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and persistence of the resulting attitudes In one of the earliest role-playing demonstrations, Janis and King (1954) examined the differential effects of having people actively present persuasive arguments versus passively hear arguments presented by others Results indicated that participants who actively generated and presented messages were typically more persuaded than were those who passively listened to messages This effect has been replicated numerous times (eg, Elms, 1966; Greenwald & Albert, 1968; Janis & Mann, 1965) A number of mechanisms have been proposed to account for these role-playing effects Janis (1968) proposed a biased scanning explanation whereby individuals, in the process of supporting an attitudinal position, recruit consistent beliefs and inhibit inconsistent beliefs (see also, Kunda, 1990) This interpretation is based in part on the nding that improvisation is an important element in eliciting role-playing effects.

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Priest, R G, Krause, J V, & Beach, J (1999) Four-year changes in college athletes ethical value choices in sports situations Research Quarterly for Exercise and Sport, 70, 170 178 Proios, M, Doganis, G, & Athanailidis, I (2004) Moral development and form of participation, type of sport, and sport experience Perceptual and Motor Skills, 99, 633 642 Rest, J R (1979) Development in judging moral issues Minneapolis: University of Minnesota Press Rest, J R (1983) Morality In P Mussen (Series Ed) & J Flavell & E Markman (Vol Eds), Manual of child psychology: Cognitive development (4th ed, pp 556 629) New York: Wiley Rest, J R (1984) The major component of morality In W Kurtines & J Gewirtz (Eds), Morality, moral behavior, and moral development (pp 24 40) New York: Wiley Rest, J R, Narvaez, D, Bebeau, M.

, & Thoma, S (1999) Postconventional moral thinking: A neo-Kohlbergain approach Mahwah, NJ: Erlbaum Rokeach, M (1973) The nature of human values New York: Free Press Romance, T J, Weiss, M R, & Bockoven, J (1986) A program to promote moral development through elementary school physical education Journal of Teaching in Physical Education, 5, 126 136 Rulmyr, R (1996) Interscholastic athletic participation and the moral development of adolescents in Arizona high schools Unpublished doctoral dissertation, Northern Arizona University, Flagstaff Ryska, T A (2003) Sportsmanship in young athletes: The role of competitiveness, motivational orientation, and perceived purposes of sport Journal of Psychology, 137, 273 293 Sage, L, Kavussanu, M, & Duda, J (in press) Goal orientations and moral identity as predictors of prosocial and antisocial functioning in male association football players Journal of Sport Sciences Schmitz, K (1976) Sport and play: Suspension of the ordinary In M.

Hart ( Ed), Sport in the sociocultural process (pp 35 48) Dubuque, IA: Brown Schwartz, S H (1994) Are there universal aspects in the structure and contents of human values Journal of Social Issues, 50(4), 19 45 Selman, R (1980) The growth of interpersonal understanding: Developmental and clinical analyses New York: Academic Press Shields, D, & Bredemeier, B J (1984) Sport and moral growth: A structural developmental perspective In W Straub & J Williams (Eds), Cognitive sport psychology (pp 89 101) Lansing, NY: Sport Science Associates..

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King and Janis (1956) showed that a process of active argument generation was necessary to elicit role-playing persuasion effects Simply reading a set of persuasive arguments to others did not elicit as much persuasion as did extemporaneously elaborating on the message Presumably, actively generating arguments in favor of a given position leads to the active retrieval of supportive information that is uniquely persuasive to the individual and to the inhibition of nonsupporting information (Greenwald & Albert, 1968; Janis & King, 1954) The information that people self-generate might seem particularly compelling to the generator because of the enhanced effort involved in generation over passive exposure (Festinger, 1957) or the arguments might seem more compelling simply because they are associated with the self (ie, an ownness bias; Perloff & Brock, 1980).

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The Shannon lower bound on the rate distortion function [485] is proved by the following steps: (a) Show that (D) is a concave function of D. (b) Justify the following series of inequalities for I (X; X) if Ed(X, X) D, I (X; X) = H (X) H (X|X) (10.152)

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