This study examines the ability of bilinguals to judge their linguistic competence. Participants evaluated their Spanish and English language skills both before and after administration of the Woodcock-Muñoz Language Survey, which provided an objective measure of these skills. Self-assessments were more accurate for Spanish than for English and, in the case of English, varied with the skill being rated. Feedback from the objective test improved self-rating accuracy more for Spanish than for English. There was little support for the conclusion that the language in which the self-assessments are presented influences bilinguals’ self-ratings of their linguistic skills. Implications for the use of self-assessments in applied situations are discussed.

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In this study we examined whether event-related potentials (ERPs) associated with stimulus repetition and recognition in a serial-probe recognition task were comparable to ERPs in other tasks that are more typically used to investigate old/new ERP effects. The experiment consisted of 320 trials in which a recognition probe followed a four-item memory set; 160 trials consisted of images depicting common objects that were easy to label (EL task), and 160 trials consisted of images depicting abstract patterns that were difficult to label (DL task). Nineteen participants indicated whether a probe that followed each memory set was or was not presented in the memory set. Half of the probes matched, and half did not match, an item in the preceding memory set. ERPs appeared to reflect two processes--one that differentiated between recently presented stimuli and other stimuli and another that distinguished between repeated stimuli and new stimuli. ERPs to recent probes were more positive than ERPs to other probes in the EL and DL tasks. ERPs to match (old) probes were more positive than ERPs to nonmatch (new) probes only in the EL task.

In this study we examined whether event-related potentials (ERPs) associated with stimulus repetition and recognition in a serial-probe recognition task were comparable to ERPs in other tasks that are more typically used to investigate old/new ERP effects. The experiment consisted of 320 trials in which a recognition probe followed a four-item memory set; 160 trials consisted of images depicting common objects that were easy to label (EL task), and 160 trials consisted of images depicting abstract patterns that were difficult to label (DL task). Nineteen participants indicated whether a probe that followed each memory set was or was not presented in the memory set. Half of the probes matched, and half did not match, an item in the preceding memory set. ERPs appeared to reflect two processes--one that differentiated between recently presented stimuli and other stimuli and another that distinguished between repeated stimuli and new stimuli. ERPs to recent probes were more positive than ERPs to other probes in the EL and DL tasks. ERPs to match (old) probes were more positive than ERPs to nonmatch (new) probes only in the EL task.

Resumen: El objetivo de este trabajo fue estudiar la relación entre la matutinidad-vespertinidad y la ansiedad rasgo en adolescentes. La muestra estaba formada por 638 adolescentes de 12 a 14 años. Se midió la matutinidadvespertinidad mediante la Escala de Matutinidad-Vespertinidad para Niños, MESC (Carskadon, Vieira y Acebo, 1993) y la ansiedad rasgo mediante el Inventario de Ansiedad Estado-Rasgo para niños, STAIC (Spielberger, Edwards, Lushene, Montuori y Platzek, 1973;Spielberger, Edwards y Lushene, 1990). Los resultados indicaron que las chicas eran más vespertinas, que la vespertinidad aumentaba con la edad y una relación negativa entre matutinidad y ansiedad rasgo. Aquellos adolescentes más vespertinos obtuvieron una mayor ansiedad rasgo, posiblemente debido a un mayor desajuste entre los ritmos biológicos y sociales (horarios escolares matutinos). Palabras clave: Matutinidad-vespertinidad; ansiedad rasgo; sexo; adolescencia.Title: Morningness-eveningness and anxiety trait among adolescents. Abstract: The relationship between morningness-eveningness and anxiety trait among adolescents was studied. Six hundred thirty eight adolescents between 12 and 14 years old participated in this study. Morningnesseveningness was measured by the Morningness-Eveningness Scale for Children, MESC (Carskadon, Vieira & Acebo, 1993) and anxiety trait was measured by the State-Trait Anxiety Inventory for Children, STAIC (Spielberger, Edwards, Lushene, Montuori & Platzek, 1973;Spielberger, Edwards & Lushene, 1990). Results showed higher eveningness among girls, eveningness increased with age and anxiety trait was higher as morningness diminished. Therefore, evening-oriented adolescents claimed higher anxiety trait, which was waited since they would have a greater misalignment between both biological and social rhythms (school morning schedules). Key words: Morningness-eveningness; anxiety trait; gender; adolescence. IntroducciónLa Matutinidad-Vespertinidad (M-V) es una dimensión de diferenciación individual basada en los ritmos circadianos que hace referencia a las diferencias individuales en la preferencia por realizar las actividades durante la mañana o la tarde (Carskadon, Vieira y Acebo, 1993). Las personas matutinas están más sincronizadas con el ciclo luz/oscuridad y, en general, alcanzan el pico máximo o acrofase en los ritmos biológicos (i.e. temperatura, cortisol o melatonina) y psicoló-gicos (i.e. atención o memoria) entre 1.5 y 3 horas antes que las vespertinas (Adan, Natale y Caci, 2008; Tankova, Adan y Buela-Casal, 1994).Los cronotipos difieren tanto en sus características de personalidad como en sus condiciones de salud. Las personas matutinas se caracterizan por un estilo de personalidad analítico y conformista (Díaz-Morales, 2007), mientras que los vespertinos muestran un estilo de personalidad sintético y creativo (Fabbri, Antonietti, Giorgetti, Tonetti y Natale, 2007). En adolescentes la matutinidad se ha relacionado con persistencia y cooperación y la vespertinidad con búsqueda de sensaciones y auto-trascende...