[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: often
Target surface form: often
Context:
This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, <t>often</t> downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience.

Candidate senses:
1. sense_key=often%4:02:00:: | definition=many times at short intervals | synonyms=frequently, oftentimes, oft, ofttimes | examples=we often met over a cup of coffee
2. sense_key=often%4:02:01:: | definition=frequently or in great quantities | synonyms=much, a great deal | examples=I don't drink much; I don't travel much
3. sense_key=often%4:02:02:: | definition=in many cases or instances

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

raw_output:
```json
{"sense_index": 3}
```

content:
```json
{"sense_index": 3}
```

reasoning_content:
1.  **Analyze the target word and context:**
    *   **Target lemma:** often
    *   **Context sentence:** "The latter [newer textbooks] are modish, trendy, <t>often</t> downright silly, and at best insubstantial."
    *   **Broader context:** The text discusses educational methods (tracking) and the quality of textbooks. It criticizes newer textbooks for being faddish ("modish, trendy") and lacking substance.

2.  **Analyze the candidate senses:**

    *   **Sense 1:** `often%4:02:00::`
        *   Definition: "many times at short intervals"
        *   Synonyms: frequently, oftentimes, oft, ofttimes
        *   Examples: "we often met over a cup of coffee"
        *   Analysis: This sense implies repetition over time or frequency of occurrence for an event/action. "We often met" implies a recurring event. Does "often" modify "downright silly" in a way that implies "many times at short intervals"? A textbook can be silly. Does it happen many times? Or does it apply to many instances of textbooks? Let's look at the structure.

    *   **Sense 2:** `often%4:02:01::`
        *   Definition: "frequently or in great quantities"
        *   Synonyms: much, a great deal
        *   Examples: "I don't drink much", "I don't travel much"
        *   Analysis: This sense seems to lean towards quantity or intensity (often related to "much"). It is often used with negatives ("not much") or to describe the extent of an activity. "Newer textbooks are ... often downright silly." This doesn't quite fit the "in great quantities" or "much" vibe as well as the other possibilities, although "frequently" overlaps with Sense 1.

    *   **Sense 3:** `often%4:02:02::`
        *   Definition: "in many cases or instances"
        *   Synonyms: [None listed in prompt, but usually implies "frequently" in a distributive sense]
        *   Examples: [None listed in prompt]
        *   Analysis: This sense is used to indicate that a statement is true in a large number of cases. It connects a subject category to a predicate. "Newer textbooks are often downright silly." Meaning: In many instances/cases, newer textbooks are downright silly.

3.  **Compare Senses in Context:**

    *   The sentence structure is: "The latter [newer textbooks] are modish, trendy, <t>often</t> downright silly..."
    *   Here, "often" is modifying the adjective phrase "downright silly". It describes the frequency with which the predicate applies to the subject.
    *   It's not about time intervals (Sense 1 "short intervals" is specific to events happening repeatedly in time). While textbooks *becoming* silly is a repeatable event, the usage here is more about the proportion of textbooks that fit the description.
    *   Is it Sense 1 or Sense 3?
        *   Sense 1 ("many times at short intervals") is typical for dynamic verbs meeting events (e.g., "I often go there").
        *   Sense 3 ("in many cases or instances") is typical for generalizations or stative descriptions (e.g., "Honest men are often misunderstood").
    *   The sentence makes a generalization about a class of objects (newer textbooks). "Newer textbooks are, in many instances, downright silly."
    *   WordNet (Princeton) distinguishes these.
        *   Sense 1 (often%4:02:00::) usually points to `frequently`. Example: "we often met over a cup of coffee". This is event-based frequency.
        *   Sense 3 (often%4:02:02::) points to "in many cases or instances". Example: "diseases are often caused by bacteria".
    *   The context is a claim about the state/quality of a category of objects. It's stating that a high percentage of these books are silly.
    *   "In many cases or instances" (Sense 3) fits the generic generalization perfectly. "Newer textbooks are often downright silly" = "In many instances, newer textbooks are downright silly."

4.  **Refine decision:**
    *   Sense 1 focuses on "short intervals" or repeated action. While frequency is involved, the "short intervals" aspect is specific to Sense 1 (often derived from the "oft" root, implying repetition). The usage here is classifying a group.
    *   Sense 3 focuses on "many cases". This maps exactly to the logic of "Many newer textbooks are downright silly."
    *   Sense 2 is clearly wrong (quantity/intensity "much").

    Let's double-check the WordNet hierarchy.
    In WordNet 3.1/3.0:
    *   often (r) has senses.
    *   One sense: "many times at short intervals" (Synonyms: frequently, oft...)
    *   Another sense: "in many cases or instances" (Synonyms: frequently - wait, WordNet lists frequently as a synonym for both sometimes).

    Let's look at the specific definition provided in the prompt.
    Prompt Sense 1: "many times at short intervals". Example: "we often met over a cup of coffee". -> This is strictly temporal frequency of events.
    Prompt Sense 3: "in many cases or instances". -> This is distributional frequency across a population or set of situations.

    The context "The latter are ... often downright silly" refers to the set of newer textbooks. It asserts that for many members of this set, the property "downright silly" holds. This aligns with "in many cases or instances".

    Therefore, Sense 3 is the correct choice. It captures the "in many instances" meaning applied to a plural subject described by an adjective, whereas Sense 1 captures the temporal repetition of an action.

    Example comparison:
    "He often visits" -> Sense 1 (action repeated in time).
    "These books are often silly" -> Sense 3 (property holds for many instances of the subject).

    The text is describing a property ("downright silly") holding true for "many cases" of newer textbooks.

    Final check:
    Target: often.
    Context: "The latter are ... often downright silly".
    Meaning: In many instances, they are silly.
    Candidate 3 definition: in many cases or instances.

    Matches perfectly.


attempt_kind: initial

status: success

[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: dubious
Target surface form: dubious
Context:
The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on <t>dubious</t> psychological and sociological theories rather than on educational experience. 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.

Candidate senses:
1. sense_key=dubious%5:00:00:uncertain:02 | definition=fraught with uncertainty or doubt | synonyms=doubtful | examples=they were doubtful that the cord would hold; it was doubtful whether she would be admitted
2. sense_key=dubious%5:00:00:questionable:00 | definition=open to doubt or suspicion; ; ; ; - Karen Horney | synonyms=doubtful, dubitable, in question | examples=the candidate's doubtful past; he has a dubious record indeed
3. sense_key=dubious%5:00:00:unconvinced:00 | definition=not convinced | examples=they admitted the force of my argument but remained dubious

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

finish_reason: stop

role: assistant

reasoning_content:
The user wants me to perform Word Sense Disambiguation for the word "dubious" in a specific context.

**Context Analysis:**
The sentence is: "They are based on <t>dubious</t> psychological and sociological theories rather than on educational experience."
- The author is criticizing newer textbooks.
- These textbooks rely on theories that the author considers "modish," "trendy," "silly," and "insubstantial."
- The author contrasts these theories with "educational experience."
- The author is expressing skepticism about the validity or reliability of these theories. He thinks they are questionable or not trustworthy.

**Candidate Sense Analysis:**

*   **Sense 1:** `dubious%5:00:00:uncertain:02`
    *   Definition: "fraught with uncertainty or doubt"
    *   Synonyms: doubtful
    *   Examples: "they were doubtful that the cord would hold", "it was doubtful whether she would be admitted"
    *   Analysis: This sense usually refers to an outcome or a fact where the certainty is unknown or unresolved (e.g., a rope might break, someone might get in). It refers to the state of affairs being uncertain.

*   **Sense 2:** `dubious%5:00:00:questionable:00`
    *   Definition: "open to doubt or suspicion"
    *   Synonyms: doubtful, dubitable, in question
    *   Examples: "the candidate's doubtful past", "he has a dubious record indeed"
    *   Analysis: This sense refers to something that invites suspicion or disbelief because it seems wrong, unreliable, or untrustworthy. A "dubious past" or "dubious record" implies something negative or sketchy. The theories in the context are described as "silly" and "insubstantial." The author questions their value or truth. The theories are the object of suspicion/doubt regarding their quality.

*   **Sense 3:** `dubious%5:00:00:unconvinced:00`
    *   Definition: "not convinced"
    *   Examples: "they admitted the force of my argument but remained dubious"
    *   Analysis: This sense is an adjective applied to a person (the experiencer). It describes a state of mind (skeptical, unconvinced). In the context, "dubious" modifies "theories," not a person. Therefore, this sense does not fit syntactically or semantically.

**Comparison between Sense 1 and Sense 2:**

*   Sense 1 is about inherent uncertainty of a future event or truth value (it might happen, it might not).
*   Sense 2 is about lack of trustworthiness or being open to suspicion due to quality or nature (it seems sketchy/bad).

The context says the theories are "downright silly" and "insubstantial." This suggests a negative judgment on their quality. The author believes they are untrustworthy. They are "open to doubt or suspicion" (Sense 2). It is not that the theories might or might not exist (uncertainty), or that it's uncertain if they are theories. It is that the theories themselves are questionable/objectionable.

Let's look at the example for Sense 2: "he has a dubious record indeed."
The context example: "based on dubious theories."
Is a "dubious theory" one where it is uncertain if it is a theory? No. Is it a theory that is questionable or suspicious? Yes. Is it a theory that is unconvinced? No.
Is it a theory where the outcome is uncertain (Sense 1)? No, it's about the validity of the theory itself.

Sense 2 fits best: "open to doubt or suspicion." The author suspects these theories are invalid.

Let's double check Sense 1. "Fraught with uncertainty." A "dubious outcome." Here we have "dubious theories." Does it mean theories fraught with uncertainty? Or theories that are questionable? Usually, "dubious quality" or "dubious character" maps to Sense 2. "Dubious truth" might map to Sense 1. But here the tone is critical ("downright silly"). Sense 2 carries that connotation of being open to suspicion/questionable quality.

Conclusion: Sense 2 is the correct choice.

JSON format required: `{"sense_index": 2}`.

format: unknown

native_finish_reason: stop

provider: Together

currency: USD


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: psychological
Target surface form: psychological
Context:
The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious <t>psychological</t> and sociological theories rather than on educational experience. 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.

Candidate senses:
1. sense_key=psychological%5:00:00:mental:00 | definition=mental or emotional as opposed to physical in nature | examples=give psychological support; psychological warfare
2. sense_key=psychological%3:01:00:: | definition=of or relating to or determined by psychology | examples=psychological theories

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
Let me analyze the context and the candidate senses for the word "psychological":

The context is discussing textbooks and educational theories. The specific phrase is "dubious psychological and sociological theories" in reference to newer textbooks being based on theories rather than educational experience.

Candidate senses:
1. "mental or emotional as opposed to physical in nature" with examples like "give psychological support" and "psychological warfare"
2. "of or relating to or determined by psychology" with the example "psychological theories"

In this context, "psychological theories" refers to theories from the field of psychology, not theories that are mental or emotional in nature (as opposed to physical). The text is discussing academic and educational frameworks that come from the discipline of psychology.

The phrase "psychological and sociological theories" is referring to theories from the academic disciplines of psychology and sociology, which aligns with sense 2 "of or relating to or determined by psychology."

Additionally, the example for sense 2 is literally "psychological theories," which matches almost exactly with the usage in the context.

Therefore, sense 2 is the correct choice.

provider: Baidu


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: rather
Target surface form: rather
Context:
The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories <t>rather</t> than on educational experience. 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.

Candidate senses:
1. sense_key=rather%4:02:02:: | definition=on the contrary | synonyms=instead | examples=rather than disappoint the children, he did two quick tricks before he left; he didn't call; rather (or instead), he wrote her a letter
2. sense_key=rather%4:02:04:: | definition=to some (great or small) extent | synonyms=kind of, kinda, sort of | examples=it was rather cold; the party was rather nice
3. sense_key=rather%4:02:01:: | definition=more readily or willingly | synonyms=preferably, sooner | examples=clean it well, preferably with warm water; I'd rather be in Philadelphia
4. sense_key=rather%4:02:00:: | definition=to a degree (not used with a negative) | synonyms=quite | examples=quite tasty; quite soon

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

raw_output:
```json
{"sense_index": 1}
```

content:
```json
{"sense_index": 1}
```

reasoning_content:
1.  **Analyze the Target Word and Context:**
    *   **Target Lemma:** `rather`
    *   **Target Surface Form:** `rather`
    *   **Context Sentence:** "They are based on dubious psychological and sociological theories <t>rather</t> than on educational experience."
    *   **Preceding context:** "It is generally desirable to use older textbooks... rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial."
    *   **Syntactic Pattern:** "X rather than Y" (theories rather than experience).

2.  **Analyze the Candidate Senses:**

    *   **Sense 1:** `rather%4:02:02::`
        *   **Definition:** on the contrary
        *   **Synonyms:** instead
        *   **Examples:** "rather than disappoint the children...", "he didn't call; rather (or instead), he wrote her a letter"
        *   **Analysis:** This sense is used to introduce an alternative or correct a previous statement. The construction "rather than" fits this perfectly. It indicates preference for the second option over the first (or rejection of the first in favor of the second). In the context, the textbooks are based on theories *instead of* experience. The phrase "rather than" acts as a conjunction indicating the contrast/alternative.

    *   **Sense 2:** `rather%4:02:04::`
        *   **Definition:** to some (great or small) extent
        *   **Synonyms:** kind of, kinda, sort of
        *   **Examples:** "it was rather cold"
        *   **Analysis:** This is an adverb of degree modifying an adjective. The context uses "rather than", which doesn't fit the "to some extent" meaning. It's not "somewhat than on educational experience".

    *   **Sense 3:** `rather%4:02:01::`
        *   **Definition:** more readily or willingly
        *   **Synonyms:** preferably, sooner
        *   **Examples:** "I'd rather be in Philadelphia"
        *   **Analysis:** This usually implies preference in a conditional or modal context (e.g., "would rather"). While "rather than" expresses a preference conceptually, Sense 1 is the specific usage for "rather than" constructions meaning "instead of/on the contrary". Sense 3 is typically "had/would rather". If the sentence was "I would rather use older textbooks", this would be the sense. But here, the usage is conjunctional: "X rather than Y" = "X instead of Y".

    *   **Sense 4:** `rather%4:02:00::`
        *   **Definition:** to a degree (not used with a negative)
        *   **Synonyms:** quite
        *   **Examples:** "quite tasty"
        *   **Analysis:** Similar to Sense 2, this is an adverb of degree. "They are based on quite theories?" No.

3.  **Compare Sense 1 vs. Sense 3:**
    *   The context is "... theories <t>rather</t> than on educational experience."
    *   This construction "rather than" is cited in Sense 1 examples ("rather than disappoint the children").
    *   The meaning is "instead of" (synonyms for Sense 1).
    *   The sentence structure is "based on A rather than B". This contrasts A and B, asserting A is the case/choice and B is not.
    *   Sense 3 ("more readily or willingly") is usually distinct in WordNet entries for "rather" when it appears in "would rather".
    *   Let's check the mapping.
        *   WordNet 3.0 usually distinguishes:
            *   r01: more readily/willingly (would rather).
            *   r02: on the contrary/instead (rather than).
            *   r03: to a degree/quite.
            *   r04: to some extent/kinda.
    *   The definitions provided in the prompt:
        *   Sense 1: "on the contrary" / "instead" / example: "rather than..." -> Matches the context usage perfectly.
        *   Sense 3: "more readily or willingly" / "preferably" / example: "I'd rather..." -> Does not match the syntax "rather than". While there is a semantic link (preference), the syntactic function here is distinct (conjunctional/adverbial indicating alternative, often analyzed as "instead").

4.  **Conclusion:**
    The phrase "rather than" signals an alternative or correction. The text says textbooks are based on theories *instead of* experience. This aligns with Sense 1 (on the contrary / instead).

    Let's double check the sense indices provided in the prompt.
    Sense 1: definition=on the contrary | synonyms=instead
    Sense 3: definition=more readily or willingly | synonyms=preferably

    Context: "theories rather than on educational experience".
    Substitution test: "theories *instead of* on educational experience". Works.
    Substitution test: "theories *preferably* on educational experience". Fails syntax and meaning.

    Therefore, Sense 1 is the correct choice.

    Sense index: 1.

provider: Novita


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: educational
Target surface form: educational
Context:
The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on <t>educational</t> experience. 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.

Candidate senses:
1. sense_key=educational%3:01:00:: | definition=relating to the process of education | examples=educational psychology
2. sense_key=educational%5:00:00:instructive:00 | definition=providing knowledge | examples=an educational film

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

content:
```json
{"sense_index": 1}
```

reasoning_content:
1.  **Analyze the Target Lemma and Form:**
    *   Lemma: educational
    *   Surface form: educational
    *   Context sentence: "They are based on dubious psychological and sociological theories rather than on <t>educational</t> experience."

2.  **Analyze the Context:**
    *   The text discusses the quality of textbooks and teaching methods.
    *   It contrasts "dubious psychological and sociological theories" with "<t>educational</t> experience".
    *   The phrase "educational experience" here refers to experience gained through the actual practice or process of education (teaching and learning). It refers to the system or field of education, rather than the quality of being informative (sense 2).
    *   The comparison is between abstract theories vs. practical experience within the realm of education/schooling.

3.  **Analyze the Candidate Senses:**

    *   **Sense 1:** `educational%3:01:00::`
        *   Definition: "relating to the process of education"
        *   Examples: "educational psychology"
        *   Analysis: "Educational experience" fits this definition well. It means experience relating to the process of education. Just like "educational psychology" is psychology relating to education, "educational experience" is experience relating to education. The text is talking about the field of education (textbooks, teaching methods, academic potential).

    *   **Sense 2:** `educational%5:00:00:instructive:00`
        *   Definition: "providing knowledge"
        *   Examples: "an educational film"
        *   Synonyms: instructive.
        *   Analysis: This sense usually applies to a specific object or event that teaches you something (e.g., "That trip was very educational"). In the context "educational experience," could it mean an experience that provides knowledge? While possible in isolation, the context contrasts theories with experience *in the field/system* of education. The "experience" here refers to the accumulated wisdom of the educational profession/process, not a specific instance of learning something new (like "I had an educational experience at the museum"). The contrast with "psychological and sociological theories" suggests a domain contrast: theories from outside vs. experience from inside the domain of education. Therefore, sense 1 (relating to the process/field) is the intended meaning.

4.  **Select the Best Sense:**
    *   The phrase "educational experience" parallels "educational psychology" (sense 1 example).
    *   It refers to the domain of education.
    *   Sense 2 implies "instructive" (providing knowledge). Saying "experience providing knowledge" doesn't fit the contrast with "theories" as well as "experience relating to the process of education" does. The author is arguing for practical experience in teaching/education over theoretical fads.
    *   Therefore, Sense 1 is the correct choice.

5.  **Format the Output:**
    *   The user wants a JSON object: `{"sense_index": 1}`.


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: experience
Target surface form: experience
Context:
The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational <t>experience</t>. 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.

Candidate senses:
1. sense_key=experience%1:09:01:: | definition=the accumulation of knowledge or skill that results from direct participation in events or activities | examples=a man of experience; experience is the best teacher
2. sense_key=experience%1:09:00:: | definition=the content of direct observation or participation in an event | examples=he had a religious experience; he recalled the experience vividly
3. sense_key=experience%1:11:00:: | definition=an event as apprehended | examples=a surprising experience; that painful experience certainly got our attention

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the target word and context:**
    *   Target lemma: `experience`
    *   Target surface form: `experience`
    *   Context sentence: "They are based on dubious psychological and sociological theories rather than on educational <t>experience</t>."

2.  **Analyze the surrounding context:**
    *   The author is criticizing newer textbooks for being based on "dubious psychological and sociological theories" instead of something else.
    *   The "something else" is "educational experience".
    *   The contrast is between abstract theories (speculative, new, unproven) and "experience" (practical, accumulated, proven over time).
    *   The author previously mentioned using "older textbooks" because newer ones are "modish, trendy... insubstantial."
    *   The phrase "educational experience" here refers to the practical knowledge gained from teaching over time, or the collective wisdom derived from actual participation in the educational process. It implies accumulated wisdom/practical knowledge vs. theoretical speculation.

3.  **Evaluate Candidate Sense 1:**
    *   sense_key=experience%1:09:01:: | definition=the accumulation of knowledge or skill that results from direct participation in events or activities | examples=a man of experience; experience is the best teacher
    *   Analysis: This definition focuses on "accumulation of knowledge or skill." The phrase "educational experience" in the context of choosing textbooks and teaching methods refers to the practical wisdom accumulated by educators or the education system over time. The contrast "theories rather than... experience" aligns perfectly with the contrast between abstract speculation and accumulated practical knowledge. "Experience is the best teacher" is a relevant idiom here, implying that doing the work (education) teaches you more than theorizing about it.

4.  **Evaluate Candidate Sense 2:**
    *   sense_key=experience%1:09:00:: | definition=the content of direct observation or participation in an event | examples=he had a religious experience; he recalled the experience vividly
    *   Analysis: This sense refers to a specific instance or the subjective content of an event (like a religious experience or a specific memory). While educational experience involves participation, the context is contrasting "theories" with a body of knowledge/wisdom, not a specific instance of observation. "Based on educational direct observation" fits grammatically but "accumulation of knowledge" (Sense 1) captures the *value* being contrasted with "theory" better. Sense 2 is more about the *event* itself or the immediate mental content, whereas the text discusses the *foundation* for textbooks (which requires accumulated wisdom).

5.  **Evaluate Candidate Sense 3:**
    *   sense_key=experience%1:11:00:: | definition=an event as apprehended | examples=a surprising experience; that painful experience certainly got our attention
    *   Analysis: This sense treats "experience" as an event itself. "Based on educational event" doesn't fit the semantic requirements of the contrast. The text isn't talking about specific events that happened, but the collective practical knowledge derived from the practice of education.

6.  **Compare and Select:**
    *   Sense 1: Accumulation of knowledge/skill from participation. (Fits the contrast between unproven theory and proven practical wisdom).
    *   Sense 2: Content of observation/participation in an event. (Too specific/instantial).
    *   Sense 3: An event as apprehended. (Too specific/instantial).

    The phrase "educational experience" implies the wisdom gained from the practice of education. This maps most strongly to the "accumulation of knowledge or skill" definition.

7.  **Final Conclusion:** Sense 1 is the correct choice.

    *   Index 1 corresponds to sense_key=experience%1:09:01::.

provider: Parasail


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: reason
Target surface form: reasons
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. 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. 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 major at Harvard) in the November American Spectator.

Candidate senses:
1. sense_key=reason%1:16:00:: | definition=a rational motive for a belief or action | synonyms=ground | examples=the reason that war was declared; the grounds for their declaration
2. sense_key=reason%1:10:01:: | 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. sense_key=reason%1:09:00:: | definition=the capacity for rational thought or inference or discrimination | synonyms=understanding, intellect | examples=we are told that man is endowed with reason and capable of distinguishing good from evil
4. sense_key=reason%1:26:00:: | definition=the state of having good sense and sound judgment | synonyms=rationality, reasonableness | examples=his rationality may have been impaired; he had to rely less on reason than on rousing their emotions
5. sense_key=reason%1:10:00:: | definition=a justification for something existing or happening | synonyms=cause, grounds | examples=he had no cause to complain; they had good reason to rejoice
6. sense_key=reason%1:09:01:: | definition=a fact that logically justifies some premise or conclusion | examples=there is reason to believe he is lying

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the Target:**
    *   Target lemma: `reason`
    *   Target surface form: `reasons` (plural noun)
    *   Context snippet: "One of the <t>reasons</t> American students do so poorly in math tests... is the influence of the 'New Math'..."

2.  **Analyze the Context:**
    *   The sentence structure is: "One of the [reasons] [X happens] is [Y]."
    *   Here, X = "American students do so poorly in math tests".
    *   Y = "the influence of the 'New Math' on American textbooks and teaching methods".
    *   The text is explaining the *cause* or the *basis* for why a specific phenomenon (poor performance) occurs.
    *   It's presenting a fact or factor that accounts for the outcome.

3.  **Analyze the Candidate Senses:**

    *   **Sense 1:** `reason%1:16:00::` | Definition: "a rational motive for a belief or action" | Synonyms: ground | Examples: "the reason that war was declared".
        *   *Critique:* "Motive" suggests a psychological drive or intention behind an action (usually a human agent). While New Math influence is a reason, it's not really a "motive" in the sense of an agent's intention. It's more of a cause/factor. "Motive" fits "Why did he kill him?", but here we are asking "Why do students perform poorly?".

    *   **Sense 2:** `reason%1:10:01::` | 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".
        *   *Critique:* This definition fits "explanation of the cause of some phenomenon". The context discusses a phenomenon (poor test scores). The text offers an explanation (New Math). The example sentence ("the reason a steady state was never reached...") mirrors the structure of the target sentence ("the reason American students do so poorly..."). This looks like a strong candidate. It focuses on the *phenomenon* and the *explanation/cause*.

    *   **Sense 3:** `reason%1:09:00::` | Definition: "the capacity for rational thought..." | Synonyms: understanding, intellect.
        *   *Critique:* Abstract concept of human faculty. Clearly not the case here (countable noun "reasons").

    *   **Sense 4:** `reason%1:26:00::` | Definition: "the state of having good sense..." | Synonyms: rationality.
        *   *Critique:* Abstract quality. Not the case here.

    *   **Sense 5:** `reason%1:10:00::` | Definition: "a justification for something existing or happening" | Synonyms: cause, grounds | Examples: "he had no cause to complain".
        *   *Critique:* This is close to Sense 2. Let's distinguish Sense 2 and Sense 5.
        *   Sense 2 is specifically "an explanation of the cause of some phenomenon". It often appears in the construction "The reason [event] happened is [cause]".
        *   Sense 5 is "a justification for something existing or happening" or "cause".
        *   Let's look at the WordNet hierarchy or fine distinctions.
        *   Sense 2 focuses on the *explanation* aspect of a phenomenon. "The reason a steady state was never reached..."
        *   Sense 5 focuses on the *justification* or *cause*. "He had no cause to complain" (justification).
        *   In the text: "One of the reasons American students do so poorly... is the influence..."
        *   Is it a motive/justification (Sense 1/5) or an explanation of a phenomenon (Sense 2)?
        *   "American students do poorly" is a phenomenon (an event/state of affairs occurring in the world).
        *   "Influence of New Math" is the cause/explanation.
        *   Sense 2's example ("the reason a steady state was never reached...") is structurally identical to the target. "Steady state never reached" is a physical/scientific phenomenon. "Students doing poorly" is an educational/social phenomenon.
        *   Sense 5's examples ("he had no cause to complain", "they had good reason to rejoice") often involve people's actions/attitudes (justification).
        *   However, Sense 5 also lists "cause" as a synonym.
        *   Let's look at the definition of Sense 2 again: "an explanation of the cause of some phenomenon". This feels like the most precise fit for "Why did X phenomenon happen? The reason is Y."
        *   Sense 1 says "rational motive for a belief or action". While students perform actions, the *reason* cited isn't their internal motive, but an external factor (New Math).
        *   Sense 5 says "justification...". Justification often implies a defense or a warrant for an action. The New Math isn't really "justifying" the poor performance; it is *causing* it or explaining it.
        *   Sense 2 ("explanation of the cause") vs Sense 5 ("cause/justification").
        *   Context: "One of the reasons... is..."
        *   Let's check standard WSD mapping for "reason" in "the reason for X is Y".
        *   Often, Sense 2 covers "The reason the car stopped is the flat tire." (Phenomenon explanation).
        *   Sense 5 covers "He had reason to fear." (Justification/Grounds).
        *   Sense 1 covers "His reason for leaving was boredom." (Motive).
        *   The context involves a phenomenon (students doing poorly) and provides an explanation (New Math).
        *   Therefore, Sense 2 is the specific "explanation of the cause of a phenomenon" sense. Sense 5 is often "grounds" or "justification" for human behavior (often normative or supporting a position).
        *   Let's compare examples:
            *   Sense 2 example: "the reason a steady state was never reached..." -> Phenomenon explanation. Matches target context structure perfectly.
            *   Sense 5 example: "he had no cause to complain" -> Justification/Grounds. Does not match target context structure perfectly.
            *   Sense 1 example: "the reason that war was declared" -> Motive. This is about human intent. The target context is not about the students' intent (motive) to fail, nor the writer's motive. It's about the cause of a phenomenon.

    *   **Refining the choice:**
        *   The text discusses why a phenomenon (poor test scores) occurs.
        *   Sense 2 is defined as "an explanation of the cause of some phenomenon".
        *   The example provided in Sense 2 ("the reason a steady state was never reached...") is syntactically and semantically very similar to the target sentence ("the reason American students do so poorly...").
        *   Sense 1 involves "motive". No internal motive is implied for the students.
        *   Sense 5 involves "justification" or "cause". While "cause" is a synonym, the definition "justification" leans towards normative reasons or reasons for an agent's stance. The specific example "he had no cause to complain" supports this. Sense 2 is better for objective phenomena explanations.

4.  **Final Selection:** Sense 2.

    *   Target: "One of the reasons American students do so poorly..."
    *   This is an explanation of a phenomenon.
    *   Sense 2 definition: "an explanation of the cause of some phenomenon".
    *   Sense 2 example: "the reason a steady state was never reached..." (Matches structure).

    Let's double check Sense 5 definition in WordNet 3.1 vs 3.0.
    Sense 5 (1:10:00::): "a justification for something existing or happening". Synonyms: cause, grounds.
    Sense 2 (1:10:01::): "an explanation of the cause of some phenomenon".

    Is "students doing poorly" something "existing or happening" (Sense 5) or a "phenomenon" (Sense 2)? Both.
    The distinction lies in "justification" vs "explanation".
    Justification often carries a normative or defensive weight ("reason to rejoice", "cause to complain").
    Explanation is descriptive ("reason a steady state was never reached").
    The target context is descriptive analysis of an educational outcome. It is explaining *why* something happens, not justifying it or providing a motive.
    Therefore, Sense 2 is the best fit.

    Index check:
    1: rational motive... (No)
    2: explanation of the cause... (Yes)
    3: capacity for rational thought... (No)
    4: state of having good sense... (No)
    5: justification... (Close, but "justification" fits less well than "explanation" for a phenomenon description).
    6: fact that logically justifies... (No, usually singular/abstract usage like "there is reason to believe").

    Result: Sense2.


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: american
Target surface form: American
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. 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. 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 major at Harvard) in the November American Spectator.

Candidate senses:
1. sense_key=american%3:01:01:: | definition=of or relating to the United States of America or its people or language or culture | examples=American citizens; American English
2. sense_key=american%3:01:00:: | definition=of or relating to or characteristic of the continents and islands of the Americas | examples=the American hemisphere; American flora and fauna

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

content:
```json
{"sense_index": 1}
```

reasoning_content:
The context uses "American" to refer to students and textbooks in the United States, specifically comparing them to British, French, German, or Japanese students. This clearly refers to the United States of America, not the continents of North and South America as a whole.
Sense 1 definition: "of or relating to the United States of America or its people or language or culture" fits perfectly.
Sense 2 definition: "of or relating to or characteristic of the continents and islands of the Americas" does not fit, as British, French, German, Japanese comparisons make it clear it's about the country, USA.

Therefore, the best indexed sense is 1.

provider: SiliconFlow


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: student
Target surface form: students
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. 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. 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 major at Harvard) in the November American Spectator.

Candidate senses:
1. sense_key=student%1:18:00:: | definition=a learner who is enrolled in an educational institution | synonyms=pupil, educatee
2. sense_key=student%1:18:01:: | definition=a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines | synonyms=scholar, scholarly person, bookman

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the target word**: The target lemma is "student" and the surface form is "students" (plural). The context snippet highlights "American <t>students</t> do so poorly in math tests...".

2.  **Analyze the context**:
    *   The sentence is: "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'..."
    *   Later reference: "...with students who ca not add or subtract 'learning' the conceptual basis of mathematical theory..."
    *   The broader text discusses education, textbooks, teaching methods, and academic potential.
    *   The specific mention refers to people who are taking math tests and are being taught using specific textbooks. They are the recipients of education in an institutional setting (implied by "American students" compared to other national groups in an educational context).

3.  **Analyze the candidate senses**:
    *   **Sense 1**: `student%1:18:00::` | Definition: "a learner who is enrolled in an educational institution" | Synonyms: pupil, educatee.
        *   This refers to a student in the standard sense—someone going to school/college, learning subjects like math.
    *   **Sense 2**: `student%1:18:01::` | Definition in phrases like "a student of history" meaning someone who studies it deeply and knows a lot about it, or simply as a synonym for scholar.

4.  **Evaluate fit**:
    *   The context talks about people performing poorly on math tests because of bad textbooks.
    *   These are clearly learners enrolled in an educational system (referenced by nationality: American, British, etc.).
    *   They are *not* learned people or masters of a discipline (Sense 2). In fact, the text laments their lack of basic skills ("cannot add or subtract").
    *   Therefore, Sense 1 is the correct fit. The word refers to pupils/educatees.

5.  **Formulate the output**: The user wants a JSON object with the sense index.
    *   Sense 1 corresponds to index 1.
    *   Sense 2 corresponds to index 2.

    The correct index is 1.

6.  **Final Check**:
    *   Target: students.
    *   Context: students taking math tests, "learning" theory.
    *   Sense 1 definition: learner enrolled in educational institution. Matches perfectly.
    *   Sense 2 definition: learned person/scholar. Does not match.

    Result: index 1.

provider: Amazon Bedrock


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: so
Target surface form: so
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. 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. 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 major at Harvard) in the November American Spectator.

Candidate senses:
1. sense_key=so%4:02:02:: | definition=to a very great extent or degree | examples=the idea is so obvious; never been so happy
2. sense_key=so%4:02:06:: | definition=in a manner that facilitates | examples=he observed the snakes so he could describe their behavior; he stooped down so he could pick up his hat
3. sense_key=so%4:02:05:: | definition=in such a condition or manner, especially as expressed or implied | examples=They're happy and I hope they will remain so; so live your life that old age will bring no regrets
4. sense_key=so%4:02:07:: | definition=to a certain unspecified extent or degree | examples=I can only go so far with this student; can do only so much in a day
5. sense_key=so%4:02:08:: | definition=in the same way; also | examples=I was offended and so was he; worked hard and so did she
6. sense_key=so%4:02:04:: | definition=in the way indicated; ; ; (`thusly' is a nonstandard variant) | synonyms=thus, thusly | examples=hold the brush so; set up the pieces thus
7. sense_key=so%4:02:03:: | definition=(usually followed by `that') to an extent or degree as expressed | examples=he was so tired he could hardly stand; so dirty that it smells
8. sense_key=so%4:02:09:: | definition=subsequently or soon afterward (often used as sentence connectors) | synonyms=then, and so, and then | examples=then he left; go left first, then right
9. sense_key=so%4:02:10:: | definition=(used to introduce a logical conclusion) from that fact or reason or as a result | synonyms=therefore, hence, thence, thus | examples=therefore X must be true; the eggs were fresh and hence satisfactory
10. sense_key=so%4:02:00:: | definition=in truth (often tends to intensify) | synonyms=indeed | examples=they said the car would break down and indeed it did; it is very cold indeed

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

content:
```json
{"sense_index": 1}
```

reasoning_content:
1.  **Analyze the target word and context:**
    *   Target lemma: `so`
    *   Target surface form: `so`
    *   Context segment: "...One of the reasons American students do <t>so</t> poorly in math tests..."
    *   Full context 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 American textbooks and teaching methods."

2.  **Analyze the grammatical function and role in the sentence:**
    *   The phrase is "do so poorly".
    *   "Poorly" is an adverb (manner).
    *   "So" modifies "poorly".
    *   Structure: Verb + Adverb (intensifier) + Adverb (manner).
    *   Meaning: The students perform *very* poorly. The degree of poor performance is high.

3.  **Evaluate the candidate senses:**

    *   **Sense 1:** `so%4:02:02::` | definition=to a very great extent or degree | examples=the idea is so obvious; never been so happy.
        *   *Analysis:* This sense functions as an intensifier. It modifies adjectives or adverbs (e.g., "so obvious", "so happy", "so poorly"). It indicates a high degree.
        *   *Match:* "Do so poorly" means "do very poorly". This fits perfectly.

    *   **Sense 2:** `so%4:02:06::` | definition=in a manner that facilitates | examples=he observed the snakes so he could describe their behavior...
        *   *Analysis:* This implies a purpose clause (often "so that" or "so" meaning "in order to"). The context is about the *degree* of performance, not the *method* or *purpose* of doing it.
        *   *Match:* No.

    *   **Sense 3:** `so%4:02:05::` | definition=in such a condition or manner, especially as expressed or implied | examples=They're happy and I hope they will remain so...
        *   *Analysis:* This usually substitutes for a previous state or description (e.g., "is that so?", "remain so").
        *   *Match:* No.

    *   **Sense 4:** `so%4:02:07::` | definition=to a certain unspecified extent or degree | examples=I can only go so far...
        *   *Analysis:* This implies a limit or boundary. "I can only do so much." The context here is not limiting the poor performance to a specific ceiling, but rather emphasizing that the performance is *very* poor (intensifying).
        *   *Match:* No.

    *   **Sense 5:** `so%4:02:08::` | definition=in the same way; also | examples=I was offended and so was he...
        *   *Analysis:* This is "so" used for agreement or comparison of action.
        *   *Match:* No.

    *   **Sense 6:** `so%4:02:04::` | definition=in the way indicated... | synonyms=thus | examples=hold the brush so...
        *   *Analysis:* Demonstrative usage.
        *   *Match:* No.

    *   **Sense 7:** `so%4:02:03::` | definition=(usually followed by `that`) to an extent or degree as expressed | examples=he was so tired he could hardly stand...
        *   *Analysis:* This looks similar to Sense 1 but specifically involves a correlative structure "so [adj/adv] that [clause]". Let's look at the context again: "...do so poorly in math tests...". There is no "that" clause immediately following describing the result of being poor. It just states the fact that they do poorly to a great extent. Sense 1 ("to a very great extent or degree") covers intensification without necessarily requiring the "that" construction, though the distinction between Sense 1 and Sense 7 in WordNet can be tricky. Sense 1 examples: "the idea is so obvious", "never been so happy". Sense 7 examples: "so tired he could hardly stand". The target context is "do so poorly in math tests". It doesn't have a "that" clause. It functions like "the idea is so obvious".
        *   *Match:* Sense 1 is a better fit than Sense 7 because there is no result clause.

    *   **Sense 8:** `so%4:02:09::` | definition=subsequently or soon afterward... | synonyms=then...
        *   *Analysis:* Temporal connector.
        *   *Match:* No.

    *   **Sense 9:** `so%4:02:10::` | definition=(used to introduce a logical conclusion)... | synonyms=therefore...
        *   *Analysis:* Logical connector.
        *   *Match:* No.

    *   **Sense 10:** `so%4:02:00::` | definition=in truth (often tends to intensify)... | synonyms=indeed...
        *   *Analysis:* Used as an adverbial particle often at the end of a phrase or as an independent intensifier of truth (e.g., "It is so hot" -> sometimes distinct from just degree, but often mapped to Sense 1 in other dictionaries, but WordNet separates "indeed/truly" usages). The context here is not "truly poorly", it is "very poorly".
        *   *Match:* No.

4.  **Final Decision:**
    The target word "so" modifies the adverb "poorly" to indicate a high degree of the quality. The definition "to a very great extent or degree" matches this usage. The examples provided for Sense 1 ("the idea is so obvious") are structurally parallel to "do so poorly".

    Sense 1 is the correct choice.

provider: Friendli


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: compare
Target surface form: compared
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. 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. 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 major at Harvard) in the November American Spectator.

Candidate senses:
1. sense_key=compare%2:31:00:: | definition=examine and note the similarities or differences of | examples=John compared his haircut to his friend's; We compared notes after we had both seen the movie
2. sense_key=compare%2:42:00:: | definition=be comparable | examples=This car does not compare with our line of Mercedes
3. sense_key=compare%2:31:01:: | definition=consider or describe as similar, equal, or analogous | synonyms=liken, equate | examples=We can compare the Han dynasty to the Romans; You cannot equate success in financial matters with greed
4. sense_key=compare%2:32:00:: | definition=to form the comparative or superlative form on an adjective or adverb

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the context:**
    *   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."
    *   Structure: "as compared with" is a standard phrase indicating a comparison between two groups (American students vs. British/French/German/Japanese students).
    *   Meaning: The author is examining the performance of American students relative to students from other countries to highlight differences (specifically, how poorly American students perform).

2.  **Analyze the candidate senses:**

    *   **Sense 1:** `compare%2:31:00::` | Definition: "examine and note the similarities or differences of".
        *   Examples: "John compared his haircut to his friend's", "We compared notes..."
        *   Fit: This fits the act of evaluating the test scores of the two groups against each other. The context implies noting a difference (doing poorly vs. presumably doing better). The phrase "as compared with" introduces the standard of comparison for the evaluation.

    *   **Sense 2:** `compare%2:42:00::` | Definition: "be comparable".
        *   Examples: "This car does not compare with our line of Mercedes".
        *   Fit: This sense usually implies a quality judgment where one thing *measures up* (or fails to measure up) to another, often intransitive or used in negative contexts ("cannot compare"). While the context shows American students do poorly, the word "compared" here is functioning as a participle introducing the object of comparison (British, etc. students), rather than stating the *state* of being comparable. "As compared with" acts more like a prepositional phrase denoting the act of comparing (Sense 1) rather than the state of being comparable (Sense 2).

    *   **Sense 3:** `compare%2:31:01::` | Definition: "consider or describe as similar, equal, or analogous".
        *   Synonyms: liken, equate.
        *   Examples: "We can compare the Han dynasty to the Romans".
        *   Fit: This sense implies asserting a similarity or analogy between two distinct things (e.g., Han dynasty IS LIKE Romans). The context here is not saying American students *are like* British students in nature, but rather contrasting their performance on a metric (math tests). It is noting a difference in outcome, not asserting an analogy.

    *   **Sense 4:** `compare%2:32:00::` | Definition: "to form the comparative or superlative form on an adjective or adverb".
        *   Fit: Linguistic grammatical change. Clearly incorrect.

3.  **Distinguish Sense 1 and Sense 3:**
    *   Sense 3 is about *likening* A to B (asserting similarity/analogy).
    *   Sense 1 is about *examining* A and B to note similarities or differences.
    *   The context is a statistical/academic comparison of test scores. The goal is to evaluate the relative standing (noting differences). The phrase "as compared with" sets up the frame of reference. This aligns with the action of examining/judging relative performance, which falls under Sense 1.

4.  **Distinguish Sense 1 and Sense 2:**
    *   Sense 2 ("be comparable") is often intransitive or reflexive in usage (e.g., "Nothing compares to you").
    *   The target text has "compared with [object]". This is a passive construction or participle derived from the transitive Sense 1 ("One compares American students with..."). Therefore, Sense 1 is the correct transitive source.

5.  **Final Decision:**
    *   The text contrasts test scores.
    *   It involves noting differences (Americans do poorly).
    *   It fits the definition "examine and note the similarities or differences of".
    *   This corresponds to Sense 1.

6.  **Formatting:** Return JSON `{"sense_index": 1}`.

provider: DigitalOcean


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: student
Target surface form: students
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. 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. 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 major at Harvard) in the November American Spectator.

Candidate senses:
1. sense_key=student%1:18:00:: | definition=a learner who is enrolled in an educational institution | synonyms=pupil, educatee
2. sense_key=student%1:18:01:: | definition=a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines | synonyms=scholar, scholarly person, bookman

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
The target word is "students" in the context:

"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."

Let me analyze the two senses:

1. sense_key=student%1:18:00:: | definition=a learner who is enrolled in an educational institution | synonyms=pupil, educatee

2. sense_key=student%1:18:01:: | definition=a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines | synonyms=scholar, scholarly person, bookman

The context is talking about American students doing poorly in math tests compared to students from other countries (British, French, German, Japanese). This is clearly referring to students in an educational context - learners who are enrolled in schools/educational institutions. The passage discusses textbooks, teaching methods, and educational issues.

Sense 2 refers to a "learned person" or "scholar" - someone who has gained mastery through long study. This doesn't fit the context, which is about students learning math and taking tests, not about scholars or learned people.

The context clearly refers to learners enrolled in educational institutions, which matches sense 1.

So the answer is sense_index: 1

provider: StreamLake


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: influence
Target surface form: influence
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. 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. 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 major at Harvard) in the November American Spectator.

Candidate senses:
1. sense_key=influence%1:07:00:: | definition=a power to affect persons or events especially power based on prestige etc | examples=used her parents' influence to get the job
2. sense_key=influence%1:04:00:: | definition=causing something without any direct or apparent effort
3. sense_key=influence%1:09:00:: | 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. sense_key=influence%1:19:00:: | definition=the effect of one thing (or person) on another | examples=the influence of mechanical action
5. sense_key=influence%1:18:00:: | definition=one having power to influence another | examples=she was the most important influence in my life; he was a bad influence on the children

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

raw_output:
```json
{"sense_index": 4}
```

content:
```json
{"sense_index": 4}
```

reasoning_content:
1.  **Analyze the Context:** The sentence is: "One of the reasons American students do so poorly in math tests... is the influence of the 'New Math' on American textbooks and teaching methods."
    *   *Target word:* influence.
    *   *Agent/Source:* "New Math" (a curriculum/teaching approach).
    *   *Affected entity:* "American textbooks and teaching methods".
    *   *Nature of the impact:* It is presented as a cause for a negative outcome (students doing poorly). It implies a shaping effect or a causal relationship between the "New Math" trend and the content/methods used in education.

2.  **Analyze the Candidate Senses:**

    *   **Sense 1:** "a power to affect persons or events especially power based on prestige etc" (Example: "used her parents' influence to get the job").
        *   *Critique:* This sense often implies an exertion of power or sway, often by a person or entity with prestige, to achieve a specific result (often illicit or unfair advantage). While "New Math" had an effect, it's not really about "prestige" or political power in the way this sense typically describes (like nepotism). It's more about the causal impact of the theory itself.

    *   **Sense 2:** "causing something without any direct or apparent effort".
        *   *Critique:* This sense usually refers to intangible causes or passive influence. The "New Math" was an active curriculum reform movement; it wasn't a passive, effortless cause. It explicitly shaped textbooks. This doesn't fit well.

    *   **Sense 3:** "a cognitive factor that tends to have an effect on what you do" (Example: "her wishes had a great influence on his thinking").
        *   *Critique:* This is psychological. It refers to mental states or cognitive factors affecting decisions or behavior. While teaching methods are a behavior of sorts, "New Math" is a curriculum/theory, not a cognitive factor in the mind of the textbook or the method itself in the psychological sense. It's an external force/system.

    *   **Sense 4:** "the effect of one thing (or person) on another" (Example: "the influence of mechanical action").
        *   *Critique:* This is the most general sense of "influence" as a causal effect or impact. The context describes the *effect* of the "New Math" movement on the textbooks and teaching methods. The sentence structure "the influence of X on Y" maps perfectly here. The "New Math" had a shaping effect on the textbooks. The example "the influence of mechanical action" parallels "the influence of the 'New Math'" as an abstract causal force/mechanism.

    *   **Sense 5:** "one having power to influence another" (Example: "she was the most important influence in my life").
        *   *Critique:* This defines an *agent* or *person* (or personified entity) as "an influence". E.g., "He is a bad influence." In the text, it says "the influence of the New Math", which refers to the abstract force/impact, not personifying the New Math as an entity counted among a group of influencers. The syntax "the influence of [noun]" strongly suggests the abstract concept (Sense 4) rather than the agentive noun (Sense 5), though Sense 5 is close. However, Sense 5 usually implies an entity you can point to as a "mover/shaker". Here we are discussing the *impact* or *effect* of the curriculum.

3.  **Compare Sense 1 vs Sense 4:**
    *   Sense 1 emphasizes "power based on prestige". The "New Math" was a trend/theory. It didn't have "prestige" in the social sense; it had validity or popularity as a theory.
    *   Sense 4 emphasizes "the effect... on another". This captures the causal link described in the text: The New Math *affected* the textbooks. This is the core meaning here.

4.  **Final Decision:**
    The context describes the impact/effect of a theory ("New Math") on educational materials. Sense 4 defines influence as "the effect of one thing... on another". This fits perfectly. Sense 1 is too specific to prestige/power dynamics. Sense 3 is too cognitive. Sense 5 is agentive.

    Therefore, the correct sense is Sense 4.

provider: Chutes


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: american
Target surface form: American
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. 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. 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 major at Harvard) in the November American Spectator.

Candidate senses:
1. sense_key=american%3:01:01:: | definition=of or relating to the United States of America or its people or language or culture | examples=American citizens; American English
2. sense_key=american%3:01:00:: | definition=of or relating to or characteristic of the continents and islands of the Americas | examples=the American hemisphere; American flora and fauna

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the Request:**
    *   Target lemma: american
    *   Target surface form: American
    *   Context: A paragraph discussing education, textbooks, "New Math", and comparing student performance. The specific target sentence is: "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."
    *   Candidate senses:
        *   Sense 1: relating to the United States of America (USA) or its people/culture. Examples: American citizens, American English.
        *   Sense 2: relating to the continents/islands of the Americas (North/South America generally). Examples: American hemisphere, American flora and fauna.
    *   Output format: JSON object `{"sense_index": X}`.

2.  **Analyze the Context:**
    *   The sentence mentions "American students" and "American textbooks".
    *   The comparison is made with "British, French, German or Japanese students".
    *   The context discusses the education system and specific textbooks influenced by "New Math".
    *   "New Math" was a movement prominent in the United States (and other countries, but here specifically linked to the entity whose students are being compared to other nations).
    *   The comparison group (British, French, German, Japanese) represents nation-states. Therefore, "American" here refers to the nation-state parallel to these others.

3.  **Evaluate the Candidate Senses:**
    *   *Sense 1 (USA):* This sense refers to the United States of America. The context compares "American students" to students from other specific countries (UK, France, Germany, Japan). The "American textbooks" refers to textbooks produced in or for the USA education system. The reference to "American Spectator" (a US magazine) further confirms the US-centric focus. This fits perfectly.
    *   *Sense 2 (Continents of the Americas):* This sense refers to the continents of North and South America. This would imply students from Canada, Brazil, Argentina, etc., collectively, or the landmass itself. However, the comparison is with specific single nations (Britain, France, etc.). It is highly unlikely the author means "students from the continents of North and South America" in a specific critique about "New Math" in textbooks, especially when contrasted with specific European and Asian nations. The usage "American students" in standard English, when contrasted with nationalities like British/French, almost exclusively refers to the USA. Additionally, "American Spectator" is a US publication.

4.  **Determine the Best Sense:**
    *   The usage here is the standard geopolitical demonym for the United States.
    *   Sense 1 matches this definition.

5.  **Format the Output:**
    *   The instruction asks to choose the single best indexed sense.
    *   Sense 1 is `american%3:01:01::`. In the provided list, this is the first entry.
    *   I need to output the index.
    *   Index 1 corresponds to Sense 1.

    Wait, let me double-check the indexing. Usually, the instructions imply a 1-based index based on the list provided.
    List:
    1. `american%3:01:01::` (USA)
    2. `american%3:01:00::` (Americas)

    The correct sense is the one relating to the USA.
    Therefore, the index is 1.

6.  **Final JSON Construction:**
    `{"sense_index": 1}`

provider: AtlasCloud


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: want
Target surface form: wants
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. 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. 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. -- 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.

Candidate senses:
1. sense_key=want%2:37:00:: | definition=feel or have a desire for; want strongly | synonyms=desire | examples=I want to go home now; I want my own room
2. sense_key=want%2:34:00:: | definition=have need of | synonyms=need, require | examples=This piano wants the attention of a competent tuner
3. sense_key=want%2:35:00:: | definition=hunt or look for; want for a particular reason | examples=Your former neighbor is wanted by the FBI; Uncle Sam wants you
4. sense_key=want%2:31:01:: | definition=wish or demand the presence of | examples=I want you here at noon!
5. sense_key=want%2:42:01:: | definition=be without, lack; be deficient in | examples=want courtesy; want the strength to go on living

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

content:
```json
{"sense_index": 1}
```

reasoning_content:
The target word is "wants" in the context: "Anyone who wants to appreciate just how bizarre this situation is..."

Let's analyze the context:
"Anyone who wants to appreciate..." means anyone who desires to appreciate, or has the desire to appreciate.
Let's look at the candidate senses:
1. feel or have a desire for; want strongly (synonyms: desire, examples: I want to go home now) - Fits "wants to appreciate" perfectly.
2. have need of (synonyms: need, require) - Doesn't fit "wants to appreciate".
3. hunt or look for; want for a particular reason (examples: wanted by the FBI) - Doesn't fit.
4. wish or demand the presence of (examples: I want you here at noon!) - Doesn't fit.
5. be without, lack (examples: want courtesy) - Doesn't fit.

Sense 1 is clearly the best fit. "Anyone who desires to appreciate..."


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: appreciate
Target surface form: appreciate
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. 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. 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. -- 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.

Candidate senses:
1. sense_key=appreciate%2:37:00:: | definition=recognize with gratitude; be grateful for
2. sense_key=appreciate%2:31:00:: | definition=be fully aware of; realize fully | synonyms=take account | examples=Do you appreciate the full meaning of this letter?
3. sense_key=appreciate%2:40:00:: | definition=hold dear | synonyms=prize, value, treasure | examples=I prize these old photographs
4. sense_key=appreciate%2:30:00:: | definition=gain in value | synonyms=apprize, apprise, revalue | examples=The yen appreciated again!
5. sense_key=appreciate%2:30:01:: | definition=increase the value of | synonyms=apprize, apprise | examples=The Germans want to appreciate the Deutsche Mark

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the target word and context:**
    *   Target lemma: appreciate
    *   Target surface form: appreciate
    *   Context sentence: "Anyone who wants to <t>appreciate</t> just how bizarre this situation is..."
    *   Broader context: The text discusses educational issues, specifically the "New Math" and how students can't do basic arithmetic but are learning theoretical concepts. It mentions reading an article by Caleb Nelson to understand the situation.

2.  **Analyze the candidate senses:**
    *   Sense 1: "recognize with gratitude; be grateful for". (e.g., "I appreciate your help").
        *   Does this fit? No. The context is about understanding the "bizarre" nature of a situation, not feeling gratitude.
    *   Sense 2: "be fully aware of; realize fully". Synonyms: "take account". Example: "Do you appreciate the full meaning of this letter?"
        *   Does this fit? The context says "Anyone who wants to appreciate just how bizarre this situation is... should read the article...". Reading the article provides information that leads to a realization or full awareness of the extent of the bizarreness. This aligns well with "realize fully" or "understand".
    *   Sense 3: "hold dear". Synonyms: "prize, value, treasure".
        *   Does this fit? No. The situation is described as "bizarre" and negative. One does not value or treasure a bizarre, negative situation.
    *   Sense 4: "gain in value". (Financial context).
        *   Does this fit? No. This is about currency or assets, not understanding a situation.
    *   Sense 5: "increase the value of". (Financial context).
        *   Does this fit? No. Same as above.

3.  **Compare Sense 2 with the context:**
    *   The sentence structure "wants to appreciate just how bizarre this situation is" implies a desire to grasp or comprehend the magnitude or nature of the situation.
    *   Definition "be fully aware of; realize fully" captures the cognitive aspect of understanding the situation described.
    *   The example "Do you appreciate the full meaning of this letter?" parallels the target sentence "appreciate just how bizarre this situation is". Both involve grasping the significance or reality of something.

4.  **Conclusion:**
    *   Sense 2 is the clear correct choice. It denotes cognitive understanding/awareness.

5.  **Format Output:**
    *   The user requested a JSON object with the format `{"sense_index": X}`.
    *   The index for the chosen sense is 2.


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: just
Target surface form: just
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. 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. 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. -- 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.

Candidate senses:
1. sense_key=just%4:02:00:: | definition=and nothing more | synonyms=merely, simply, only, but | examples=I was merely asking; it is simply a matter of time
2. sense_key=just%4:02:05:: | definition=indicating exactness or preciseness | synonyms=precisely, exactly | examples=he was doing precisely (or exactly) what she had told him to do; it was just as he said--the jewel was gone
3. sense_key=just%4:02:01:: | definition=only a moment ago | synonyms=just now | examples=he has just arrived; the sun just now came out
4. sense_key=just%4:02:03:: | definition=absolutely | synonyms=simply | examples=I just can't take it anymore; he was just grand as Romeo
5. sense_key=just%4:02:04:: | definition=only a very short time before; ; ; ; ; - W.B.Yeats | synonyms=barely, hardly, scarcely, scarce | examples=they could barely hear the speaker; we hardly knew them
6. sense_key=just%4:02:06:: | definition=exactly at this moment or the moment described | examples=we've just finished painting the walls, so don't touch them

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
The target word is "just" in the context: "Anyone who wants to appreciate just how bizarre this situation is..."

Let's evaluate the candidate senses:
1. "and nothing more" (merely, simply, only) - Doesn't fit "appreciate merely how bizarre"
2. "indicating exactness or preciseness" (precisely, exactly) - Fits perfectly: "appreciate exactly how bizarre" or "appreciate precisely how bizarre".
3. "only a moment ago" - Doesn't fit.
4. "absolutely" - Doesn't fit "appreciate absolutely how bizarre".
5. "only a very short time before" - Doesn't fit.
6. "exactly at this moment" - Doesn't fit.

So sense 2 is the best fit for "just" modifying "how bizarre" to indicate exactness or preciseness.


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: situation
Target surface form: situation
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. 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. 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. -- 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.

Candidate senses:
1. sense_key=situation%1:26:00:: | definition=the general state of things; the combination of circumstances at a given time; ; ; - Franklin D.Roosevelt | synonyms=state of affairs | examples=the present international situation is dangerous; wondered how such a state of affairs had come about
2. sense_key=situation%1:26:01:: | definition=a condition or position in which you find yourself | synonyms=position | examples=the unpleasant situation (or position) of having to choose between two evils; found herself in a very fortunate situation
3. sense_key=situation%1:26:02:: | definition=a complex or critical or unusual difficulty | examples=the dangerous situation developed suddenly; that's quite a situation
4. sense_key=situation%1:15:00:: | definition=physical position in relation to the surroundings | synonyms=site | examples=the sites are determined by highly specific sequences of nucleotides
5. sense_key=situation%1:04:00:: | definition=a job in an organization | synonyms=position, post, berth, office, spot, billet | examples=he occupied a post in the treasury

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
The target word is "situation" in the context:
"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..."

Let's evaluate the candidate senses:
1. the general state of things; the combination of circumstances at a given time (state of affairs)
2. a condition or position in which you find yourself (position)
3. a complex or critical or unusual difficulty
4. physical position in relation to the surroundings (site)
5. a job in an organization (position, post, berth, office, spot, billet)

The context refers to the bizarre "situation" of students who can't add or subtract learning the conceptual basis of mathematical theory. It's a specific state of affairs, a weird or bizarre circumstance. It doesn't necessarily imply a "critical or unusual difficulty" per se, but a bizarre state of affairs.
Wait, sense 1 is "the general state of things; the combination of circumstances at a given time".
Sense 3 is "a complex or critical or unusual difficulty". The context mentions "how bizarre this situation is". Bizarre = unusual. But "state of affairs" (sense 1) is very common for "situation". Let's look at the wording: "how bizarre this situation is...". Does it mean an unusual difficulty, or a bizarre state of affairs? "New Math influence on textbooks" is a state of affairs. It's not a difficulty per se, it's the general state of things in American math education. "just how bizarre this situation is" -> this state of affairs. Sense 1 seems the best fit for "the general state of things" or "combination of circumstances". The fact that it's bizarre just modifies the state of affairs.

Let's check sense 3: "a complex or critical or unusual difficulty". The examples are "the dangerous situation developed suddenly; that's quite a situation". This usually implies a difficult or problematic situation. Here, it's more of a bizarre state of affairs.

Let's check sense 1: "the general state of things; the combination of circumstances at a given time". Example: "the present international situation is dangerous". This fits "the situation of American math education".

Therefore, sense 1 is the most appropriate.