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with a block of message bits of size N N = 10, 000 that, after being encoded by the code of code rate Rc = 1/2, becomes a transmitted array of size 2N N = 20, 000 coded bits, which are affected by noise according to the value of the parameter E b /N0 , in this case E b /N0 = 1dB. The LOG MAP BCJR decoder generates with these inputs a vector of extrinsic information E of size N N = 10, 000. Figure 7.26 shows the results of this process, for E b /N0 = 1dB and two values of A , A = 2 and A = 4.5, which consist of the non-normalized histograms of the extrinsic information values and of the applied a priori values. These histograms allow the calculation of the mutual informations of the EXIT chart. The mutual information I A can be calculated by using expression (93), evaluated numerically, and the corresponding value of the mutual information I E is also obtained by numerical integration over the resulting histograms like those seen in Figure 7.26 for example, and by using expression

understanding the genetic basis of personality: the use of pathways models to evaluate competing models of personality. Independent and Common Pathways Models In heritability analyses, components of variance are estimated by tting models to the observed covariance matrices. In the univariate case, the heritability of a variable is estimated by comparing the similarity (estimated by Pearson s r) of MZ to DZ twins. In the bivariate case, common genetic in uences are suggested when the MZ cross-correlation exceeds the DZ cross-correlation used to compute the genetic correlation, r G . The multivariate extension of this idea is found in two general classes of path analytic models that are pertinent to personality research: independent and common pathways models (see Figures 3.1 and 3.2; McArdle & Goldsmith, 1990; Neale & Cardon, 1992). The independent pathway model speci es direct links from one or more genetic and environmental in uences common to each variable and unique genetic and environmental effects to each variable. The common pathways model is a more stringent version of the independent pathways model. The primary difference between the two models is that the common pathways model postulates that of the covariation in a set of variables is mediated by a single latent variable that has its own genetic and environmental basis. Both models provide the opportunity to examine variance speci c to each variable that is, each lower-order trait. Factor analytic studies of

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Two symbols placed together imply multiplication. Each symbol or symbol grouping is called a factor. Examples: xy means x multiplied by y; x( y + 1) means x multiplied by the quantity ( y + 1); abc means a multiplied by b that is then multiplied by c. The use of parentheses is vital in algebra. If a parentheses pair has a sign in front of it, that sign is operative on each term inside the parentheses. If the sign is just a +, then consider that each term inside the parentheses is multiplied by +1. Here we just have a ow through. Example. Simplify 3X + (7X + Y 10)

Brehm & Cohen, 1962; Cooper & Fazio, 1984; Harmon-Jones & Mills, 1999; for reviews) Some experimental procedures used to induce dissonance include coaxing people to write counterattitudinal essays under the illusion of free choice (eg, Losch & Cacioppo, 1990), undergoing harsh initiations to join an uninteresting group (eg, Aronson & Mills, 1959), selecting between two different but equally desirable products (eg, Brehm, 1956), and eating grasshoppers after a request from a dislikable person (Zimbardo, Weisenberg, Firestone, & Levy, 1965) In these instances, people become more favorable toward the initially counterattitudinal position, the uninteresting group, the chosen product, and the initially distasteful grasshoppers Early work in dissonance theory suggested that individuals must directly resolve the cognitive inconsistency by changing their attitudes generating cognitions to make the dissonant elements more consistent (ie, bolstering) or by minimizing the importance of the dissonant cognitions (ie.

, trivializing; see Simon, Greenberg, & Brehm, 1995) However, some research has suggested that dissonance can be reduced (at least temporarily) by engaging in virtually any activity that distracts one from the dissonance For example, individuals appear to successfully reduce their dissonance by af rming even unrelated aspects of their self-concepts (Steele, 1988; Tesser & Cornell, 1991), by consuming alcohol (Steele, Southwick, & Critchlow, 1981), or by watching a comedy lm (Cooper, Fazio, & Rhodewalt, 1978) By contrast, individuals avoid receiving even positive information about themselves if it is highly related to the dissonancearousing event, and when such exposure is forced, the amount of experienced dissonance increases (Blanton, Cooper, Skurnik, & Aronson, 1997) A number of research studies have supported the hypothesis that physiological arousal follows from situations thought to induce cognitive dissonance (eg.

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