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In Exercises 3540, use the formula on page 527 to find the inverse of the matrix (if it

College Algebra | 9th Edition | ISBN: 9781133963028 | Authors: Ron Larson ISBN: 9781133963028 204

Solution for problem 7.3.36 Chapter 7

College Algebra | 9th Edition

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College Algebra | 9th Edition | ISBN: 9781133963028 | Authors: Ron Larson

College Algebra | 9th Edition

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Problem 7.3.36

In Exercises 3540, use the formula on page 527 to find the inverse of the matrix (if it exists). 1322 2

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Chapter 10 ­ Intelligence Overall question ● does each of us have an inborn level of talent, a general mental capacity or set of abilities, and can that level be measured and represented by a score on a test ● one ability or many ● the role of creativity and emotional intelligence Definitions of intelligence ● Intelligence can be defined as “whatever intelligence tests measure” ● generate scores allows us to compare individuals ● you college entrance test measures how good you are at scoring well on that test Beyond the test ● Better definition ointelligence: the ability to learn from experience, solve problems, and use knowledge to adapt to new situations Intelligence: single or multiple Charles Spearman ● performed a factor analysis of different skills and found that people who did well in one area also did well in another ● these people have a high “g” = general intelligence ● we have one general intelligence that is the heart of all our intelligent behavior Thurstone’s seven clusters of abilities 1. verbal comprehension 2. inductive reasoning 3. word fluency 4. spatial ability 5. memory 6. perceptual speed 7. numerical ability Multiple intelligences “savant syndrome” ­ when people can’t take care of themselves alone but have incredible photographic memory and artistic abilities etc Howard Gardner’s Multiple Intelligences ● 8 relatively independent intelligences 1. Naturalist 2. linguistic 3. logical mathematical 4. musical 5. spatial etc Robert Sternberg ● proposed that there are 3 intelligences 1. analytical ­ school smart, finding one right answer 2. Practical ­ street smart, money managing, organization etc 3. Creative ­ high creativity, thinking of multiple answers/solutions Intelligence and success ● “success in life” is more than high intelligence ● Wealth tends to be related to intelligence tests scores plus focused daily effort, social support and connections, hard work and energetic persistence Other types of intelligence ● social intelligence ­ socially aware ● emotional intelligence ­ self aware Components of Emotional Intelligence ● perceiving emotions ­ being able to pick up on other people’s emotions ● understanding emotions ­ being sympathetic to other’s emotions ● managing emotions ­ self control of your emotions ● using emotions Benefits of emotional intelligence ● the ability to delay gratification while pursuing long term goals (not to be driven by immediate impulses) ● contributes to success in career, marriage, and parenting situations Aptitude vs. Achievement ● Achievement tests: measure what you have already learned ● Aptitude: attempts to predict your ability to learn new skills ● the SAT, ACT, and GRE are supposed to predict your ability to do well in future academic work The origins of intelligence testing: ● problem: late 1800’s Paris schools needed to objectively identify children in need of special classes ● Children were not required by law at the time, and this was changed and there was a huge influx of kids at different academic levels. ● Alfred Binet Devised tests to measure each child’s mental age ● Lewis Terman​: modified Binet’s test for American children. He came up with the idea of measuring intelligence ● Called the test the Stanford­Binet intelligence test ● William Stern: in 1914, he came up with the concept of Intelligence Quotient (IQ) What do scores mean ● Lewis Terman began with a different assumption than Binet. He thought that intelligence was inherited ● Later, Terman saw low scores can be affected by people’s level of education and their familiarity with the language and culture used in the test ● Terman told people with low scores to not reproduce David Wechsler’s test: Intelligence PLUS ● The Wechsler Adult Intelligence Scale and one for children ● verbal comprehension ● processing speed ● perceptual organization ● working memory Principles of Test Construction ● In order for tests to generate results that are considered useful must be: ● standardized ­ we need to compare it to other individual’s scores ­ Standardization: defining the meaning of scores based on a comparison with a pretested group ­ Reliability ­ a test is reliable when it gives consistent results ­ Split half reliability ­ test­retest reliability ­ A test or measure has ​validity if it accurately measures what it is supposed to measure ­ content validity ­ questions on the test contain the content it is supposed to. ie a stats test does not contain biology questions ­ predictive validity: does you score predict how you will perform in college etc Predictive Validity ● at the higher range of weight and success, weight is less of a valid predictor of success of football linemen ● why do the predictive power of aptitude scores diminish as students move up the educational ladder Genetic and environmental Influences on intelligence (nature and nurture) ● are people successful because of inborn traits ● or are they successful because of their unequal access to better nurture ● Identical twins raised together had more similar IQ’s if they were raised apart Adoption studies ● with age, the IQ scores of adopted kids are most similar to those of their birth parents Environmental influences on intelligence ● environment has more influence on intelligence under extreme conditions such as abuse, neglect, or extreme poverty Schooling and Intelligence: ● schooling and intelligence interact, and both boost children’s chances for success what predicts college students’ academic achievement ● study motivation and study skills ● Fixed mindset:​ idea that intelligence is set in stone ● Growth mindset:​ intelligence is changeable ● Ability + Opportunity + Motivation = success ● praise effort, rather than ability ● ie say, “Good job, you must have worked really hard for that grade.” instead of “You’re so smart” give them the message that it is in your hands Group Differences in test scores gender differences: ● male/female difference related to overall intelligence test score ● boys are more likely than girls to be at the high or low end of the intelligence test score spectrum ● girls are better at locating objects, detecting emotions, and tend to be more verbally fluent ● boys tend to perform better on spatial ability tests ● overall math performance between the genders is the same Within­group vs. Between­group ● group differences, including intelligence test score differences between so called “racial groups” can be caused by environmental factors ● racial groups are not distinct genetically Chapter 11 ­ Motivation and Work: Read Appendix A Some strong human drives include: ● hunger ● sex ● belonging ● achievement Motivation ● refers to a need or desire that energizes and directs behavior towards a goal ● Aron Ralston cut off his own arm after getting trapped under a rock. what motivated him Perspectives on motivation: Instinct theor (weaker theory) ● an instinct is a fixed pattern of behavior that is not acquired by learning and is likely to be rooted in genes ● human babies show certain reflexes, but in general, our behavior is less prescribed by genetics ● we may have genetic predispositions for some behaviors Drive reduction theory ● A drive is an aroused or tense state related to a physical need (hunger, thirst) ● humans are motivated to reduce these drives ● this restores homeostasis ● Need (food, water) ­> Drive (hunger thirst) ­> Drive reduction behavior (eating, drinking) ● Drives “push” from inside us ​incentive​ re external stimuli that can “pull” us in our actions. Seeking Optimum Arousal ● some behavior is not directly linked to a biological need ● human motivation aims not to eliminate arousal but to seek optimum levels of arousal ● One spectrum: no arousal is complete boredom. The other end of the spectrum is stressed Hierarchy of Needs/motives ● Abraham Maslow proposed that humans strive to ensure that basic needs are satisfied before they find motivation to pursue goals that are higher on this higher on this hierarchy ● ie you need to make sure you have food, water, etc before esteem needs/belongingness is met. Hunger ● research studies using semistarvation show that when we are hungry, thoughts about food dominate our consciousness Physiology of hunger ● stomach contracts when hungry The Hypothalamus and hunger: ● receptors throughout the digestive system monitor levels of glucose and send signals to the hypothalamus in the brain ● the hypothalamus sends appetite stimulating hormones or appetite suppressing hormones Regulating weight ● most mammals have a stable weight to which they keep returning ­ thei​et point ● when a person’s weight drops or increases, the body adjusts hunger and energy use ● Basal metabolic rate:​ rate of energy expenditure for maintaining basic body functions when at rest ● if you lose weight dramatically, your body sends you more appetite stimulating hormones to try and get you back to your set point How much do we eat ● eating depends in part on situational influences ● Unit bias:we may eat only one serving of food, but will eat more if the serving size is larger ● Buffet Effect​we eat more if more options are available

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Chapter 7, Problem 7.3.36 is Solved
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Textbook: College Algebra
Edition: 9
Author: Ron Larson
ISBN: 9781133963028

This full solution covers the following key subjects: . This expansive textbook survival guide covers 9 chapters, and 5750 solutions. College Algebra was written by and is associated to the ISBN: 9781133963028. This textbook survival guide was created for the textbook: College Algebra, edition: 9. The answer to “In Exercises 3540, use the formula on page 527 to find the inverse of the matrix (if it exists). 1322 2” is broken down into a number of easy to follow steps, and 21 words. Since the solution to 7.3.36 from 7 chapter was answered, more than 255 students have viewed the full step-by-step answer. The full step-by-step solution to problem: 7.3.36 from chapter: 7 was answered by , our top Math solution expert on 01/02/18, 09:21PM.

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In Exercises 3540, use the formula on page 527 to find the inverse of the matrix (if it