Although no cause-and-effect relationship has been established, this is the first study to show an association between hip abductor, adductor, and flexor muscle group strength imbalance and lower extremity overuse injuries in runners. Because most running injuries are multifaceted in nature, areas secondary to the site of pain, such as hip muscle groups exhibiting strength imbalances, must also be considered to gain favorable outcomes for injured runners. The addition of strengthening exercises to specifically identified weak hip muscles may offer better treatment results in patients with running injuries.

For 6 years, we have offered an integrated weekly laboratory focusing on research methods as part of our general psychology course. Through self-report measures and controlled comparisons, we found that laboratory projects significantly increase students' knowledge and comfort level with scientific approaches and concepts, sustain interest in psychology, and increase critical thinking about psychological research. Implementing a laboratory component in the introductory course increases students' scientific literacy, reinforces psychology's claim to scientific status, encourages active learning, promotes quantitative reasoning, and benefits multiple constituencies.

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According to Brickman et al. (1982), people facing problems make attributions about responsibility for causing and for solving the problem. Four models of helping and coping emerge. The present investigation examined 2 key questions. First, do individuals assign responsibility exclusively to the person or external forces, or do they exhibit a pattern of distributing responsibility among several causes? And second, do the models provide superior explanatory power relative to the individual attributions? College students provided information about their assumptions about causes and solutions to their own academic problems. Students revealed all 3 patterns. Furthermore, those making selfattributions of responsibility for solutions had higher grade point averages (GPAs) than did those making other attributions. Implications for the Brickman et al. analysis and framework are discussed.In an important contribution to the psychology of helping, Brickman et al. (1982) provided an attribution analysis of the ways in which people cope with their own problems and help others with their problems. Specifically, they argued that people facing problems make a pair of attributions about the affected person's (i.e., the person with the problem, either oneself or a potential recipient of help) responsibility regarding the problem: (a) The affected person is responsible or is not responsible for creating or causing the problem, and (b) this person is responsible or is not responsible for solving the problem. Furthermore, these two attributions are believed to be combined, and together result in four models of helping and coping: the moral, medical, enlightenment, and compensatory models. Table 1 presents the models within the attributional framework, along with illustrative treatments drawn from interventions for alcohol problems.The Brickman et al. (1982) paper, along with elaborations and extensions by some or all of the original authors (e.g., Brickman et al.

A set of sentences written in either an expanded or optionally deleted form were read for imitation and delayed recall to a group of nursery school children. A similar set of sentences had been presented for recall to adults. The older children and adults tended to recall the sentences in deleted forms, regardless of their input form. The youngest child tested, however, recalled the sentences in a fully expanded form, even when they had been presented and imitated in deleted form. The results offer support for the hypothesis of memory for non-linguistic ideas by both children and adults, as well as a demonstration of Slobin's (1973) universal operating principle that when children are first gaining control of an optionally deletable linguistic entity, they will often produce only its full form.