and resources. cised in pursuit of a monetary return. Very broadly defined, The decisions made on each side of the market determine a competition requires set of product and resource prices that guide resource owners, ∙ Two or more buyers and two or more sellers acting entrepreneurs, and consumers as they make and revise their choices and pursue their self-interest. independently in a particular product or resource market. (Usually there are many more than two buyers Just as competition is the regulatory mechanism of the and two sellers.) market system, the market system itself is the organizing and ∙ Freedom of sellers and buyers to enter or leave markets, coordinating mechanism. It is an elaborate communication on the basis of their economic self-interest. network through which innumerable individual free choices Competition among buyers and sellers diffuses economic are recorded, summarized, and balanced. Those who respond power within the businesses and households that make up the to market signals and heed market dictates are rewarded with greater profit and income; those who do not respond to those signals and choose to ignore market dictates are penalized. Through this mechanism society decides what the economy should produce, how production can be organized efficiently, and how the fruits of production are to be distributed among the various units that make up the economy.
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