This study investigates the acquisition of grammatical gender in Russian learners of Greek. Agreement in Determiner-Noun (Det-N) and Adjective-Noun (Adj-N) dependencies is explored through eye-tracking registration in a reading-based design. Twenty-four intermediate learners read short texts embedded with agreement violations, and then responded to a comprehension task. The study implemented a two-level triangulation by drawing its stimuli from the Greek Learner Corpus II (GLCII) and contrasting, at a first level, the findings with comparable offline data that were previously obtained from the same corpus. The second level entailed a contrast between the online evidence and the offline data that were collected through a post-reading questionnaire right after the online eye-tracking session. This questionnaire explored whether longer fixations on agreement violations are associated with explicit awareness of the study’s focus. To anticipate the outcome of the study, the gender agreement data suggests that the abstract gender feature is present in the developing grammar of Russian learners of Greek. Moreover, the participants seem to effectively deal with the syntactic computations underlying nominal agreement, though efficacy varies across the structures that have been examined. Apart from this, certain suggestions are made considering the research paradigm followed.

Introduction: Medical training is associated with a high prevalence of anxiety symptoms that escalate with curricular advancement. Complex thinking has been proposed as a protective cognitive skill; however, its predictive capacity and evolution throughout training remain poorly explored. This study aimed to determine the predictive capacity of complex thinking for anxiety symptoms in medical students and to analyze the variation of this predictive effect by academic year. Methods: A cross-sectional study was conducted among 567 medical students at a Mexican public university. Complex thinking and anxiety symptoms were assessed using the COMPLEX-21 scale and the Beck Anxiety Inventory, respectively. One-way ANOVA with Tukey post hoc comparisons, Pearson correlations, stratified linear regression models, and a Year × Complex Thinking interaction model were conducted. Results: In the overall sample, complex thinking was an inverse predictor of anxiety symptoms ( B = − 0.249, 95% CI, − 0.33 to − 0.17; R ² = 0.062; p < .001). Mean anxiety scores were higher in the third year than in the first year ( M = 21.52 vs. M = 17.57; Tukey-adjusted p = .039), whereas complex-thinking scores remained stable across academic-year groups (range, 81.14–84.14; ANOVA p = .233). Stratified models showed descriptively higher explained variance in the third ( R ² = 0.110) and fourth ( R ² = 0.098) years than in the first year ( R ² = 0.026). However, the Year × Complex Thinking interaction was not statistically significant ( p = .058). Conclusions: Complex thinking showed a consistent inverse predictive relationship with anxiety symptoms across academic-year groups. The stability of its levels suggests a potential curricular gap that warrants further evaluation. Integrating complex reasoning into pedagogical models may support student well-being and educational quality.

English language proficiency is an asset and a necessity for medical students, allowing them to access the most current scientific information, interact with interntional peers, gain entry into both national and international postgraduate programs, and communicate research findings. Thus, being able to assess English language proficiency among medical students has become highly relevant to medical education. Objective: To assess the English reading skills of medical students at a university in Mexico. Method: A descriptive, observational, and cross-sectional study using a random sample of first-year medical students at a public university was used. The students completed an English Reading Comprehension exam made up of 100 questions. The exam was structured according to the Common European Framework of Reference for Languages. Results: The observed failure rate was 67.8% with a mean score of 52.5. The following factors were attributed to the student failure rate: Having attended a public high school (OR = 4.3), No English language qualification (OR = 3.73), Studied English only in high school (OR = 3.26) and, Never studied English language (OR = 2.27). Learning English throughout primary and high school is more beneficial that studying it only in primary school (OR = 1.76) or only in high school (OR = 3.26) Conclusion: The low English proficiency level observed in incoming students highlights the need to strengthen English language learning among medical students. The greatest inequalities are associated with access to learning this language in both in primary and secondary schools.