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Fulkerson, J A, Keel, P K, Leon, G R, & Dorr, T (1999) Eating-disordered behaviors and personality characteristics of high school athletes and nonathletes International Journal of Eating Disorders, 26, 73 79 Garner, D M (1991) Eating Disorder Inventory-2: Professional manual Odessa, FL: Psychological Assessment Resources Garner, D M, & Garfinkel, P (1980) Sociocultural factors in the development of anorexia nervosa Psychological Medicine, 10, 647 656 Garner, D M, Olmstead, M P, Bohr, Y, & Garfinkel, P E (1982) The Eating Attitudes Test: Psychometric features and clinical correlates Psychological Medicine, 12, 871 878 Haase, A M, Prapavessis, H, & Owens, R G (2002) Perfectionism, social physique anxiety and disordered eating: A comparison of male and female athletes Psychology of Sport and Exercise, 3, 209 222 Halmi, K A (2003) Classification, diagnosis and comorbidities of eating disorders: A review In M.

Have you ever entered a sweepstakes that required you to provide your e-mail address, name, home address, telephone number, or other information about you and your family Did you read its rules especially the ne print The majority of online sweepstakes are used to gather data about you so companies can send you advertisements, special offers, and other marketing materials. To make matters worse, sometimes these companies even sell your data to third-party marketers who send you junk mail or spam. Fortunately, there are ways to reduce this annoyance and to protect your privacy:

Jump to 33 to learn about CSS positioning options. Proceed to 23 to learn more about grouping elements with DIV and SPAN.

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Maj, K Halmi, J J LopezIbor, & N Sartorius (Eds), Eating disorders (pp 1 24) West Sussex, England: Wiley Harris, M, & Greco, D (1990) Weight control and weight concern in competitive female gymnasts Journal of Sport and Exercise Psychology, 12, 427 433 Hausenblas, H A, & Carron, A V (1999) Eating disorder indices and athletes: An integration Journal of Sport and Exercise Psychology, 21, 230 258 Hausenblas, H A, & Carron, A V (2002) Assessing eating disorder symptoms in sport groups: A critique with recommendations for future research International Sports Journal, 6, 65 74 Hausenblas, H A, & Downs, D (2001) Comparison of body image between athletes and nonathletes: A meta-analytic review Journal of Applied Sport Psychology, 13, 323 339 Hausenblas, H A, & Mack, D (1999) Social physique anxiety and eating disorder correlates among female athletic and nonathletic populations.

environmental psychologists seeking to meet this challenge and address what some have considered to be an application gap within environmental psychology (ie, the gap between the generation of general principles and on-the-ground advice of direct use to practitioners) The Environment as Context One of the shortcomings of so much psychological research is that it treats the environment simply as a value-free backdrop to human activity and a stage upon which we act out our lives In essence, the environment is regarded as noise It is seen as expedient in psychological investigations and experiments to remove or reduce as much extraneous noise as possible that will affect the purity of our results This is understandable and desirable in many situations, but when it comes to understanding human perceptions, attitudes, and behaviors in real-world settings, the environment is a critical factor that needs to be taken into account.

representation, the attention demands on working memory may be reduced. The concept of chunking, or knowledge compilation, in its various theoretical manifestations (e.g., Chase & Simon, 1973; Ericsson & Kintsch, 1995; Gobet & Simon, 1998; Miller, 1956), is a fundamental building block of memory and underlies practice effects in skill acquisition. Chunking, according to Rosenbloom and Newell (1987), occurs in a hierarchical, bottom-up manner, with smaller patterns of movement learned first, but subsumed by increasingly larger, more complex patterns. As motor competence develops, higher-level chunks are generated that represent the numerous bits of information required to successfully perform the skill. Working memory then needs only to process those higher-level chunks instead of dealing with information bit by bit. Masters and Liao provided preliminary evidence for this conceptualization by showing that the right-angled triangle analogy chunked only information (movement instructions) subsumed under the analogy (i.e., relevant bits of information), because chunking occurs only when the discrete bits of information are relevant to the learning process. They showed that a movement learned using only rules relevant to the analogy remained robust under secondary task loading (implying that working memory was processing only higher-level chunks). The same movement learned using rules irrelevant to the analogy did not remain robust. From a theoretical point of view, it is possible to speculate that the technique of analogy learning should result in more rapid learning because it allows the coach to present more information than normal to the learner in a format

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