[User]
Which numbered sense of "use" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- It is generally desirable to <t>use</t> older textbooks -- many of them, alas, out of print -- rather than newer ones.

Senses:
1. definition=put into service; make work or employ for a particular purpose or for its inherent or natural purpose | examples=use your head!
2. definition=take or consume (regularly or habitually) | examples=She uses drugs rarely
3. definition=use up, consume fully | examples=The legislature expended its time on school questions
4. definition=seek or achieve an end by using to one's advantage | examples=She uses her influential friends to get jobs
5. definition=avail oneself to | examples=apply a principle
6. definition=habitually do something (use only in the past tense) | examples=She used to call her mother every week but now she calls only occasionally

reasoning_content:
Let me analyze the sentence: "It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones."

The sentence is saying that it is desirable to use (employ, utilize) older textbooks rather than newer ones. The word "use" here means to put into service or employ for a particular purpose.

Let me check each sense:

1. "put into service; make work or employ for a particular purpose or for its inherent or natural purpose" - This seems to fit. Using textbooks means putting them into service/employing them for the purpose of teaching/learning.

2. "take or consume (regularly or habitually)" - This doesn't fit well. We're not talking about consuming textbooks in this sense.

3. "use up, consume fully" - This doesn't fit. We're not talking about consuming the textbooks.

4. "seek or achieve an end by using to one's advantage" - This could potentially fit, but it's more about manipulation than just employment.

5. "avail oneself to" - This is similar to sense 1, but the phrasing suggests taking advantage of something.

6. "habitually do something (use only in the past tense)" - This doesn't fit because we're not using past tense here.

The most appropriate sense is 1, which is about putting into service or employing for a particular purpose. In this context, using older textbooks means employing them for teaching/educational purposes.


attempt_kind: initial

status: success

[User]
Which numbered sense of "rather" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- <t>rather</t> than newer ones.

Senses:
1. definition=on the contrary | examples=rather than disappoint the children, he did two quick tricks before he left
2. definition=to some (great or small) extent | examples=it was rather cold
3. definition=more readily or willingly | examples=clean it well, preferably with warm water
4. definition=to a degree (not used with a negative) | examples=quite tasty

finish_reason: stop

role: assistant

reasoning_content:
Let me analyze the sentence and the different senses of "rather."

The sentence is: "It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones."

Let me examine each sense:

1. "on the contrary" - This is used in the structure "rather than" to mean "instead of" or "in preference to." The example given is "rather than disappoint the children, he did two quick tricks before he left" which shows the structure "rather than X, Y happened" meaning "instead of X, Y happened."

2. "to some (great or small) extent" - This would be used like "it was rather cold," where "rather" modifies an adjective to indicate degree. This doesn't fit the sentence structure.

3. "more readily or willingly" - This means "preferably" as shown in the example. This could potentially fit but the definition seems focused on willingness.

4. "to a degree (not used with a negative)" - This also seems to indicate a degree/extent, similar to sense 2.

In the sentence "rather than newer ones," the word "rather" is part of the phrase "rather than" which means "instead of" or "in preference to." This matches sense 1's definition of "on the contrary" and the example structure fits perfectly.

The answer is 1.

type: thinking

currency: USD


[User]
Which numbered sense of "new" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than <t>newer</t> ones.

Senses:
1. definition=not of long duration; having just (or relatively recently) come into being or been made or acquired or discovered | examples=a new law
2. definition=original and of a kind not seen before | examples=the computer produced a completely novel proof of a well-known theorem
3. definition=lacking training or experience | examples=the new men were eager to fight
4. definition=having no previous example or precedent or parallel | examples=a time of unexampled prosperity
5. definition=other than the former one(s); different | examples=they now have a new leaders
6. definition=unaffected by use or exposure | examples=it looks like new
7. definition=(of a new kind or fashion) gratuitously new | examples=newfangled ideas
8. definition=in use after medieval times | examples=New Eqyptian was the language of the 18th to 21st dynasties
9. definition=used of a living language; being the current stage in its development | examples=Modern English
10. definition=(of crops) harvested at an early stage of development; before complete maturity | examples=new potatoes
11. definition=unfamiliar | examples=new experiences

reasoning_content:
Let me analyze the sentence: "It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than <t>newer</t> ones."

The sentence is comparing older textbooks with newer ones. The context is about which textbooks are more desirable to use. The word "newer" is being used to contrast with "older" - it's referring to textbooks that have more recently come into being or been published.

Let me look at each sense:

1. "not of long duration; having just (or relatively recently) come into being or been made or acquired or discovered" - This fits! The newer textbooks are ones that have been published more recently.

2. "original and of a kind not seen before" - This doesn't fit the context.

3. "lacking training or experience" - Doesn't fit textbooks.

4. "having no previous example or precedent or parallel" - Doesn't fit.

5. "other than the former one(s); different" - Could partially fit, but the primary meaning here is about recency.

6. "unaffected by use or exposure" - This doesn't fit.

7. "(of a new kind or fashion) gratuitously new" - This doesn't fit.

8. "in use after medieval times" - Doesn't fit.

9. "used of a living language; being the current stage in its development" - Doesn't fit.

10. "(of crops) harvested at an early stage of development; before complete maturity" - Doesn't fit.

11. "unfamiliar" - Doesn't fit.

The answer is sense 1 - the newer textbooks are ones that have been published/came into being more recently, as opposed to the older ones.


[User]
Which numbered sense of "one" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer <t>ones</t>.

Senses:
1. definition=the smallest whole number or a numeral representing this number | examples=he has the one but will need a two and three to go with it
2. definition=a single person or thing | examples=he is the best one

reasoning_content:
Let me analyze the use of "one" (specifically "ones") in the sentence:

"It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer <t>ones</t>."

The word "ones" here is used as a pronoun replacing "textbooks" that were previously mentioned. So it's referring to "newer textbooks."

Let me check the two senses:

1. "the smallest whole number or a numeral representing this number" - This would be like "one, two, three" counting numbers. The example given is "he has the one but will need a two and three to go with it" - this is about numerical values.

2. "a single person or thing" - This is a pronoun that refers to a person or thing previously mentioned. The example is "he is the best one" - where "one" is a pronoun replacing a noun.

In the sentence, "ones" is replacing "textbooks" and means "newer textbooks" or simply "the newer ones [of the textbooks]." This matches sense 2, where it's a pronoun referring to a single person or thing (in this case, multiple things but each "one" individually is a textbook).

The answer is 2.


[User]
Which numbered sense of "often" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: The latter are modish, trendy, <t>often</t> downright silly, and at best insubstantial.

Senses:
1. definition=many times at short intervals | examples=we often met over a cup of coffee
2. definition=frequently or in great quantities | examples=I don't drink much
3. definition=in many cases or instances

reasoning_content:
Let me analyze the sentence: "The latter are modish, trendy, <t>often</t> downright silly, and at best insubstantial."

The word "often" is being used here to describe how frequently things (modish, trendy items) are "downright silly."

Let me examine each sense:

1. "many times at short intervals" - This suggests repeated occurrences in quick succession. The example "we often met over a cup of coffee" shows regular, repeated meetings.

2. "frequently or in great quantities" - This is about the frequency or abundance of something. The example "I don't drink much" seems to be about quantity/frequency.

3. "in many cases or instances" - This means in a significant portion of cases or situations, not necessarily about temporal frequency but about how commonly something occurs across different instances.

In the sentence "The latter are modish, trendy, often downright silly, and at best insubstantial" - the word "often" is describing that in many instances or cases, these things are downright silly. It's not necessarily about something happening repeatedly in short time intervals. It's more about the frequency with which this quality (being downright silly) appears or manifests - in many cases or instances.

This best matches sense 3: "in many cases or instances"


[User]
Which numbered sense of "dubious" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: They are based on <t>dubious</t> psychological and sociological theories rather than on educational experience.

Senses:
1. definition=fraught with uncertainty or doubt | examples=they were doubtful that the cord would hold
2. definition=open to doubt or suspicion; ; ; ; - Karen Horney | examples=the candidate's doubtful past
3. definition=not convinced | examples=they admitted the force of my argument but remained dubious

reasoning_content:
Let me analyze the sentence: "They are based on <t>dubious</t> psychological and sociological theories rather than on educational experience."

In this context, "dubious" is describing the theories. The sentence is saying that these theories are questionable, doubtful, or open to doubt/suspicion in terms of their validity or reliability.

Let me compare with the three senses:

1. "fraught with uncertainty or doubt" - This refers to something full of or characterized by uncertainty/doubt
2. "open to doubt or suspicion" - This means something that can be doubted or is suspicious
3. "not convinced" - This is about a person not being convinced

In the sentence, "dubious theories" means the theories themselves are questionable - they are open to doubt and suspicion regarding their validity. This matches sense 2: "open to doubt or suspicion" - the theories are open to doubt.

Sense 1 could also fit ("fraught with uncertainty"), but sense 2 seems more precise with the phrase "open to doubt or suspicion" which directly applies to the theories being questioned.

Actually, looking more carefully:
- Sense 1: "fraught with uncertainty or doubt" - means full of uncertainty/doubt
- Sense 2: "open to doubt or suspicion" - means capable of being doubted or suspected

Both could work, but sense 2 "open to doubt or suspicion" is the most precise fit for describing theories that are questionable.


[User]
Which numbered sense of "psychological" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: They are based on dubious <t>psychological</t> and sociological theories rather than on educational experience.

Senses:
1. definition=mental or emotional as opposed to physical in nature | examples=give psychological support
2. definition=of or relating to or determined by psychology | examples=psychological theories

reasoning_content:
Let me analyze the sentence to determine which sense of "psychological" is being used.

The sentence is: "They are based on dubious <t>psychological</t> and sociological theories rather than on educational experience."

Let me look at both senses:

1. definition=mental or emotional as opposed to physical in nature | examples=give psychological support
2. definition=of or relating to or determined by psychology | examples=psychological theories

In the sentence, "psychological theories" is used. This is also the exact example given in sense 2.

The phrase "psychological theories" refers to theories that are related to or determined by psychology (the field/discipline). The theories are about psychology or psychological matters.

In sense 1, "psychological" would mean mental or emotional as opposed to physical. For example, "psychological support" means support that is mental/emotional rather than physical.

In the given sentence, "psychological theories" is describing theories that relate to the field of psychology, not theories about mental vs. physical support.

The exact example "psychological theories" appears in sense 2, and that's what's being used in the sentence.

The answer is 2.


[User]
Which numbered sense of "rather" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: They are based on dubious psychological and sociological theories <t>rather</t> than on educational experience.

Senses:
1. definition=on the contrary | examples=rather than disappoint the children, he did two quick tricks before he left
2. definition=to some (great or small) extent | examples=it was rather cold
3. definition=more readily or willingly | examples=clean it well, preferably with warm water
4. definition=to a degree (not used with a negative) | examples=quite tasty

reasoning_content:
Let me analyze the sentence: "They are based on dubious psychological and sociological theories <t>rather</t> than on educational experience."

The usage here is "rather than" which is a comparative phrase. Let me look at each sense:

1. "on the contrary" - This sense includes the example "rather than disappoint the children, he did two quick tricks before he left" which shows the same "rather than" structure used for contrast/on the contrary.

2. "to some (great or small) extent" - This is about degree, like "it was rather cold"

3. "more readily or willingly" - This is about preference

4. "to a degree" - This is similar to sense 2

In the sentence, "rather than" is being used to contrast two things - the theories are based on dubious psychological/sociological theories as opposed to educational experience. This is a contrasting structure meaning "instead of" or "on the contrary."

This matches sense 1: "on the contrary" with the example showing the same "rather than" structure.

The answer is 1.


[User]
Which numbered sense of "educational" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: They are based on dubious psychological and sociological theories rather than on <t>educational</t> experience.

Senses:
1. definition=relating to the process of education | examples=educational psychology
2. definition=providing knowledge | examples=an educational film

reasoning_content:
Let me analyze the sentence: "They are based on dubious psychological and sociological theories rather than on <t>educational</t> experience."

The sentence is contrasting theories with "educational experience." The phrase "educational experience" means experience that comes from or is related to education - so it's referring to experience that is gained through the process of education, or experience that relates to the process of education.

Looking at the two senses:
1. "relating to the process of education" with example "educational psychology"
2. "providing knowledge" with example "an educational film"

In this context, "educational experience" is referring to experience that relates to or comes from the process of education. This matches sense 1: "relating to the process of education."

Sense 2 would mean "providing knowledge" - so "an experience that provides knowledge" - but that's a different nuance. The sentence is really about experience connected to the educational process.

The answer is 1.


[User]
Which numbered sense of "experience" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: They are based on dubious psychological and sociological theories rather than on educational <t>experience</t>.

Senses:
1. definition=the accumulation of knowledge or skill that results from direct participation in events or activities | examples=a man of experience
2. definition=the content of direct observation or participation in an event | examples=he had a religious experience
3. definition=an event as apprehended | examples=a surprising experience

reasoning_content:
Let me analyze the sentence: "They are based on dubious psychological and sociological theories rather than on educational <t>experience</t>."

The sentence is contrasting theories with experience. In this context, "educational experience" refers to knowledge and skill gained from direct participation in educational activities and events, not just a single event or something "apprehended."

Let me examine each sense:

1. "the accumulation of knowledge or skill that results from direct participation in events or activities" - This fits well. "Educational experience" means the accumulated knowledge and skills from educational activities.

2. "the content of direct observation or participation in an event" - This could work, but it emphasizes a single event more than accumulated knowledge.

3. "an event as apprehended" - This refers to experience as a single event, which doesn't fit as well.

In the context of the sentence, "educational experience" is being contrasted with "theories." The phrase refers to practical, accumulated knowledge from doing and participating in education, not just a single event or observation.

The best fit is sense 1, which emphasizes the accumulation of knowledge and skill from direct participation.


[User]
Which numbered sense of "reason" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: One of the <t>reasons</t> American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods.

Senses:
1. definition=a rational motive for a belief or action | examples=the reason that war was declared
2. definition=an explanation of the cause of some phenomenon | examples=the reason a steady state was never reached was that the back pressure built up too slowly
3. definition=the capacity for rational thought or inference or discrimination | examples=we are told that man is endowed with reason and capable of distinguishing good from evil
4. definition=the state of having good sense and sound judgment | examples=his rationality may have been impaired
5. definition=a justification for something existing or happening | examples=he had no cause to complain
6. definition=a fact that logically justifies some premise or conclusion | examples=there is reason to believe he is lying

reasoning_content:
Let me analyze the sentence to determine which sense of "reason" is being used:

"One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math" on American textbooks and teaching methods."

In this sentence, "reasons" refers to causes or explanations for why American students perform poorly in math tests. The sentence is essentially saying: the cause/explanation for why American students do poorly is the influence of "New Math."

Let me check each sense:

1. "a rational motive for a belief or action" - This is about motivations for actions or beliefs. The sentence isn't about why someone believed something or did something; it's about explaining a phenomenon.

2. "an explanation of the cause of some phenomenon" - This fits perfectly. The sentence explains why (the cause of) American students performing poorly in math. The phenomenon is poor math performance, and the reason/cause is the influence of "New Math."

3. "the capacity for rational thought" - This is about cognitive ability, not applicable here.

4. "the state of having good sense and sound judgment" - This is about rationality/judgment, not applicable here.

5. "a justification for something existing or happening" - This is similar to sense 2 but more about justification. The sentence is more about explaining a cause than justifying something.

6. "a fact that logically justifies some premise or conclusion" - This is about logical justification, not quite the same as causal explanation.

The best fit is sense 2: "an explanation of the cause of some phenomenon" - because the sentence is explaining why American students do poorly (the cause/phenomenon), and that explanation is the influence of "New Math."


[User]
Which numbered sense of "american" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: One of the reasons <t>American</t> students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods.

Senses:
1. definition=of or relating to the United States of America or its people or language or culture | examples=American citizens
2. definition=of or relating to or characteristic of the continents and islands of the Americas | examples=the American hemisphere

reasoning_content:
Let me analyze the sentence to determine which sense of "American" is being used.

The sentence states: "One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods."

In this context, "American students" refers to students from the United States of America, and "American textbooks and teaching methods" refers to textbooks and methods from the United States of America.

Let me check the two definitions:

1. "of or relating to the United States of America or its people or language or culture" - This fits perfectly. American students = students from the United States, American textbooks = textbooks from the United States.

2. "of or relating to or characteristic of the continents and islands of the Americas" - This would refer to the broader Americas (North and South America), not specifically the United States.

The sentence is clearly talking about the United States (as compared with British, French, German, or Japanese - all specific countries), so the correct sense is definition 1.


[User]
Which numbered sense of "student" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: One of the reasons American <t>students</t> do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods.

Senses:
1. definition=a learner who is enrolled in an educational institution
2. definition=a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines

reasoning_content:
Let me analyze the sentence to determine which sense of "student" is being used.

The sentence reads: "One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods."

Looking at the context:
- The students are described as doing "poorly in math tests"
- They are compared with students from other countries
- The discussion is about the influence on American textbooks and teaching methods
- This is clearly referring to people who are in the process of learning, enrolled in schools

Sense 1: "a learner who is enrolled in an educational institution" - This fits perfectly. The students are in school, taking math tests.

Sense 2: "a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines" - This would refer to someone who has already achieved mastery and learning, not someone actively learning in school.

The sentence is clearly using sense 1, as it refers to people currently enrolled in educational institutions taking tests, not scholars or experts who have mastered disciplines.


[User]
Which numbered sense of "so" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: One of the reasons American students do <t>so</t> poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods.

Senses:
1. definition=to a very great extent or degree | examples=the idea is so obvious
2. definition=in a manner that facilitates | examples=he observed the snakes so he could describe their behavior
3. definition=in such a condition or manner, especially as expressed or implied | examples=They're happy and I hope they will remain so
4. definition=to a certain unspecified extent or degree | examples=I can only go so far with this student
5. definition=in the same way; also | examples=I was offended and so was he
6. definition=in the way indicated; ; ; (`thusly' is a nonstandard variant) | examples=hold the brush so
7. definition=(usually followed by `that') to an extent or degree as expressed | examples=he was so tired he could hardly stand
8. definition=subsequently or soon afterward (often used as sentence connectors) | examples=then he left
9. definition=(used to introduce a logical conclusion) from that fact or reason or as a result | examples=therefore X must be true
10. definition=in truth (often tends to intensify) | examples=they said the car would break down and indeed it did

reasoning_content:
Let me analyze the sentence to determine which sense of "so" is being used:

"One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math" on American textbooks and teaching methods."

In this sentence, "so" is modifying the adverb "poorly." It's indicating the degree or extent to which American students perform poorly. The phrase "do so poorly" means "perform to such a great extent in a poor manner."

Looking at the senses:

1. "to a very great extent or degree" - example: "the idea is so obvious" - This fits because "so poorly" means "to a great extent poorly"

2. "in a manner that facilitates" - This doesn't fit

3. "in such a condition or manner" - This could potentially fit, but it's more about the manner itself

4. "to a certain unspecified extent or degree" - The extent here is actually somewhat specified (comparing to other countries)

5. "in the same way; also" - Doesn't fit

6. "in the way indicated" - Doesn't fit

7. "(usually followed by `that') to an extent or degree as expressed" - This could fit, as it means "to such an extent"

8. "subsequently or soon afterward" - Doesn't fit

9. "(used to introduce a logical conclusion)" - Doesn't fit

10. "in truth" - Doesn't fit

The best fit is sense 1: "to a very great extent or degree" - because "so poorly" means the students perform poorly to a great extent/degree. This is the standard use of "so" as an intensifier modifying an adjective or adverb.


[User]
Which numbered sense of "compare" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: One of the reasons American students do so poorly in math tests, as <t>compared</t> with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods.

Senses:
1. definition=examine and note the similarities or differences of | examples=John compared his haircut to his friend's
2. definition=be comparable | examples=This car does not compare with our line of Mercedes
3. definition=consider or describe as similar, equal, or analogous | examples=We can compare the Han dynasty to the Romans
4. definition=to form the comparative or superlative form on an adjective or adverb

reasoning_content:
Let me analyze the sentence and understand what "compared" means in this context.

The sentence is: "One of the reasons American students do so poorly in math tests, as <t>compared</t> with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods."

The phrase "compared with" is setting up a comparison between American students and other students (British, French, German, Japanese).

Let me check each sense:

1. "examine and note the similarities or differences of" - This is the most basic definition of compare. It means to look at things side-by-side to see how they're similar or different. The sentence is indeed doing this - comparing American students' math test performance with that of other countries' students.

2. "be comparable" - This would mean the car (or thing) is worth comparing to something else. The sentence structure doesn't fit this.

3. "consider or describe as similar, equal, or analogous" - This is about treating things as if they're similar. The sentence does mention comparing American students with other students, but the main point is looking at their differences (they do poorly compared to others), not saying they're similar.

4. "to form the comparative or superlative form" - This is about grammar/linguistics. The sentence isn't talking about forming grammatical forms.

The most appropriate sense is #1 - examining and noting the similarities or differences. The phrase "as compared with" is examining how American students' performance differs from (is worse than) other students' performance.


[User]
Which numbered sense of "student" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese <t>students</t>, is the influence of the "New Math "on American textbooks and teaching methods.

Senses:
1. definition=a learner who is enrolled in an educational institution
2. definition=a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines

reasoning_content:
Let me analyze the sentence to determine which sense of "student" is being used.

The sentence reads: "One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math" on American textbooks and teaching methods."

In this context, "students" refers to people who are learning in school - they are enrolling in educational institutions and taking math tests. They are being compared based on their performance in math tests.

Sense 1 defines a student as "a learner who is enrolled in an educational institution" - this fits perfectly with the context of students taking math tests in school.

Sense 2 defines a student as "a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines" - this would refer to someone who has already achieved mastery through study, which doesn't fit the context of students doing poorly on tests.

The answer is 1.


[User]
Which numbered sense of "influence" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the <t>influence</t> of the "New Math "on American textbooks and teaching methods.

Senses:
1. definition=a power to affect persons or events especially power based on prestige etc | examples=used her parents' influence to get the job
2. definition=causing something without any direct or apparent effort
3. definition=a cognitive factor that tends to have an effect on what you do | examples=her wishes had a great influence on his thinking
4. definition=the effect of one thing (or person) on another | examples=the influence of mechanical action
5. definition=one having power to influence another | examples=she was the most important influence in my life

reasoning_content:
Let me analyze the sentence to determine which sense of "influence" is being used:

"One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math" on American textbooks and teaching methods."

In this sentence, "influence" refers to the effect or impact that the "New Math" has on American textbooks and teaching methods. It's describing how "New Math" affects/impacts these things.

Let me review each sense:

1. "a power to affect persons or events especially power based on prestige" - This is more about someone's social power/prestige to get things done. Not this one.

2. "causing something without any direct or apparent effort" - This describes an unconscious or invisible effect. The sentence isn't emphasizing this aspect.

3. "a cognitive factor that tends to have an effect on what you do" - This is about factors affecting thinking/behavior. Somewhat related but more specific to cognitive effects.

4. "the effect of one thing (or person) on another" - This directly describes how "New Math" has an effect on textbooks and teaching methods. This matches perfectly.

5. "one having power to influence another" - This refers to a person or entity that influences, not the effect itself.

The answer is 4 - it describes the effect/impact that New Math has on American textbooks and teaching methods.


[User]
Which numbered sense of "american" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on <t>American</t> textbooks and teaching methods.

Senses:
1. definition=of or relating to the United States of America or its people or language or culture | examples=American citizens
2. definition=of or relating to or characteristic of the continents and islands of the Americas | examples=the American hemisphere

reasoning_content:
Let me analyze the context of how "American" is used in the sentence.

The sentence reads: "One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods."

The word "American" in the tagged location <t>American</t> appears before "textbooks and teaching methods."

Let me consider both senses:

1. "of or relating to the United States of America or its people or language or culture" - example: American citizens
2. "of or relating to or characteristic of the continents and islands of the Americas" - example: the American hemisphere

In this context, "American textbooks and teaching methods" is referring to textbooks and teaching methods from the United States of America. The sentence compares American students with British, French, German, and Japanese students - this is clearly contrasting the United States with other countries.

This fits sense 1: of or relating to the United States of America or its people or language or culture.

The answer is 1.


[User]
Which numbered sense of "want" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Anyone who <t>wants</t> to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=feel or have a desire for; want strongly | examples=I want to go home now
2. definition=have need of | examples=This piano wants the attention of a competent tuner
3. definition=hunt or look for; want for a particular reason | examples=Your former neighbor is wanted by the FBI
4. definition=wish or demand the presence of | examples=I want you here at noon!
5. definition=be without, lack; be deficient in | examples=want courtesy

reasoning_content:
Let me analyze the sentence and determine which sense of "wants" is being used.

The sentence is: "Anyone who wants to appreciate just how bizarre this situation is -- with students who can not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator."

Let me look at the context: "Anyone who wants to appreciate..."

This is saying "Anyone who desires/wishes to appreciate..." The person has a desire or wish to appreciate something.

Let me check each sense:
1. Feel or have a desire for; want strongly - "I want to go home now" - YES, this fits. "wants to appreciate" means "has a desire to appreciate"
2. Have need of - "This piano wants the attention of a competent tuner" - This doesn't fit the context
3. Hunt or look for - "Your former neighbor is wanted by the FBI" - This doesn't fit
4. Wish or demand the presence of - "I want you here at noon!" - This is about wanting someone's presence, not fitting here
5. Be without, lack - "want courtesy" - This doesn't fit

The correct sense is 1: "feel or have a desire for; want strongly" - the person wants (desires) to appreciate the situation.


[User]
Which numbered sense of "appreciate" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Anyone who wants to <t>appreciate</t> just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=recognize with gratitude; be grateful for
2. definition=be fully aware of; realize fully | examples=Do you appreciate the full meaning of this letter?
3. definition=hold dear | examples=I prize these old photographs
4. definition=gain in value | examples=The yen appreciated again!
5. definition=increase the value of | examples=The Germans want to appreciate the Deutsche Mark

reasoning_content:
Let me analyze the sentence to determine which sense of "appreciate" is being used.

The sentence reads: "Anyone who wants to appreciate just how bizarre this situation is -- with students who cannot add or subtract "learning" the conceptual basis of mathematical theory -- should read the article..."

Let me consider each sense:

1. "recognize with gratitude; be grateful for" - This doesn't fit. The speaker isn't asking someone to be grateful for the situation.

2. "be fully aware of; realize fully" - This seems to fit well. The speaker is saying anyone who wants to fully understand or be fully aware of just how bizarre this situation is should read the article. The example "Do you appreciate the full meaning of this letter?" shows a similar usage where "appreciate" means to understand fully.

3. "hold dear" - This doesn't fit the context.

4. "gain in value" - This is an economic/financial sense and doesn't apply here.

5. "increase the value of" - This is also an economic/financial sense and doesn't apply here.

The correct sense is #2 - "be fully aware of; realize fully" - because the speaker is saying that if someone wants to fully understand or be completely aware of how bizarre the situation is, they should read the article.


[User]
Which numbered sense of "just" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Anyone who wants to appreciate <t>just</t> how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=and nothing more | examples=I was merely asking
2. definition=indicating exactness or preciseness | examples=he was doing precisely (or exactly) what she had told him to do
3. definition=only a moment ago | examples=he has just arrived
4. definition=absolutely | examples=I just can't take it anymore
5. definition=only a very short time before; ; ; ; ; - W.B.Yeats | examples=they could barely hear the speaker
6. definition=exactly at this moment or the moment described | examples=we've just finished painting the walls, so don't touch them

reasoning_content:
Let me analyze the sentence to understand which sense of "just" is being used.

The sentence reads: "Anyone who wants to appreciate <t>just</t> how bizarre this situation is..."

The word "just" here is being used to emphasize or indicate the degree/extent of how bizarre the situation is. It means "exactly" or is being used for emphasis to show the precise degree of something.

Let me check each sense:

1. "and nothing more" - No, this doesn't fit. The sentence isn't saying "only how bizarre this situation is"

2. "indicating exactness or preciseness" - This could fit. "Just how bizarre" means "exactly how bizarre" or emphasizing the precise degree of bizarreness.

3. "only a moment ago" - No, this is about timing in the past. Not applicable here.

4. "absolutely" - This could potentially fit as an emphatic sense. "Just can't take it" uses "just" as an intensifier.

5. "only a very short time before" - No, this is about timing. Not applicable.

6. "exactly at this moment or the moment described" - No, this is about timing at a specific moment.

Between senses 2 and 4:
- Sense 2: "indicating exactness or preciseness" with example "he was doing precisely (or exactly) what she had told him to do"
- Sense 4: "absolutely" with example "I just can't take it anymore"

In the context "just how bizarre," it's using "just" to emphasize exactness - meaning "exactly how bizarre" or emphasizing the precise degree. This aligns most with sense 2: "indicating exactness or preciseness."

The answer is 2.


[User]
Which numbered sense of "situation" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Anyone who wants to appreciate just how bizarre this <t>situation</t> is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=the general state of things; the combination of circumstances at a given time; ; ; - Franklin D.Roosevelt | examples=the present international situation is dangerous
2. definition=a condition or position in which you find yourself | examples=the unpleasant situation (or position) of having to choose between two evils
3. definition=a complex or critical or unusual difficulty | examples=the dangerous situation developed suddenly
4. definition=physical position in relation to the surroundings | examples=the sites are determined by highly specific sequences of nucleotides
5. definition=a job in an organization | examples=he occupied a post in the treasury

reasoning_content:
Let me analyze the sentence to determine which sense of "situation" is being used:

"Anyone who wants to appreciate just how bizarre this situation is -- with students who cannot add or subtract "learning" the conceptual basis of mathematical theory -- should read the article by Caleb Nelson..."

The word "situation" is being used to describe the general state of affairs or circumstances at a particular time - the fact that students are learning mathematical theory without being able to do basic arithmetic.

Let me check each sense:

1. "the general state of things; the combination of circumstances at a given time" - This fits well. The sentence is talking about the overall state of circumstances (students learning theory without basic skills).

2. "a condition or position in which you find yourself" - This could fit, but it's more about the state of things than a personal position.

3. "a complex or critical or unusual difficulty" - While there is a difficulty implied, this seems more specific about a problem, whereas the sentence is describing the general state of circumstances.

4. "physical position in relation to the surroundings" - This doesn't fit; there's nothing about physical position here.

5. "a job in an organization" - This clearly doesn't fit.

Sense 1 is the best match. The sentence is describing the general state of things - the bizarre combination of circumstances where students are learning advanced theory without basic skills.


[User]
Which numbered sense of "student" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Anyone who wants to appreciate just how bizarre this situation is -- with <t>students</t> who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=a learner who is enrolled in an educational institution
2. definition=a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines

reasoning_content:
Let me analyze the sentence to determine which sense of "student" is being used.

The sentence is: "Anyone who wants to appreciate just how bizarre this situation is -- with students who cannot add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator."

The context is discussing "students who cannot add or subtract" but are "learning the conceptual basis of mathematical theory." This is clearly referring to people who are enrolled in an educational institution and are learning mathematics, even though they lack basic skills.

Sense 1: "a learner who is enrolled in an educational institution" - This fits the sentence perfectly. These are students in a school or educational setting.

Sense 2: "a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines" - This doesn't fit. The students described cannot even add or subtract, so they haven't gained mastery.

The answer is 1.


[User]
Which numbered sense of "add" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not <t>add</t> or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=make an addition (to); join or combine or unite with others; increase the quality, quantity, size or scope of | examples=We added two students to that dorm room
2. definition=state or say further | examples=`It doesn't matter,' he supplied
3. definition=bestow a quality on | examples=Her presence lends a certain cachet to the company
4. definition=make an addition by combining numbers | examples=Add 27 and 49, please!
5. definition=determine the sum of | examples=Add all the people in this town to those of the neighboring town
6. definition=constitute an addition | examples=This paper will add to her reputation

reasoning_content:
Let me analyze the sentence and the different senses of "add" to determine which one is being used.

The sentence says: "with students who cannot add or subtract"

This is clearly referring to the ability to perform basic arithmetic - the mathematical operation of adding numbers together.

Let me check each sense:

1. "make an addition (to); join or combine or unite with others" - This is too general/broad
2. "state or say further" - This doesn't fit; it's about speaking
3. "bestow a quality on" - This doesn't fit; it's about giving qualities
4. "make an addition by combining numbers" - This fits! This is the mathematical operation
5. "determine the sum of" - This is similar but emphasizes finding the total
6. "constitute an addition" - This is about contributing to something

Between 4 and 5, sense 4 says "make an addition by combining numbers" with the example "Add 27 and 49, please!" which is exactly what someone learning to add would do.

Sense 5 says "determine the sum of" with examples "Add all the people in this town to those of the neighboring town" which is also about combining to get a total.

Both 4 and 5 could work, but sense 4 with "make an addition by combining numbers" and the example "Add 27 and 49, please!" is the most direct and basic meaning of adding numbers, which is what the sentence is referring to when it talks about students who cannot add.

I believe the answer is 4.


[User]
Which numbered sense of "subtract" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or <t>subtract</t> "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=make a subtraction | examples=subtract this amount from my paycheck
2. definition=take off or away | examples=this prefix was subtracted when the word was borrowed from French

reasoning_content:
Let me analyze the sentence to determine which sense of "subtract" is being used.

The sentence reads: "Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory"

In this context, "subtract" is being used in the mathematical sense - performing the arithmetic operation of subtraction. The sentence is contrasting students who cannot perform basic arithmetic operations (add or subtract) with them supposedly learning the conceptual basis of mathematical theory.

Sense 1: "make a subtraction" with example "subtract this amount from my paycheck" - This is the mathematical operation sense.

Sense 2: "take off or away" with example "this prefix was subtracted when the word was borrowed from French" - This is more of a metaphorical or general removal sense.

In the sentence, "subtract" is clearly being used in the mathematical sense - the operation of subtraction, paired with "add" as the two basic arithmetic operations. This matches sense 1.


[User]
Which numbered sense of "learn" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "<t>learning</t> "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=gain knowledge or skills | examples=She learned dancing from her sister
2. definition=get to know or become aware of, usually accidentally | examples=I learned that she has two grown-up children
3. definition=commit to memory; learn by heart | examples=Have you memorized your lines for the play yet?
4. definition=be a student of a certain subject | examples=She is reading for the bar exam
5. definition=impart skills or knowledge to | examples=I taught them French
6. definition=find out, learn, or determine with certainty, usually by making an inquiry or other effort | examples=I want to see whether she speaks French

reasoning_content:
Let me analyze the sentence and the use of "learning" in context.

The sentence is: "Anyone who wants to appreciate just how bizarre this situation is -- with students who can not add or subtract "learning" the conceptual basis of mathematical theory -- should read the article by Caleb Nelson..."

The context suggests that students who cannot add or subtract are "learning" the conceptual basis of mathematical theory, which the author finds bizarre.

Let me check each sense:

1. "gain knowledge or skills" - This could fit. Students are learning (gaining knowledge of) the conceptual basis of mathematical theory.

2. "get to know or become aware of, usually accidentally" - This doesn't seem to fit well. It's not about accidentally finding out something.

3. "commit to memory; learn by heart" - This doesn't seem to be the primary meaning here. While they might be memorizing, that's not the main point.

4. "be a student of a certain subject" - This could fit. They are students learning/studying the conceptual basis of mathematical theory.

5. "impart skills or knowledge to" - This would be the teacher's perspective, not the student's.

6. "find out, learn, or determine with certainty" - This doesn't fit the context.

The most natural interpretation is sense 1: "gain knowledge or skills" - the students are gaining knowledge or learning the conceptual basis of mathematical theory. This captures the idea that they are acquiring knowledge in this subject area.

Sense 4 "be a student of a certain subject" is also close, but sense 1 seems more directly applicable here since it's about the process of gaining knowledge/skills.

I think the answer is 1.


[User]
Which numbered sense of "basis" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual <t>basis</t> of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=a relation that provides the foundation for something | examples=they were on a friendly footing
2. definition=the fundamental assumptions from which something is begun or developed or calculated or explained | examples=the whole argument rested on a basis of conjecture
3. definition=the most important or necessary part of something | examples=the basis of this drink is orange juice

reasoning_content:
Let me analyze which sense of "basis" is used in the sentence.

The sentence reads: "...students who cannot add or subtract 'learning' the conceptual <t>basis</t> of mathematical theory..."

The phrase is "the conceptual basis of mathematical theory."

Let me look at each definition:

1. "a relation that provides the foundation for something" - This talks about a foundation or footing for something, like being on friendly terms.

2. "the fundamental assumptions from which something is begun or developed or calculated or explained" - This refers to the fundamental assumptions or principles that underlie something.

3. "the most important or necessary part of something" - This refers to an essential component.

In the context of "the conceptual basis of mathematical theory," we're talking about the fundamental concepts, principles, or assumptions that underpin mathematical theory. This aligns most closely with sense 2, which refers to "the fundamental assumptions from which something is begun or developed or calculated or explained."

Sense 1 is more about a relationship or standing between entities (like being on friendly footing).

Sense 3 is about the most important part (like orange juice being the basis of a drink), which is close but the example and definition suggest a component, whereas "basis" here means the foundational principles/assumptions.

The answer should be 2.


[User]
Which numbered sense of "mathematical" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of <t>mathematical</t> theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=of or pertaining to or of the nature of mathematics | examples=a mathematical textbook
2. definition=relating to or having ability to think in or work with numbers | examples=tests for rating numerical aptitude
3. definition=beyond question | examples=a mathematical certainty
4. definition=statistically possible though highly improbable | examples=have a mathematical chance of making the playoffs
5. definition=characterized by the exactness or precision of mathematics | examples=mathematical precision

reasoning_content:
Let me analyze the sentence to determine which sense of "mathematical" is being used:

"Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of <t>mathematical</t> theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator."

The context is discussing students learning "the conceptual basis of mathematical theory." The speaker is emphasizing that students who cannot even add or subtract are trying to learn mathematical theory.

Let me check each sense:

1. "of or pertaining to or of the nature of mathematics" - This fits well. "Mathematical theory" refers to theory that is part of or pertains to mathematics.

2. "relating to or having ability to think in or work with numbers" - This is about numerical aptitude, not about the nature of a theory.

3. "beyond question" - This would make it "mathematical theory" meaning "beyond question theory," which doesn't make sense in context.

4. "statistically possible though highly improbable" - This doesn't fit the context.

5. "characterized by the exactness or precision of mathematics" - While this could apply, the sentence is specifically talking about "mathematical theory" in the context of a subject of study, not emphasizing precision.

The most appropriate sense is #1: "of or pertaining to or of the nature of mathematics" because it's referring to theory that is part of or pertains to mathematics as a discipline.


[User]
Which numbered sense of "read" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should <t>read</t> the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=interpret something that is written or printed | examples=read the advertisement
2. definition=have or contain a certain wording or form | examples=The passage reads as follows
3. definition=look at, interpret, and say out loud something that is written or printed | examples=The King will read the proclamation at noon
4. definition=obtain data from magnetic tapes | examples=This dictionary can be read by the computer
5. definition=interpret the significance of, as of palms, tea leaves, intestines, the sky; also of human behavior | examples=She read the sky and predicted rain
6. definition=interpret something in a certain way; convey a particular meaning or impression | examples=I read this address as a satire
7. definition=be a student of a certain subject | examples=She is reading for the bar exam
8. definition=indicate a certain reading; of gauges and instruments | examples=The thermometer showed thirteen degrees below zero
9. definition=audition for a stage role by reading parts of a role | examples=He is auditioning for `Julius Caesar' at Stratford this year
10. definition=to hear and understand | examples=I read you loud and clear!
11. definition=make sense of a language | examples=She understands French

reasoning_content:
Let me analyze the sentence to determine which sense of "read" is being used:

"Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should <t>read</t> the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator."

The context is: someone should read an article. This is asking someone to look at and process a written article.

Let me go through the senses:

1. "interpret something that is written or printed" - This is close, but "interpret" suggests understanding meaning in a particular way. The sentence is simply saying to look at/read the article.

2. "have or contain a certain wording or form" - This doesn't fit. The sentence isn't about what the article contains as its form.

3. "look at, interpret, and say out loud something that is written or printed" - This could fit if reading aloud is implied, but the sentence doesn't specifically require reading aloud. This seems to be about reading to oneself.

4. "obtain data from magnetic tapes" - Not applicable.

5. "interpret the significance of, as of palms, tea leaves, intestines, the sky" - Not applicable.

6. "interpret something in a certain way; convey a particular meaning or impression" - This is about interpreting in a particular way, which doesn't seem to be what's happening here.

7. "be a student of a certain subject" - Not applicable.

8. "indicate a certain reading; of gauges and instruments" - Not applicable.

9. "audition for a stage role by reading parts of a role" - Not applicable.

10. "to hear and understand" - Not applicable in this context.

11. "make sense of a language" - Not applicable.

The most straightforward interpretation is sense 1: "interpret something that is written or printed" - which means to read and understand what is written. The example "read the advertisement" is very similar to reading an article.
Sense 1 captures the basic meaning here—simply engaging with written material to comprehend it, much like the example of reading an advertisement.


[User]
Which numbered sense of "article" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the <t>article</t> by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=nonfictional prose forming an independent part of a publication
2. definition=one of a class of artifacts | examples=an article of clothing
3. definition=a separate section of a legal document (as a statute or contract or will)
4. definition=(grammar) a determiner that may indicate the specificity of reference of a noun phrase

reasoning_content:
Let me analyze the sentence to determine which sense of "article" is being used.

The sentence reads: "...should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator."

Let me examine each definition:

1. "nonfictional prose forming an independent part of a publication" - This refers to a written piece in a magazine, journal, or newspaper. The context says it's "in the November American Spectator" and "by Caleb Nelson" - this describes a piece of writing published in a magazine.

2. "one of a class of artifacts | examples=an article of clothing" - This refers to a physical object or thing. This doesn't fit because we're talking about something written in a magazine.

3. "a separate section of a legal document (as a statute or contract or will)" - This refers to legal documents. There's no indication this is a legal document section.

4. "(grammar) a determiner that may indicate the specificity of reference of a noun phrase" - This is the grammatical term (like "a" or "the"). This doesn't fit the context.

The correct sense is clearly #1 - the article is a piece of nonfictional prose (writing) that appears in the November American Spectator magazine as an independent publication/piece.


[User]
Which numbered sense of "recent" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a <t>recent</t> math major at Harvard) in the November American Spectator.

Senses:
1. definition=new | examples=recent graduates
2. definition=of the immediate past or just previous to the present time | examples=a late development

reasoning_content:
Let me analyze the usage of "recent" in the sentence.

The sentence says: "should read the article by Caleb Nelson (himself a <t>recent</t> math major at Harvard)"

The phrase "recent math major" describes Caleb Nelson as someone who recently graduated or recently completed his math major at Harvard. This indicates he is a new graduate or someone who just finished this major.

Looking at the two senses:
1. "new" with examples like "recent graduates" - This fits perfectly. A "recent math major" means a newly graduated math major.
2. "of the immediate past or just previous to the present time" with example "a late development" - This is also about something just past, but the key difference is in how it's defined.

Actually, both definitions are very similar and could apply here. But sense 1 is explicitly defined as "new" and includes the example "recent graduates," which directly parallels "recent math major."

The answer is 1.


[User]
Which numbered sense of "major" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math <t>major</t> at Harvard) in the November American Spectator.

Senses:
1. definition=a commissioned military officer in the United States Army or Air Force or Marines; below lieutenant colonel and above captain
2. definition=British statesman who was prime minister from 1990 until 1997 (born in 1943)
3. definition=a university student who is studying a particular field as the principal subject | examples=she is a linguistics major
4. definition=the principal field of study of a student at a university | examples=her major is linguistics

reasoning_content:
Let me analyze the sentence to determine which sense of "major" is being used.

The sentence states: "...should read the article by Caleb Nelson (himself a recent math <t>major</t> at Harvard)..."

Let's look at the senses provided:
1. A commissioned military officer - Not applicable here
2. British statesman (born in 1943) - Not applicable here
3. A university student who is studying a particular field as the principal subject - This could fit
4. The principal field of study of a student at a university - This could also potentially fit

The key phrase is "a recent math major at Harvard." This is referring to Caleb Nelson as a person - someone who studies math at Harvard.

In sense 3, a "major" is described as "a university student who is studying a particular field as the principal subject" with the example "she is a linguistics major."

In sense 4, "major" is described as "the principal field of study" with the example "her major is linguistics."

Looking at the usage "a math major at Harvard," this refers to Caleb Nelson himself as a student whose principal subject of study is math. This matches sense 3 - he is a university student (a major) in math.

The answer is 3.


[User]
Which numbered sense of "most" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- <t>Most</t> important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Senses:
1. definition=used to form the superlative | examples=the king cobra is the most dangerous snake
2. definition=very | examples=a most welcome relief
3. definition=(of actions or states) slightly short of or not quite accomplished; all but | examples=the job is (just) about done

reasoning_content:
Let me analyze the word "most" in the sentence: "Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."

In this sentence, "Most important" is being used to form the superlative form of "important." The phrase "most important" means the most important thing or the superlative degree of importance.

Let me check each sense:

1. "used to form the superlative" - Yes, this fits. "Most important" is the superlative form of "important."
2. "very" - This could potentially fit if we interpret it as "Very important of all," but the primary function here is to form the superlative.
3. "(of actions or states) slightly short of or not quite accomplished; all but" - This doesn't fit at all.

The correct sense is #1, as "most" is being used to form the superlative form of the adjective "important."


[User]
Which numbered sense of "important" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- Most <t>important</t> of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Senses:
1. definition=of great significance or value | examples=important people
2. definition=important in effect or meaning | examples=a significant change in tax laws
3. definition=of extreme importance; vital to the resolution of a crisis | examples=a crucial moment in his career
4. definition=having authority or ascendancy or influence | examples=an important official
5. definition=having or suggesting a consciousness of high position | examples=recited the decree with an important air

reasoning_content:
Let me analyze the sentence to determine which sense of "important" is being used:

"Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."

The word "important" here is being used in the sense of "of great significance or value." The speaker is saying that it is most significant/valuable that schools should have principals with authority. This is emphasizing the importance or significance of the idea being presented.

Let me check each sense:

1. "of great significance or value" - This fits. The sentence is emphasizing that something is of great significance/value (having principals with authority).

2. "important in effect or meaning" - This could fit somewhat, but it's more about the effect or meaning being significant, whereas the first definition is more straightforward about significance.

3. "of extreme importance; vital to the resolution of a crisis" - This is too extreme. There's no crisis mentioned.

4. "having authority or ascendancy or influence" - This is about the principal having authority, not the word "important" itself describing something as having authority.

5. "having or suggesting a consciousness of high position" - This is about acting important or pompous, which doesn't fit here.

The answer is 1.


[User]
Which numbered sense of "school" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- Most important of all, <t>schools</t> should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Senses:
1. definition=an educational institution | examples=the school was founded in 1900
2. definition=a building where young people receive education | examples=the school was built in 1932
3. definition=the process of being formally educated at a school | examples=what will you do when you finish school?
4. definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers | examples=the Venetian school of painting
5. definition=the period of instruction in a school; the time period when school is in session | examples=stay after school
6. definition=an educational institution's faculty and students | examples=the school keeps parents informed
7. definition=a large group of fish | examples=a school of small glittering fish swam by

reasoning_content:
Let me analyze the sentence: "Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."

The sentence is talking about schools having principals with authority over the faculty, curriculum, and student discipline. This is referring to the institution itself and its organizational structure.

Let me consider each sense:

1. "an educational institution" - This could fit, as schools are institutions.
2. "a building where young people receive education" - This is about the physical building, but the sentence isn't specifically about the building itself.
3. "the process of being formally educated at a school" - This doesn't fit; it's not about the process.
4. "a body of creative artists or writers or thinkers linked by a similar style" - This doesn't fit; it's not about artistic movements.
5. "the period of instruction in a school; the time period when school is in session" - This doesn't fit; it's not about the time period.
6. "an educational institution's faculty and students" - This could fit, as the sentence mentions faculty and student discipline.
7. "a large group of fish" - This definitely doesn't fit.

The choice is between 1, 2, and 6.

In this sentence, we're talking about schools as institutions that have organizational structure (principals, faculty, curriculum, student discipline). The sentence is about the institution and its organizational components.

Sense 1 is "an educational institution" which is the most general definition.
Sense 2 is specifically "a building where young people receive education" - the physical building.
Sense 6 is "an educational institution's faculty and students" - the people within it.

The sentence refers to schools as institutions with organizational authority structures. This best matches sense 1 (an educational institution) or sense 6 (the faculty and students). However, since the sentence is about what "schools should have" in terms of principals with authority, it seems to be referring to the institution itself rather than specifically the people (faculty and students).
Sense 6 could work since it encompasses the faculty and students mentioned in the passage, but the most direct interpretation treats "schools" as the institution itself—sense 1. The organizational elements (principals, faculty, curriculum, discipline) all point to the institution as a whole rather than just its constituent people.


[User]
Which numbered sense of "principal" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- Most important of all, schools should have <t>principals</t> with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Senses:
1. definition=the original amount of a debt on which interest is calculated
2. definition=the educator who has executive authority for a school | examples=she sent unruly pupils to see the principal
3. definition=an actor who plays a principal role
4. definition=capital as contrasted with the income derived from it
5. definition=(criminal law) any person involved in a criminal offense, regardless of whether the person profits from such involvement
6. definition=the major party to a financial transaction at a stock exchange; buys and sells for his own account

reasoning_content:
The sentence is: "Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."

I need to identify which sense of "principal" is being used here. The sentence is talking about someone in schools who has authority over the faculty, curriculum, and student discipline. This is clearly referring to a school administrator/educator.

Let me check the senses:
1. The original amount of a debt on which interest is calculated - NO, this is a financial term
2. The educator who has executive authority for a school - YES, this matches perfectly with "the educator who has executive authority for a school" and the example "she sent unruly pupils to see the principal"
3. An actor who plays a principal role - NO, this is about acting
4. Capital as contrasted with income derived from it - NO, this is a financial term
5. Any person involved in a criminal offense - NO, this is legal terminology
6. The major party to a financial transaction at a stock exchange - NO, this is a financial term

The answer is 2.


[User]
Which numbered sense of "measure" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- Most important of all, schools should have principals with a large <t>measure</t> of authority over the faculty, the curriculum, and all matters of student discipline.

Senses:
1. definition=any maneuver made as part of progress toward a goal | examples=the situation called for strong measures
2. definition=how much there is or how many there are of something that you can quantify
3. definition=a statute in draft before it becomes law | examples=they held a public hearing on the bill
4. definition=the act or process of assigning numbers to phenomena according to a rule | examples=the measurements were carefully done
5. definition=a basis for comparison; a reference point against which other things can be evaluated | examples=the schools comply with federal standards
6. definition=(prosody) the accent in a metrical foot of verse
7. definition=musical notation for a repeating pattern of musical beats | examples=the orchestra omitted the last twelve bars of the song
8. definition=measuring instrument having a sequence of marks at regular intervals; used as a reference in making measurements
9. definition=a container of some standard capacity that is used to obtain fixed amounts of a substance

reasoning_content:
Let me analyze the sentence and understand what "measure" means in this context:

"Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."

The phrase is "a large measure of authority." This is asking about the amount or quantity of authority. The meaning is essentially "a large amount of authority."

Let me go through the senses:

1. "any maneuver made as part of progress toward a goal" - Not quite, though "measures" can mean actions/steps
2. "how much there is or how many there are of something that you can quantify" - This seems to fit! "A measure of authority" = "an amount of authority"
3. "a statute in draft before it becomes law" - No
4. "the act or process of assigning numbers to phenomena" - No
5. "a basis for comparison; a reference point" - No
6. "(prosody) the accent in a metrical foot" - No
7. "musical notation for a repeating pattern of musical beats" - No
8. "measuring instrument having a sequence of marks" - No
9. "a container of some standard capacity" - No

The answer is sense 2: "how much there is or how many there are of something that you can quantify." The phrase "a large measure of authority" means a large amount of authority.


[User]
Which numbered sense of "authority" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- Most important of all, schools should have principals with a large measure of <t>authority</t> over the faculty, the curriculum, and all matters of student discipline.

Senses:
1. definition=the power or right to give orders or make decisions | examples=he has the authority to issue warrants
2. definition=(usually plural) persons who exercise (administrative) control over others | examples=the authorities have issued a curfew
3. definition=an expert whose views are taken as definitive | examples=he is an authority on corporate law
4. definition=freedom from doubt; belief in yourself and your abilities | examples=his assurance in his superiority did not make him popular
5. definition=an administrative unit of government | examples=the Central Intelligence Agency
6. definition=official permission or approval | examples=authority for the program was renewed several times
7. definition=an authoritative written work | examples=this book is the final authority on the life of Milton

reasoning_content:
Let me analyze the sentence and the different senses of "authority":

Sentence: "Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."

Let me go through each sense:

1. "the power or right to give orders or make decisions" - This seems to fit. The sentence is saying principals should have the power to make decisions about faculty, curriculum, and student discipline.

2. "(usually plural) persons who exercise (administrative) control over others" - This doesn't fit. The sentence is not referring to "persons" but to the concept of power/right.

3. "an expert whose views are taken as definitive" - Doesn't fit. The sentence is not about principals being experts.

4. "freedom from doubt; belief in yourself and your abilities" - Doesn't fit. This is about confidence/assurance, not what the sentence is discussing.

5. "an administrative unit of government" - Doesn't fit. The sentence isn't talking about a unit of government.

6. "official permission or approval" - This could potentially fit, but it's less likely than sense 1. It would be about having permission, not the inherent power.

7. "an authoritative written work" - Doesn't fit at all.

The best fit is sense 1: "the power or right to give orders or make decisions" because the sentence is saying that principals should have the power/right to make decisions over the faculty, curriculum, and student discipline.


[User]
Which numbered sense of "faculty" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- Most important of all, schools should have principals with a large measure of authority over the <t>faculty</t>, the curriculum, and all matters of student discipline.

Senses:
1. definition=one of the inherent cognitive or perceptual powers of the mind
2. definition=the body of teachers and administrators at a school | examples=the dean addressed the letter to the entire staff of the university

reasoning_content:
The sentence is: "Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."

In this context, "faculty" refers to the body of teachers and administrators at a school. The principal has authority over the faculty (teachers/staff), the curriculum, and student discipline matters.

Let me check the senses:
1. "one of the inherent cognitive or perceptual powers of the mind" - This would be like "faculty of reason" or "faculty of sight". This is not what's meant in the sentence.

2. "the body of teachers and administrators at a school | examples=the dean addressed the letter to the entire staff of the university" - This is exactly what the sentence means. The faculty refers to the teachers and administrators.

So the answer is 2.


[User]
Which numbered sense of "matter" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all <t>matters</t> of student discipline.

Senses:
1. definition=a vaguely specified concern | examples=several matters to attend to
2. definition=some situation or event that is thought about | examples=he kept drifting off the topic
3. definition=that which has mass and occupies space | examples=physicists study both the nature of matter and the forces which govern it
4. definition=a problem | examples=is anything the matter?
5. definition=(used with negation) having consequence | examples=they were friends and it was no matter who won the games
6. definition=written works (especially in books or magazines) | examples=he always took some reading matter with him on the plane

reasoning_content:
Let me analyze the sentence: "Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."

The word "matters" here is referring to "topics," "issues," or "concerns" related to student discipline. Let me look at each sense:

1. "a vaguely specified concern" - examples: "several matters to attend to" - This seems to fit. "Matters of student discipline" would be concerns/issues related to student discipline.

2. "some situation or event that is thought about" - examples: "he kept drifting off the topic" - This could potentially fit, but it seems less precise than sense 1.

3. "that which has mass and occupies space" - This is the physics definition, clearly not applicable here.

4. "a problem" - "is anything the matter?" - This would mean "is there anything wrong?" Not the right sense here.

5. "(used with negation) having consequence" - This is about importance/significance with negation. Not the right context.

6. "written works (especially in books or magazines)" - Clearly not about reading material here.

The best fit is sense 1: "a vaguely specified concern." The phrase "matters of student discipline" refers to concerns or issues related to student discipline. This is the most appropriate definition.


[User]
Which numbered sense of "student" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of <t>student</t> discipline.

Senses:
1. definition=a learner who is enrolled in an educational institution
2. definition=a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines

reasoning_content:
Let me analyze the sentence to determine which sense of "student" is being used.

The sentence is: "Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."

Here "student" is used in the phrase "student discipline" - it's referring to the discipline of students, meaning the rules and behavior management of learners in a school.

In this context, "student" refers to learners who are enrolled in an educational institution - the people for whom discipline policies would apply.

Sense 1: "a learner who is enrolled in an educational institution" - This fits. Students are learners enrolled in schools.

Sense 2: "a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines" - This doesn't fit. This refers to someone who has already achieved mastery through extensive study, not just someone enrolled in school.

The answer is 1.


[User]
Which numbered sense of "study" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: <t>Study</t> after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head.

Senses:
1. definition=a detailed critical inspection
2. definition=applying the mind to learning and understanding a subject (especially by reading) | examples=mastering a second language requires a lot of work
3. definition=a written document describing the findings of some individual or group | examples=this accords with the recent study by Hill and Dale
4. definition=a state of deep mental absorption | examples=she is in a deep study
5. definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study
6. definition=a branch of knowledge | examples=in what discipline is his doctorate?
7. definition=preliminary drawing for later elaboration | examples=he made several studies before starting to paint
8. definition=attentive consideration and meditation | examples=after much cogitation he rejected the offer
9. definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study
10. definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing

reasoning_content:
Let me analyze the sentence: "Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head."

The phrase "Study after study" refers to multiple research reports or findings. The clarification "the most recent from the Brookings Institution" tells us that these are written documents or research findings.

Looking at the senses:
1. detailed critical inspection - not quite right
2. applying the mind to learning - not right
3. a written document describing the findings of some individual or group - this fits! The example "this accords with the recent study by Hill and Dale" is very similar to our sentence
4. state of deep mental absorption - no
5. a room - no
6. a branch of knowledge - no
7. preliminary drawing - no
8. attentive consideration - no
9. someone who memorizes quickly - no
10. a musical composition - no

Sense 3 is clearly the correct answer. "Study" here means a written document or report presenting findings from research, which matches the context of "Study after study" referring to research reports from institutions like Brookings Institution.


[User]
Which numbered sense of "study" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Study after <t>study</t> -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head.

Senses:
1. definition=a detailed critical inspection
2. definition=applying the mind to learning and understanding a subject (especially by reading) | examples=mastering a second language requires a lot of work
3. definition=a written document describing the findings of some individual or group | examples=this accords with the recent study by Hill and Dale
4. definition=a state of deep mental absorption | examples=she is in a deep study
5. definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study
6. definition=a branch of knowledge | examples=in what discipline is his doctorate?
7. definition=preliminary drawing for later elaboration | examples=he made several studies before starting to paint
8. definition=attentive consideration and meditation | examples=after much cogitation he rejected the offer
9. definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study
10. definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing

reasoning_content:
Let me analyze the sentence: "Study after <t>study</t> -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head."

The phrase "Study after study" followed by "the most recent from the Brookings Institution" indicates we're talking about multiple research reports or documents. The fact that they mention "the most recent from the Brookings Institution" (a research institution) makes it clear they're referring to written documents/reports presenting research findings.

Looking at the senses:
1. detailed critical inspection - not quite
2. applying the mind to learning - no
3. a written document describing the findings of some individual or group | examples: this accords with the recent study by Hill and Dale - YES, this fits perfectly
4. a state of deep mental absorption - no
5. a room used for reading and writing - no
6. a branch of knowledge - no
7. preliminary drawing - no
8. attentive consideration and meditation - no
9. someone who memorizes quickly - no
10. a composition to develop technique - no

The answer is definitely 3. "Study" here refers to written documents/reports that present research findings, which is exactly what sense 3 describes.


[User]
Which numbered sense of "most" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Study after study -- the <t>most</t> recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head.

Senses:
1. definition=used to form the superlative | examples=the king cobra is the most dangerous snake
2. definition=very | examples=a most welcome relief
3. definition=(of actions or states) slightly short of or not quite accomplished; all but | examples=the job is (just) about done

reasoning_content:
Let me analyze the sentence: "Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head."

The word "most" is used to modify "recent." Let me consider each sense:

1. "used to form the superlative" - This sense uses "most" to form the superlative form of an adjective. "Most recent" would be the superlative form of "recent," meaning the recent-est or the one that is the most recent. This fits perfectly.

2. "very" - This would mean "the very recent" which doesn't quite work grammatically in this context.

3. "(of actions or states) slightly short of or not quite accomplished" - This is clearly not what's being used here. The phrase "the most recent" clearly refers to the most recent study in time, not something that is almost accomplished.

The correct answer is 1, as "most" is being used to form the superlative form of the adjective "recent."


[User]
Which numbered sense of "tell" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: Study after study -- the most recent from the Brookings Institution -- <t>tells</t> us that the best schools are those that are free of outside interference and are governed by a powerful head.

Senses:
1. definition=express in words | examples=He said that he wanted to marry her
2. definition=let something be known | examples=Tell them that you will be late
3. definition=narrate or give a detailed account of | examples=Tell what happened
4. definition=give instructions to or direct somebody to do something with authority | examples=I said to him to go home
5. definition=discern or comprehend | examples=He could tell that she was unhappy
6. definition=inform positively and with certainty and confidence | examples=I tell you that man is a crook!
7. definition=give evidence | examples=he was telling on all his former colleague
8. definition=mark as different | examples=We distinguish several kinds of maple

reasoning_content:
Let me analyze the sentence and determine which sense of "tell" is being used.

Sentence: "Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head."

In this context, the studies are "telling us" that something is the case. They are communicating information, conveying knowledge about what makes the best schools.

Let me go through each sense:

1. "express in words" - This is very general but doesn't quite fit the specific meaning here
2. "let something be known" - This fits! The studies are letting us know something about what makes good schools
3. "narrate or give a detailed account of" - The studies aren't narrating, they're conveying a finding
4. "give instructions to or direct somebody" - No, the studies aren't giving us instructions
5. "discern or comprehend" - No, the studies aren't discerning something
6. "inform positively and with certainty" - This could fit, but it implies more assertiveness than what's happening here
7. "give evidence" - This could fit somewhat, as studies provide evidence
8. "mark as different" - No, this doesn't apply

The best fit is sense 2: "let something be known" - The studies are letting us know/communicating that the best schools are those free of outside interference.

This is the most appropriate definition for how "tell" is being used in this sentence.