I isolated and developed primers for 17 microsatellite loci in the anomuran crab Petrolisthes cinctipes as a prelude to a comprehensive analysis of genetic structure in this species. I excluded from subsequent analyses any loci that 1) produced unscorable multiband amplification products; 2) showed evidence of null alleles; 3) failed Slatkin's (1994, 1996) exact test for a fit to the Ewens sampling distribution for selectively neutral alleles; 4) did not amplify a product of the expected size; 5) failed to amplify any product from DNA extracted from the original crab from which the library was developed; or 6) exhibited non-Mendelian patterns of inheritance. Non-Mendelian inheritance was assessed by comparing the genotypes of brooded embryos to their mothers. Amplification of two loci (Pcl60b, and Pc36L) from brooded embryos revealed heterozygous amplification products that did not match either apparent allele amplified from the mother. On the basis of these criteria, 15 of the 17 loci isolated in this study are excluded. The data generated from testing for non-Mendelian inheritance also allows an inference about the mating structure of this crab. Using the two remaining loci, I found that eight often broods analyzed show evidence of multiple paternity. This result suggests that multiple paternity of broods is widespread in Petrolisthes cinctipes.

L2 lexical studies have established that learners need to acquire knowledge of the first 3,000 most frequent words in order to enjoy 95% coverage of the vocabulary used in spontaneous speech (Nation 2006).  However, there has been little data available that reveal how many of these most frequent words can be recognized by university language majors, with Robles-García´s (2020a, 2020b) recent study being a welcome exception.  The present inquiry into L2 vocabulary gains employed the same word-recognition test developed by Robles-García (2020a) in order to characterize the vocabulary size enjoyed by upper-division Spanish majors, both non-native and bilingual native (i.e., heritage) speakers, enrolled in a California public university.  The results show that non-native Spanish majors in their third and fourth year of the major are still struggling to learn the first 3,000 most frequent Spanish words. In contrast, the heritage students demonstrated strong word recognition of almost all of the words in this basic inventory.  The curricular implications of these results are discussed with respect to both non-native and bilingual native Spanish majors and an argument is made for continued explicit vocabulary instruction throughout the upper-division program.