[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: simple
Target surface form: simple
Context:
-- "Community involvement "is an even worse idea. Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. The reason is <t>simple</t>: Education takes place in the classroom, where the influence of money is minimal. Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons.

Candidate senses:
1. sense_key=simple%3:00:02:: | definition=having few parts; not complex or complicated or involved | examples=a simple problem; simple mechanisms
2. sense_key=simple%5:00:00:easy:01 | definition=easy and not involved or complicated | synonyms=elementary, uncomplicated, unproblematic | examples=an elementary problem in statistics; elementary, my dear Watson
3. sense_key=simple%5:00:02:plain:01 | definition=apart from anything else; without additions or modifications | synonyms=bare, mere | examples=only the bare facts; shocked by the mere idea
4. sense_key=simple%5:00:00:naive:00 | definition=exhibiting childlike simplicity and credulity | synonyms=childlike, wide-eyed, round-eyed, dewy-eyed | examples=childlike trust; dewy-eyed innocence
5. sense_key=simple%5:00:00:retarded:00 | definition=lacking mental capacity and subtlety | synonyms=dim-witted, simple-minded
6. sense_key=simple%3:00:01:: | definition=(botany) of leaf shapes; of leaves having no divisions or subdivisions | synonyms=unsubdivided
7. sense_key=simple%5:00:00:plain:01 | definition=unornamented | examples=a simple country schoolhouse; her black dress--simple to austerity

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 user wants me to perform Word Sense Disambiguation for the word "simple" in the given context.

Let me analyze the context:
"The reason is simple: Education takes place in the classroom, where the influence of money is minimal."

The word "simple" here describes the reason. The author is saying the reason is straightforward, easy to understand, not complicated.

Now let's look at the candidate senses:

1. sense_key=simple%3:00:02:: | definition=having few parts; not complex or complicated or involved | examples=a simple problem; simple mechanisms
   - This seems like a good candidate. The reason is not complex or complicated.

2. sense_key=simple%5:00:00:easy:01 | definition=easy and not involved or complicated | synonyms=elementary, uncomplicated, unproblematic | examples=an elementary problem in statistics; elementary, my dear Watson
   - This also seems very relevant. "Easy and not involved or complicated" fits well with "the reason is simple." The synonyms include "elementary, uncomplicated, unproblematic."

3. sense_key=simple%5:00:02:plain:01 | definition=apart from anything else; without additions or modifications | synonyms=bare, mere | examples=only the bare facts; shocked by the mere idea
   - This doesn't fit. The reason isn't being described as "mere" or "bare" in the sense of "only the bare facts."

4. sense_key=simple%5:00:00:naive:00 | definition=exhibiting childlike simplicity and credulity
   - Not relevant.

5. sense_key=simple%5:00:00:retarded:00 | definition=lacking mental capacity and subtlety
   - Not relevant.

6. sense_key=simple%3:00:01:: | definition=(botany) of leaf shapes
   - Not relevant.

7. sense_key=simple%5:00:00:plain:01 | definition=unornamented
   - Not relevant.

So it's between sense 1 and sense 2.

Sense 1: "having few parts; not complex or complicated or involved" - examples: a simple problem; simple mechanisms
Sense 2: "easy and not involved or complicated" - synonyms: elementary, uncomplicated, unproblematic - examples: an elementary problem in statistics; elementary, my dear Watson

Wait, looking at the WordNet structure, sense 1 is simple%3:00:02:: (adjective) and sense 2 is simple%5:00:00:easy:01 (adjective satellite).

In WordNet, "simple" as "having few parts; not complex or complicated or involved" (sense 1) vs "easy and not involved or complicated" (sense 2).

The context is "The reason is simple". This means the reason is easy to understand, straightforward, uncomplicated.

Sense 2 specifically mentions "easy" and synonyms like "elementary, uncomplicated, unproblematic" and examples like "an elementary problem in statistics; elementary, my dear Watson". This seems to map very well to "the reason is simple" meaning the reason is easy to grasp/understand.

Sense 1 is more about having few parts or not being complex in structure (like a simple mechanism, a simple problem in the sense of few variables).

But actually, "the reason is simple" is a very common phrase meaning "the reason is straightforward/easy to understand." This aligns closely with sense 2.

However, I need to be careful. In WordNet, the distinction between adjective and adjective satellite can be subtle. Let me think about the exact definitions again.

Sense 1: "having few parts; not complex or complicated or involved" - this is the core adjective sense.
Sense 2: "easy and not involved or complicated" - this is a satellite of "easy".

In the context, the author is explaining that the reason is easy to understand - it's uncomplicated. "Education takes place in the classroom, where the influence of money is minimal." This is an easy, straightforward explanation.

Actually, looking at typical WSD for "simple" in "the reason is simple", I think sense 2 (the satellite linked to "easy") is often the correct choice when it means "easy to understand", while sense 1 is more about structural simplicity (few parts).

But wait - "not complex or complicated or involved" (sense 1) vs "easy and not involved or complicated" (sense 2). The overlap is significant.

Let me reconsider. The phrase "the reason is simple" - is the reason being described as "easy" or as "having few parts/not complex"?

I think in this context, it's saying the reason is straightforward and uncomplicated. Both could fit, but sense 2 specifically includes "easy" which captures the "easy to understand" aspect. The examples for sense 2 include "elementary, my dear Watson" which implies easy to understand/figure out.

Actually, looking more carefully at WordNet's organization:
- simple%3:00:02:: is the first adjective sense (having few parts; not complex...)
- simple%5:00:00:easy:01 is an adjective satellite meaning "easy and not involved or complicated"

In many WSD datasets, "the reason is simple" is annotated with the sense meaning "easy and not involved or complicated" (i.e., sense 2) because it means the reason is easy to understand/comprehend, not that it has few physical parts.

Wait, I should look at the exact wording again. The definition of sense 1 says "having few parts; not complex or complicated or involved". The phrase "not complicated or involved" is very close to the context. But sense 2 says "easy and not involved or complicated".

The key distinction might be that sense 2 is specifically about being easy (like an easy problem), while sense 1 is about not being complex (like a simple machine).

"The reason is simple" - reasons aren't typically described as having "parts" in the physical sense, so sense 1's "having few parts" might be less applicable, though "not complex or complicated or involved" fits perfectly.

But sense 2's "easy and not involved or complicated" also fits perfectly, and emphasizes "easy".

Hmm. Let me think about this differently. In WordNet, "simple" sense 1 (3:00:02) is the primary sense for things that are uncomplicated in structure. Sense 2 (5:00:00:easy:01) is a satellite of "easy".

If I look at the examples:
- Sense 1: "a simple problem; simple mechanisms" - "simple problem" could mean either structurally simple or easy
- Sense 2: "an elementary problem in statistics; elementary, my dear Watson" - clearly about ease of understanding

In "The reason is simple", it's about the reason being easy to understand/straightforward. This aligns with sense 2.

Also, looking at the synonyms helps:
- Sense 2 synonyms: elementary, uncomplicated, unproblematic
- "The reason is uncomplicated" fits very well.
- "The reason is elementary" also fits (though less common).

For sense 1, the core meaning is "having few parts" which doesn't apply to abstract "reasons" as well.

Therefore, I believe sense 2 is the best choice.

Wait, I need to double-check. Is there any chance sense 1 is correct? "The reason is simple" could mean the reason is not complex. But in WordNet, "simple" when applied to reasons/explanations often maps to the "easy" satellite.

Let me verify by considering if "uncomplicated" (a synonym of sense 2) fits better than "having few parts" (sense 1). Yes, "the reason is uncomplicated" is exactly what the author means.

So my answer is sense_index: 2.

But let me reconsider once more. The user says "WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense."

Context: "The reason is simple: Education takes place in the classroom..."
- This is an explanation. The reason is straightforward, easy to grasp.
- Synonyms for sense 2: elementary, uncomplicated, unproblematic. "The reason is elementary" or "uncomplicated" fits.
- Examples for sense 2: "an elementary problem in statistics; elementary, my dear Watson" - these are about things being easy to understand/solve.

Sense 1 examples: "a simple problem; simple mechanisms" - a simple problem could be ambiguous, but "simple mechanisms" suggests physical/structural simplicity.

Given that the context is about a logical reason/explanation, sense 2 (linked to "easy") seems more appropriate.

Actually, I want to check if "simple" in "simple explanation" or "simple reason" typically gets tagged as sense 1 or 2 in WordNet/SemCor. In SemCor, "simple" when meaning "not elaborate, easy" often maps to different senses. But without external lookup, based on the definitions provided:

Sense 1: having few parts; not complex or complicated or involved
Sense 2: easy and not involved or complicated

The phrase "the reason is simple" emphasizes that it's easy to understand why increasing expenditures won't help - the explanation is straightforward. "Easy" captures this well.

I'll go with sense 2.

Wait, I notice sense 3 and 7 both have sense_key simple%5:00:02:plain:01 and simple%5:00:00:plain:01. That's interesting but not relevant here.

Final check: The target is "simple" in "The reason is simple".
- Not sense 3 (mere/bare)
- Not sense 4 (naive)
- Not sense 5 (retarded)
- Not sense 6 (botany)
- Not sense 7 (unornamented)

Between 1 and 2. Sense 2 is the adjective satellite of "easy" and specifically means "easy and not involved or complicated". When we say "the reason is simple", we mean it is easy to understand and not complicated. This is exactly sense 2.

{"sense_index": 2}


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: education
Target surface form: Education
Context:
-- "Community involvement "is an even worse idea. Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. The reason is simple: <t>Education</t> takes place in the classroom, where the influence of money is minimal. Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons.

Candidate senses:
1. sense_key=education%1:04:00:: | definition=the activities of educating or instructing; activities that impart knowledge or skill | synonyms=instruction, teaching, pedagogy, didactics, educational activity | examples=he received no formal education; our instruction was carefully programmed
2. sense_key=education%1:09:00:: | definition=knowledge acquired by learning and instruction | examples=it was clear that he had a very broad education
3. sense_key=education%1:09:01:: | definition=the gradual process of acquiring knowledge | examples=education is a preparation for life; a girl's education was less important than a boy's
4. sense_key=education%1:04:01:: | definition=the profession of teaching (especially at a school or college or university)
5. sense_key=education%1:07:01:: | definition=the result of good upbringing (especially knowledge of correct social behavior) | synonyms=training, breeding | examples=a woman of breeding and refinement
6. sense_key=education%1:14:00:: | definition=the United States federal department that administers all federal programs dealing with education (including federal aid to educational institutions and students); created 1979 | synonyms=Department of Education, Education Department

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 (WSD) on the word "Education" in the given context.

 Let me analyze the context:
 - The text discusses school governance, expenditures on education, and how education takes place in the classroom.
 - The specific sentence containing the target is: "In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. The reason is simple: Education takes place in the classroom, where the influence of money is minimal."
 - The context is talking about spending money on education, and then explaining that "Education takes place in the classroom" - referring to the actual process or activity of teaching/learning.

 Now let's look at the candidate senses:

 1. sense_key=education%1:04:00:: | definition=the activities of educating or instructing; activities that impart knowledge or skill | synonyms=instruction, teaching, pedagogy, didactics, educational activity | examples=he received no formal education; our instruction was carefully programmed
    - This refers to the activities/process of teaching/instructing.
    - The context mentions "Education takes place in the classroom" - this fits well with the idea of the activities of educating.

 2. sense_key=education%1:09:00:: | definition=knowledge acquired by learning and instruction | examples=it was clear that he had a very broad education
    - This refers to the knowledge one has acquired (the result).
    - The context is not talking about knowledge acquired, but about the process happening in classrooms.

 3. sense_key=education%1:09:01:: | definition=the gradual process of acquiring knowledge | examples=education is a preparation for life; a girl's education was less important than a boy's
    - This refers to the process of acquiring knowledge (from the learner's perspective).
    - While close, the context emphasizes "takes place in the classroom" and "expenditures on education" - this seems more like the institutional activity rather than the individual's process of learning.

 4. sense_key=education%1:04:01:: | definition=the profession of teaching (especially at a school or college or university)
    - This refers to the profession/career.
    - The context is not specifically about the profession, but about the activity/system.

 5. sense_key=education%1:07:01:: | definition=the result of good upbringing (especially knowledge of correct social behavior) | synonyms=training, breeding | examples=a woman of breeding and refinement
    - This is about upbringing/social behavior.
    - Not relevant to the context about classrooms and school expenditures.

 6. sense_key=education%1:14:00:: | definition=the United States federal department...
    - This is a specific government department.
    - The context mentions "expenditures on education" which could theoretically involve the department, but the sentence "Education takes place in the classroom" clearly refers to the general concept/activity, not the federal department.

 Now, between sense 1 and sense 3:
 - Sense 1 (1:04:00): "the activities of educating or instructing; activities that impart knowledge or skill" - this is the activity from the perspective of the system/institution (teaching).
 - Sense 3 (1:09:01): "the gradual process of acquiring knowledge" - this is the process from the perspective of the learner.

 The context says "Education takes place in the classroom" and discusses expenditures on education. This is referring to the educational system/activity as a whole - the institutional activity of teaching. The phrase "expenditures on education" typically refers to spending on the educational system, schools, teachers, etc.

 Also, sense 1 has synonyms like "instruction, teaching, pedagogy, didactics, educational activity" - and the context mentions "instruction" in the first example sentence of the context ("our instruction was carefully programmed" - though this is from the WordNet example, not the context).

 Wait, looking at the context again: "Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils"

 This is discussing the educational process as an activity/system. The key phrase is "Education takes place in the classroom" - this is referring to the activity of teaching/learning that happens in classrooms.

 Sense 1 seems to be the best fit: "the activities of educating or instructing; activities that impart knowledge or skill"

 Sense 3 is also plausible: "the gradual process of acquiring knowledge" - but this is more focused on the learner's side, whereas the context is talking about expenditures, classrooms, and the system.

 Also, looking at the examples for sense 1: "he received no formal education" - this could fit, but "our instruction was carefully programmed" shows the active teaching side.

 Actually, looking carefully at the distinction:
 - Sense 1 (1:04:00) is under noun.person? No, 1:04 is act/activity.
 - Sense 3 (1:09:01) is under noun.cognition (1:09).

 The context is talking about "expenditures on education" - money spent on the activity/system. Then "Education takes place in the classroom" - this is describing where the activity happens.

 I think sense 1 is the correct choice. The context is discussing the activity of education (teaching/instructing) and how money doesn't affect it much because it happens in classrooms.

 Wait, let me reconsider sense 3. "the gradual process of acquiring knowledge" - examples: "education is a preparation for life". This is more abstract/general.

 But the context mentions "expenditures on education" - you spend money on the activities/system (sense 1), not on the abstract process of acquiring knowledge (sense 3).

 Also, sense 1 includes "instruction, teaching, pedagogy" which fits with "takes place in the classroom".

 Therefore, the best sense is sense 1.

 But wait, I need to check the index numbers. The user lists them as:
 1. sense_key=education%1:04:00::
 2. sense_key=education%1:09:00::
 3. sense_key=education%1:09:01::
 4. sense_key=education%1:04:01::
 5. sense_key=education%1:07:01::
 6. sense_key=education%1:14:00::

 So sense 1 is the first one in the list.

 However, I should verify if sense 3 could be correct. "Education takes place in the classroom" - if education is the process of acquiring knowledge, then yes, that takes place in the classroom. But the discussion about expenditures and governance suggests the institutional activity (sense 1) is more appropriate.

 Also, looking at the WordNet hierarchy:
 - 1:04:00 is the general sense of educational activity/instruction.
 - 1:09:01 is the process of acquiring knowledge.

 In many WSD contexts, when talking about "expenditures on education" and "education takes place in classrooms", the intended sense is the institutional activity (sense 1).

 Let me double-check sense 4: "the profession of teaching" - this is specifically the career. The text isn't talking about the profession.

 Sense 2: "knowledge acquired" - this is the outcome, not the process.

 So it's between 1 and 3. Given the context about school governance, expenditures, and classrooms, sense 1 (the activities of educating or instructing) is the best fit.

 The answer should be {"sense_index": 1}.

format: unknown

native_finish_reason: stop

provider: Venice

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: influence
Target surface form: influence
Context:
-- "Community involvement "is an even worse idea. Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. The reason is simple: Education takes place in the classroom, where the <t>influence</t> of money is minimal. Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons.

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}.

reasoning_content:
The user wants me to perform Word Sense Disambiguation for the word "influence" in the given context.

Let me analyze the context:
The sentence is: "Education takes place in the classroom, where the <t>influence</t> of money is minimal."

The context is discussing education and expenditures. The author is arguing that increasing expenditures (money) on education won't help because education happens in the classroom, and money has minimal "influence" there.

Now let's look at the 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
   - This seems to be about social power/prestige. Not quite right for money's effect on education.

2. sense_key=influence%1:04:00:: | definition=causing something without any direct or apparent effort
   - This is a very general definition about causation. Could fit but seems too broad.

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
   - This is about cognitive factors affecting behavior/decisions. Money isn't really a cognitive factor in this sense.

4. sense_key=influence%1:19:00:: | definition=the effect of one thing (or person) on another | examples=the influence of mechanical action
   - This is about the effect/impact of one thing on another. This seems promising - "the influence of money" = the effect/impact that money has on education.

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
   - This refers to a person or thing that exerts influence (like a role model). "Money" could be the influence here, but the syntax "influence of money" suggests we're talking about the effect itself, not the agent.

Let me reconsider the syntax: "the influence of money is minimal"

This is talking about how money affects education in the classroom. It's about the effect or impact of money.

Sense 4: "the effect of one thing (or person) on another" - this matches perfectly. The effect of money on education.

Sense 1 is about power based on prestige - not quite.
Sense 2 is about causing without effort - possible but less specific.
Sense 3 is cognitive factors - not right.
Sense 5 is about the agent (a person/thing that influences) - while money could be the agent, the phrase "influence of money" parallels "effect of money" more than "agent of influence".

Actually, looking at sense 5's examples: "she was the most important influence" - here "influence" refers to the person. But in "the influence of money", it's ambiguous whether it's the effect or the agent.

However, the definition of sense 4 is "the effect of one thing (or person) on another" with example "the influence of mechanical action". This matches "the influence of money" - both are talking about the effect/impact of something (mechanical action/money) on a process.

The context is saying that money has minimal effect/impact on what happens in the classroom (where education actually takes place).

Therefore, sense 4 (index 4) seems best.

Wait, let me check the indices. The user lists:
1. sense_key=influence%1:07:00::
2. sense_key=influence%1:04:00::
3. sense_key=influence%1:09:00::
4. sense_key=influence%1:19:00::
5. sense_key=influence%1:18:00::

So sense 4 is influence%1:19:00:: with definition "the effect of one thing (or person) on another".

Yes, this is the correct sense. The context is discussing causal effects - money doesn't have much effect on classroom education.

Actually, looking at WordNet, influence%1:19:00:: is indeed "the effect of one thing (or person) on another" - this is the general "effect" sense.

Sense 1:07:00 is "a power to affect persons or events especially power based on prestige etc" - this is more about social influence.
Sense 1:04:00 is "causing something without any direct or apparent effort" - this is the act/process of influencing.
Sense 1:09:00 is "a cognitive factor that tends to have an effect on what you do" - this is about mental influences.
Sense 1:19:00 is "the effect of one thing (or person) on another" - this is the result/effect itself.
Sense 1:18:00 is "one having power to influence another" - this is the agent.

In "the influence of money is minimal", we're saying the effect of money is minimal. So sense 4 (index 4).

But wait, I should double-check the WordNet sense keys to make sure I understand the numbering correctly.

The user lists them as:
1. sense_key=influence%1:07:00::
2. sense_key=influence%1:04:00::
3. sense_key=influence%1:09:00::
4. sense_key=influence%1:19:00::
5. sense_key=influence%1:18:00::

So the answer should be {"sense_index": 4}.

Let me verify by looking at the example for sense 4: "the influence of mechanical action" - this is exactly parallel to "the influence of money". Both describe the effect of X on something else.

Yes, this is definitely sense 4.

provider: ModelRun


[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: money
Target surface form: money
Context:
-- "Community involvement "is an even worse idea. Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. The reason is simple: Education takes place in the classroom, where the influence of <t>money</t> is minimal. Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons.

Candidate senses:
1. sense_key=money%1:21:00:: | definition=the most common medium of exchange; functions as legal tender | examples=we tried to collect the money he owed us
2. sense_key=money%1:21:02:: | definition=wealth reckoned in terms of money | examples=all his money is in real estate
3. sense_key=money%1:21:01:: | definition=the official currency issued by a government or national bank | examples=he changed his money into francs

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 user wants me to perform Word Sense Disambiguation for the word "money" in the given context.

 Let me analyze the context:
 - The text discusses education expenditures and classroom influence
 - The specific sentence is: "Education takes place in the classroom, where the influence of <t>money</t> is minimal."
 - The context is contrasting expenditures (money spent on education) with actual classroom effectiveness
 - The argument is that spending more money (financial resources) doesn't necessarily improve classroom outcomes because the influence of money is minimal in the actual classroom setting

 Now let's look at the candidate senses:

 1. sense_key=money%1:21:00:: | definition=the most common medium of exchange; functions as legal tender | examples=we tried to collect the money he owed us
    - This refers to money as a medium of exchange, physical currency or liquid assets used for transactions
    - In the context, "influence of money" refers to financial resources/expenditures rather than the physical medium of exchange itself

 2. sense_key=money%1:21:02:: | definition=wealth reckoned in terms of money | examples=all his money is in real estate
    - This refers to wealth, assets, financial resources
    - The context discusses "expenditures on education" and the influence of money in classrooms - this seems to refer to financial resources/wealth allocated to education

 3. sense_key=money%1:21:01:: | definition=the official currency issued by a government or national bank | examples=he changed his money into francs
    - This refers specifically to currency (bills and coins)
    - The context is not talking about physical currency exchange

 The context is discussing education expenditures - financial resources, wealth allocated to education. The phrase "influence of money" in this context refers to the effect of financial resources/wealth (expenditures) on education.

 Sense 2 (wealth reckoned in terms of money) seems most appropriate because:
 - The text discusses "expenditures on education" which refers to spending wealth/financial resources
 - "Influence of money" here means the influence of financial investment/resources
 - It's not about the physical medium of exchange (sense 1) or specific currency (sense 3), but about wealth/funds in a broader sense

 However, let me reconsider sense 1. Sense 1 is "the most common medium of exchange; functions as legal tender". This is the general sense of money as purchasing power.

 Actually, looking more carefully at the distinctions:
 - Sense 1: medium of exchange (general concept of money as a means of payment)
 - Sense 2: wealth reckoned in terms of money (assets, riches)
 - Sense 3: official currency (specific bills/coins)

 In the sentence "the influence of money is minimal", given the context about "expenditures on education", this refers to financial resources. But is it sense 1 or sense 2?

 Sense 2 examples: "all his money is in real estate" - this refers to wealth/assets.
 Sense 1 examples: "we tried to collect the money he owed us" - this refers to debts/amounts owed.

 The context is about expenditures - spending money on education. This is closer to sense 1 (medium of exchange, funds available for spending) or sense 2 (wealth)?

 Actually, in WordNet:
 - sense 1 (money%1:21:00::) is the general/hypernym sense: "the most common medium of exchange; functions as legal tender"
 - sense 2 (money%1:21:02::) is: "wealth reckoned in terms of money"
 - sense 3 (money%1:21:01::) is: "the official currency issued by a government or national bank"

 The context "influence of money" where money refers to the financial resources being spent on education - this is closest to sense 1, the general concept of money as a medium of exchange/funds.

 But wait, looking at the example for sense 2: "all his money is in real estate" - this refers to wealth. The context discusses "expenditures" which is spending money/wealth.

 Actually, I think sense 1 is the correct choice. The text is saying that spending money (financial expenditure) doesn't help in the classroom. "Money" here refers to the general concept of money as a medium of exchange - the funds, the financial resources used for payment.

 But let me look at the exact wording again: "increasing expenditures on education... The reason is simple: Education takes place in the classroom, where the influence of money is minimal."

 This suggests that money (financial resources/expenditure) has minimal influence in the classroom.

 In WordNet, sense 1 is the primary sense - the general medium of exchange. Sense 2 is specifically about wealth.

 When we talk about "expenditures" and "influence of money" in policy contexts, we usually mean financial resources (sense 2 - wealth). But sense 1 is broader.

 Let me check the actual WordNet definitions more carefully. The user provided:
 1. the most common medium of exchange; functions as legal tender
 2. wealth reckoned in terms of money
 3. the official currency issued by a government or national bank

 In the context of education policy and expenditures, "money" refers to financial resources - which could be either sense 1 or sense 2. But sense 2 specifically mentions "wealth" and the example is "all his money is in real estate" - referring to accumulated wealth.

 The context here is about spending - expenditures. This is using money as a medium of exchange (sense 1) - the funds allocated and spent.

 However, I should consider that "influence of money" in this argumentative context is contrasting financial input with educational output. This is referring to monetary resources.

 Looking at similar WSD tasks, when "money" refers to funding, budgets, expenditures in a general policy sense, it usually maps to sense 1 (the general medium of exchange).

 But I'm uncertain between 1 and 2. Let me think about the example for sense 2 again: "all his money is in real estate" - this is about where wealth is stored. The context is not about storing wealth but about spending it.

 Sense 1 example: "we tried to collect the money he owed us" - this is about debts/amounts owed, which is closer to the concept of expenditures (amounts spent).

 Actually, looking at standard WordNet sense distinctions for "money":
 - Sense 1: Money as a medium of exchange (general)
 - Sense 2: Money as wealth (possessions, riches)
 - Sense 3: Money as currency (bills and coins)

 In education policy contexts like "money doesn't buy better education" or "influence of money", this is typically sense 1 - referring to money as a resource/medium of exchange.

 But I want to be careful. The phrase "influence of money" suggests the power of financial resources.

 Let me reconsider the text flow:
 - "increasing expenditures on education" (spending money)
 - "will probably make things worse"
 - "Education takes place in the classroom, where the influence of money is minimal"

 Here "money" refers back to "expenditures". Expenditures are amounts of money spent. This is sense 1 - the medium of exchange, the funds.

 I think sense 1 is the best choice. The text is saying that in the classroom, the effect of financial expenditure (money) is minimal.

 Wait, I should verify if there's any other interpretation. Could it be sense 2? "Wealth reckoned in terms of money" - is the text saying that wealth has minimal influence? Not exactly - it's saying that expenditure (spending) has minimal influence.

 Actually, looking at it again, "expenditures" is the spending of money/wealth. So the money being spent is wealth (sense 2). But once it's allocated for spending, it's functioning as a medium of exchange (sense 1).

 In WordNet hierarchies, sense 1 is the hypernym. But for fine-grained WSD, we need to choose the specific sense.

 Let me look for similar examples online or in my training data. In contexts like "throw money at the problem" or "money is the root of all evil" or "follow the money", these usually map to sense 1.

 "Influence of money" in politics or policy usually refers to the power of financial resources/capital - which could be sense 2 (wealth).

 But the example for sense 2 is about real estate - static wealth. The context here is about dynamic expenditure - spending.

 I think I should go with sense 1. It's the most general sense and fits the context of "expenditures" - money used as a medium of exchange for purchasing educational resources.

 Actually, looking at the WordNet entry more carefully:
 - money#n#1: the most common medium of exchange; functions as legal tender
 - money#n#2: wealth reckoned in terms of money
 - money#n#3: the official currency issued by a government or national bank

 The hypernym for sense 1 is "medium of exchange" and "legal tender".
 The hypernym for sense 2 is "wealth" and "riches".

 In the sentence "the influence of money is minimal", given that the previous sentence mentions "expenditures", this is referring to the spending of funds. This is closest to sense 1.

 However, I want to double-check. Is there any chance it's sense 3? No, because it's not about changing currency or the physical bills.

 So it's between 1 and 2.

 The key distinction: sense 2 is about wealth (accumulated assets), sense 1 is about the medium of exchange (what you use to pay for things).

 "Expenditures" implies paying for things - using money as a medium of exchange. Therefore, sense 1.

 But wait - "influence of money" could mean the influence of having wealth. But in the context of education expenditures, it's about the amount spent, not the wealth of the students or teachers.

 The text says "increasing expenditures on education... will probably make things worse... the influence of money is minimal."

 This is a bit paradoxical - increasing expenditures (spending more money) won't help because money has minimal influence in the classroom.

 Here "money" refers to the financial resources being expended. This is sense 1.

 I think the answer is sense 1.

 But let me reconsider one more time. Could it be that "money" here is being used in the sense of "wealth" (sense 2)?

 The argument is: spending more money (wealth) on education doesn't help because in the classroom, money (wealth) doesn't matter.

 Actually, looking at the phrase "influence of money" - this is a common collocation. In what sense is it used?

 In "the influence of money in politics" - this refers to campaign contributions, financial backing - this is sense 1 (funds used as medium of exchange for services/influence).

 In "he has a lot of money" - this could be sense 1 or 2, but usually sense 2 (wealth).

 In "the love of money is the root of all evil" - this is usually interpreted as sense 2 (wealth/riches).

 But in the specific context of "expenditures", I think sense 1 is more appropriate.

 Actually, I found a similar example in my mind: "Money can't buy happiness" - this is sense 1 (medium of exchange).

 "The influence of money" in the classroom - can money buy better education? This is parallel to "money can't buy happiness."

 Therefore, sense 1.

 Final decision: 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: decade
Target surface form: Decades
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. The reason is simple: Education takes place in the classroom, where the influence of money is minimal. <t>Decades</t> of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers.

Candidate senses:
1. sense_key=decade%1:28:00:: | definition=a period of 10 years | synonyms=decennary, decennium
2. sense_key=decade%1:23:00:: | definition=the cardinal number that is the sum of nine and one; the base of the decimal system | synonyms=ten, 10, X, tenner

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 user wants me to perform Word Sense Disambiguation for the word "Decades" in the given context.

 Let me analyze the context:
 - The sentence is: "Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils..."
 - Here, "Decades" refers to a period of time - specifically, multiple periods of 10 years.
 - It's talking about research that has accumulated over many years (tens of years).

 Now let's look at the candidate senses:
 1. sense_key=decade%1:28:00:: | definition=a period of 10 years | synonyms=decennary, decennium
 2. sense_key=decade%1:23:00:: | definition=the cardinal number that is the sum of nine and one; the base of the decimal system | synonyms=ten, 10, X, tenner

 Sense 1 refers to a time period (10 years), which fits perfectly with "Decades of educational research" - meaning research conducted over many 10-year periods, or research spanning many years.

 Sense 2 refers to the number 10 itself (the cardinal number), which doesn't make sense in this context. We wouldn't say "Tens of educational research" to mean the number 10 - that would be ungrammatical and semantically wrong. "Decades" here clearly refers to time periods, not the numeral.

 Therefore, the correct sense is sense 1 (index 1).

 The user wants the output as: {"sense_index": 1}

 Wait, let me double-check the sense keys:
 - sense_key=decade%1:28:00:: - this is the time period sense (noun.time)
 - sense_key=decade%1:23:00:: - this is the number sense (noun.quantity)

 Yes, sense 1 is definitely the correct one. The context is talking about research accumulated over long periods of time (tens of years), not about the number 10.

 The word "Decades" is plural, referring to multiple periods of 10 years, which aligns with sense 1.

 So the answer should be: {"sense_index": 1}

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: educational
Target surface form: educational
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. The reason is simple: Education takes place in the classroom, where the influence of money is minimal. Decades of <t>educational</t> research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers.

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}.

reasoning_content:
The user wants me to perform Word Sense Disambiguation (WSD) on the word "educational" in the given context.

 Let me analyze the context:
 - The sentence is: "Decades of <t>educational</t> research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils..."
 - The context is discussing education as a field/system, specifically research about education.
 - The phrase "educational research" refers to research related to the process/system of education.

 Now let's look at the candidate senses:

 1. sense_key=educational%3:01:00:: | definition=relating to the process of education | examples=educational psychology
    - This sense relates to the field/system of education.
    - "Educational research" fits here - research about education as a process/system.
    - This is the relational/adjectival sense meaning "pertaining to education."

 2. sense_key=educational%5:00:00:instructive:00 | definition=providing knowledge | examples=an educational film
    - This sense means something that educates or instructs.
    - Something that is "educational" in the sense of being instructive or enlightening.
    - Examples like "educational film" suggest media or materials designed to teach.

 Analysis:
 - "Educational research" in the context means research about education (the system/process), not research that is instructive or provides knowledge to the reader.
 - The research itself isn't "providing knowledge" in the sense of being instructive (though it does provide findings); rather, it is research *about* education.
 - The phrase parallels "educational psychology" from sense 1 - psychology related to education.
 - Similarly, "educational research" = research related to education.

 Therefore, sense 1 is the correct choice.

 The user wants the output as: {"sense_index": 1}

 Wait, let me double-check the sense keys. The user provided:
 1. sense_key=educational%3:01:00::
 2. sense_key=educational%5:00:00:instructive:00

 So sense 1 is the first one, sense 2 is the second one.

 Actually, looking at WordNet:
 - educational%3:01:00:: is the adjective "relating to the process of education"
 - educational%5:00:00:instructive:00 is the adjective "providing knowledge" (similar to instructive)

 In the context "educational research", this clearly means research concerning education, not research that is instructive. So sense 1 is correct.

 The output should be: {"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: tell
Target surface form: tell
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. The reason is simple: Education takes place in the classroom, where the influence of money is minimal. Decades of educational research <t>tell</t> us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers.

Candidate senses:
1. sense_key=tell%2:32:04:: | definition=express in words | synonyms=state, say | examples=He said that he wanted to marry her; tell me what is bothering you
2. sense_key=tell%2:32:00:: | definition=let something be known | examples=Tell them that you will be late
3. sense_key=tell%2:32:01:: | definition=narrate or give a detailed account of | synonyms=narrate, recount, recite | examples=Tell what happened; The father told a story to his child
4. sense_key=tell%2:32:02:: | definition=give instructions to or direct somebody to do something with authority | synonyms=order, enjoin, say | examples=I said to him to go home; She ordered him to do the shopping
5. sense_key=tell%2:31:00:: | definition=discern or comprehend | examples=He could tell that she was unhappy
6. sense_key=tell%2:32:08:: | definition=inform positively and with certainty and confidence | synonyms=assure | examples=I tell you that man is a crook!
7. sense_key=tell%2:32:03:: | definition=give evidence | synonyms=evidence | examples=he was telling on all his former colleague
8. sense_key=tell%2:31:01:: | definition=mark as different | synonyms=distinguish, separate, differentiate, secern, secernate, severalize | examples=We distinguish several kinds of maple

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 user wants me to perform Word Sense Disambiguation for the word "tell" in the given context.

 Let me analyze the context:
 "Decades of educational research <t>tell</t> us unequivocally that even smaller classes have zero effect on the academic performance of the pupils..."

 The sentence structure is: [Subject: Decades of educational research] [Verb: tell] [Object: us] [Complement: that even smaller classes have zero effect...]

 So "tell" here means that research communicates/informs us of a fact. It's about expressing information or stating something.

 Now let's look at the candidate senses:

 1. sense_key=tell%2:32:04:: | definition=express in words | synonyms=state, say | examples=He said that he wanted to marry her; tell me what is bothering you
    - This seems close. "Express in words" - the research is expressing/stating a finding.

 2. sense_key=tell%2:32:00:: | definition=let something be known | examples=Tell them that you will be late
    - This is about making something known. Research makes it known that...

 3. sense_key=tell%2:32:01:: | definition=narrate or give a detailed account of | synonyms=narrate, recount, recite | examples=Tell what happened; The father told a story to his child
    - This is about storytelling/narrating. Not quite right for research findings.

 4. sense_key=tell%2:32:02:: | definition=give instructions to or direct somebody to do something with authority | synonyms=order, enjoin, say | examples=I said to him to go home; She ordered him to do the shopping
    - This is about ordering/commanding. Not right.

 5. sense_key=tell%2:31:00:: | definition=discern or comprehend | examples=He could tell that she was unhappy
    - This is about perceiving/distinguishing (like "I can tell he's lying"). Not right here.

 6. sense_key=tell%2:32:08:: | definition=inform positively and with certainty and confidence | synonyms=assure | examples=I tell you that man is a crook!
    - This is about assuring/affirming with confidence. Close, but "assure" might imply personal guarantee.

 7. sense_key=tell%2:32:03:: | definition=give evidence | synonyms=evidence | examples=he was telling on all his former colleague
    - This is "telling on" someone (reporting misdeeds). Not right.

 8. sense_key=tell%2:31:01:: | definition=mark as different | synonyms=distinguish, separate, differentiate... | examples=We distinguish several kinds of maple
    - This is about distinguishing/telling apart. Not right.

 Now between sense 1 and sense 2:

 Sense 1: "express in words" - synonyms: state, say
 Sense 2: "let something be known" - examples: Tell them that you will be late

 The context is: "Decades of educational research tell us unequivocally that..."
 This is similar to "Research tells us that..." or "Studies tell us that..."

 In WordNet, sense 2:32:04 (express in words) is often used for "say" type usages.
 Sense 2:32:00 (let something be known) is more general.

 But looking at the examples:
 Sense 1 examples: "He said that he wanted to marry her; tell me what is bothering you"
 Sense 2 examples: "Tell them that you will be late"

 The structure "tell us that..." matches both.

 However, sense 1 has synonyms "state, say" which fits well with research stating something.
 Sense 2 is "let something be known" which is also valid.

 But looking at the specific WordNet sense keys:
 tell%2:32:04:: is usually the "say/state" sense.
 tell%2:32:00:: is usually the "inform" or "let be known" sense.

 In the context "research tells us that...", it's functioning like "research indicates/states to us that..."

 Actually, looking carefully at WordNet:
 - tell%2:32:04:: (express in words) - This is the most general communication sense, equivalent to "say"
 - tell%2:32:00:: (let something be known) - This is the "inform" sense

 The phrase "Decades of educational research tell us..." is using "tell" to mean "indicate" or "show" or "state" - essentially communicating information.

 But wait, there's also sense 5: tell%2:31:00:: (discern or comprehend) - "He could tell that she was unhappy". This is different - it's about the subject perceiving, not communicating.

 In the sentence, the research is the subject doing the telling. Research is communicating a finding.

 Between sense 1 and 2:
 Sense 1: "express in words" - but research doesn't literally speak words, though we anthropomorphize it.
 Sense 2: "let something be known" - research lets it be known that...

 Actually, looking at WordNet structure:
 - tell%2:32:00:: is often the first sense (inform)
 - tell%2:32:04:: is often the "say" sense

 But in the context "research tells us that...", this is very similar to "the evidence tells us that..." or "the data tells us that..."

 Let me reconsider sense 5: "discern or comprehend" - examples: "He could tell that she was unhappy". This is when a person tells (perceives) something. But here, research is the subject, not a person perceiving.

 Actually, looking at the sentence again: "Decades of educational research tell us unequivocally that..."
 This could potentially be sense 5 if it meant "decades of research enable us to tell (discern) that..." but the structure is "research tell us", not "research tell (us that...)" as in enable us to discern.

 Wait, actually "tell" can mean "to reveal" or "indicate" as in "The evidence tells us..."

 In WordNet, the sense "discern or comprehend" (tell%2:31:00::) is for when someone can tell (perceive) something, like "I can tell he's tired."

 The sense "express in words" (tell%2:32:04::) is for communicating verbally.

 The sense "let something be known" (tell%2:32:00::) is for informing.

 For "research tells us...", this is a metaphorical use where research communicates findings. This would be closest to sense 1 (express in words/state/say) or sense 2 (let something be known).

 But looking at the examples for sense 1: "He said that he wanted to marry her; tell me what is bothering you"
 And sense 2: "Tell them that you will be late"

 The phrase "tell us that..." fits both.

 However, in many WSD datasets, "research tells us that" is typically tagged as sense 1 (express in words/state) or sometimes as sense 2 (inform).

 But there's a subtle distinction:
 - Sense 1 (express in words): focuses on the act of stating/expressing
 - Sense 2 (let something be known): focuses on the transmission of information

 Given the synonyms for sense 1 include "state, say", and the context is about research stating a finding, sense 1 seems most appropriate.

 But let me check if there's a specific sense for "indicate" or "show". Looking at the list, there isn't a specific "indicate" sense listed here. The closest would be sense 5 (discern) but that's about perceiving, not indicating.

 Actually, looking at WordNet 3.0 or 3.1:
 tell%2:32:04:: - "express in words" - "He said that he wanted to marry her"; "tell me what is bothering you"
 tell%2:32:00:: - "let something be known" - "Tell them that you will be late"

 The phrase "Decades of educational research tell us..." is analogous to "Studies tell us..." which is a reporting verb.

 In many linguistic contexts, when inanimate subjects like "research", "evidence", "data" are used with "tell", it's treated as personification of the communication sense.

 Between the two, sense 1 (express in words) with synonyms "state, say" seems slightly better because "research states that..." is a common paraphrase, while "research lets it be known that..." is less common though valid.

 However, looking at the example for sense 2: "Tell them that you will be late" - this is exactly the structure "tell [person] that [clause]".

 The example for sense 1: "tell me what is bothering you" - this is "tell [person] [wh- clause]", and "He said that he wanted to marry her" - this is using "say", not "tell".

 Actually, looking carefully:
 Sense 1 examples: "He said that he wanted to marry her; tell me what is bothering you"
 - First example uses "said", second uses "tell" with wh-clause.

 Sense 2 examples: "Tell them that you will be late"
 - This uses "tell" with "that" clause.

 The target uses "tell us that..." which matches the structure of sense 2's example exactly.

 Also, sense 1's definition "express in words" is very broad, but the examples suggest it's for direct speech or content expression.

 But wait, sense 1 has synonyms "state, say". "Research states that..." works. "Research says that..." works.

 Let me reconsider sense 5: tell%2:31:00:: "discern or comprehend" - examples: "He could tell that she was unhappy"
 This is "tell that..." without an indirect object (or with the experiencer as subject).
 In our case, we have "tell us that..." with "us" as indirect object.

 So it's definitely not sense 5.

 Now between 1 and 2:
 In WordNet, sense 2:32:00 is often the "inform" sense.
 Sense 2:32:04 is often the "say/express" sense.

 The presence of the indirect object "us" suggests the "inform" sense (letting someone know), which is sense 2.

 But sense 1 can also take indirect objects: "tell me what is bothering you".

 However, the specific example for sense 2 "Tell them that you will be late" matches our structure "tell us that..." very closely.

 Also, looking at the word "unequivocally" - this modifies "tell", suggesting that the telling is clear/definite. This fits with "letting something be known" (sense 2) or "expressing in words" (sense 1).

 But sense 6 is "inform positively and with certainty and confidence" (assure). "Research tells us unequivocally..." could fit this, but "assure" implies removing doubt or guaranteeing, which research does, but the synonym "assure" and the example "I tell you that man is a crook!" suggest a more personal guarantee.

 Actually, looking at the context, "tell unequivocally" is very close to "inform positively and with certainty" (sense 6).

 But sense 6's example is "I tell you that man is a crook!" which is an assertion.

 However, the definition of sense 6 is "inform positively and with certainty and confidence" with synonym "assure".

 "Research tells us unequivocally..." - unequivocally means "in a way that leaves no doubt". This is very similar to "positively and with certainty".

 But is the research "assuring" us? Not exactly. It's informing us with certainty.

 Let me look at the indices again. The user lists:
 1. sense_key=tell%2:32:04::
 2. sense_key=tell%2:32:00::
 3. sense_key=tell%2:32:01::
 4. sense_key=tell%2:32:02::
 5. sense_key=tell%2:31:00::
 6. sense_key=tell%2:32:08::
 7. sense_key=tell%2:32:03::
 8. sense_key=tell%2:31:01::

 In standard WordNet 3.0:
 - tell%2:32:00:: - inform (let something be known)
 - tell%2:32:04:: - state, say (express in words)

 The phrase "research tells us that..." is most commonly disambiguated as the "inform" sense or the "state/say" sense.

 But given the example for sense 2 is "Tell them that you will be late", and our sentence is "tell us that...", this is a perfect match for sense 2.

 Sense 1's example "tell me what is bothering you" uses a wh-clause, not a that-clause (though the first example uses "said that").

 Actually, looking at the gloss for sense 1: "express in words" with synonyms "state, say". This is the hypernym for saying something.

 Sense 2: "let something be known" is more specific to informing someone.

 In the context, research is informing us (letting us know) about a finding.

 I think sense 2 (index 2) is the best fit.

 Wait, I should check if "tell" with an inanimate subject like "research" is typically sense 1 or 2.

 In WordNet, when "evidence tells us", it's usually treated as sense 1 (express in words) or sense 2 (inform), but often sense 2 because it's about communicating information.

 But actually, looking at the fine-grained distinctions:
 - Sense 1 (express in words): This is the general verb of saying.
 - Sense 2 (let something be known): This implies the recipient didn't know before.

 In "Decades of educational research tell us...", the research is communicating a finding to the audience. This is clearly an instance of informing (sense 2).

 However, there's a complication. In some analyses, when we say "the evidence tells us", it's metaphorical and might be classified differently. But given the options, sense 2 seems best.

 Let me reconsider sense 1 vs sense 2 one more time.

 Sense 1: express in words (state, say)
 Sense 2: let something be known

 The phrase "tell us" where "us" is the recipient of information is classic "inform" (sense 2).

 Also, the word "unequivocally" suggests clarity in the communication, which fits "letting something be known" (making it known clearly).

 I will go with sense index 2.

 But wait, I need to be careful about the indexing. The user lists:
 1. sense_key=tell%2:32:04::
 2. sense_key=tell%2:32:00::
 ...

 So index 2 corresponds to tell%2:32:00::.

 Let me double-check if there's any chance it's sense 5 (discern). "Decades of research tell us..." could theoretically mean "enable us to discern", but the syntax "research tells us that" is not the same as "we can tell from research that". The subject is "research", not "we".

 So it's not sense 5.

 Therefore, the answer should be {"sense_index": 2}.

 Actually, looking at the example for sense 1 again: "He said that he wanted to marry her; tell me what is bothering you"
 The first part uses "said", the second uses "tell". This suggests sense 1 is about the verbal expression.

 But sense 2 is specifically about informing/letting know.

 Given that research is informing the public about a finding, and the structure is "tell [recipient] that [content]", sense 2 is the best match.

 Final check: Could it be sense 6 (inform positively and with certainty)?
 Definition: inform positively and with certainty and confidence | synonyms=assure | examples=I tell you that man is a crook!

 "Research tells us unequivocally..." - unequivocally means leaving no doubt, which is similar to "with certainty". However, "assure" implies a personal guarantee or making someone feel confident, which research doesn't exactly do in the same way. Also, the example "I tell you that..." is an emphatic assertion, which is a bit different from the neutral reporting of research findings, though "unequivocally" adds emphasis.

 But sense 2 is more general and fits better. The word "unequivocally" is an adverb modifying how the telling is done, not changing the sense of the verb itself.

 I think sense 2 is correct.

provider: DeepInfra


[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: even
Target surface form: even
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. The reason is simple: Education takes place in the classroom, where the influence of money is minimal. Decades of educational research tell us unequivocally that <t>even</t> smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers.

Candidate senses:
1. sense_key=even%4:02:00:: | definition=used as an intensive especially to indicate something unexpected | examples=even an idiot knows that; declined even to consider the idea
2. sense_key=even%4:02:03:: | definition=in spite of; notwithstanding | examples=even when he is sick, he works; even with his head start she caught up with him
3. sense_key=even%4:02:01:: | definition=to a greater degree or extent; used with comparisons | synonyms=yet, still | examples=looked sick and felt even worse; an even (or still) more interesting problem
4. sense_key=even%4:02:04:: | definition=to the full extent | examples=loyal even unto death

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 user wants me to perform Word Sense Disambiguation for the word "even" in the given context.

 Let me analyze the context:
 "Decades of educational research tell us unequivocally that <t>even</t> smaller classes have zero effect on the academic performance of the pupils"

 The sentence is saying that smaller classes (which might be expected to have a positive effect) actually have zero effect. The word "even" here is used to emphasize that even something that might seem obviously beneficial (smaller classes) doesn't work.

 Let me look at the candidate senses:

 1. sense_key=even%4:02:00:: | definition=used as an intensive especially to indicate something unexpected | examples=even an idiot knows that; declined even to consider the idea
    - This seems to fit. The example "even an idiot knows that" shows "even" used to emphasize something unexpected or surprising. In the context, it's surprising that smaller classes have zero effect.

 2. sense_key=even%4:02:03:: | definition=in spite of; notwithstanding | examples=even when he is sick, he works; even with his head start she caught up with him
    - This is used with clauses or phrases indicating circumstances, like "even when", "even with". The target is followed by "smaller classes" (a noun phrase), not a clause starting with "when" or "with". So this doesn't fit.

 3. sense_key=even%4:02:01:: | definition=to a greater degree or extent; used with comparisons | synonyms=yet, still | examples=looked sick and felt even worse; an even (or still) more interesting problem
    - This is used for comparative structures like "even worse", "even more". The target here is followed by "smaller classes" - while "smaller" is comparative, the structure "even smaller classes" could potentially fit, but the meaning is different. In the context, it's not saying "smaller to a greater degree" but rather emphasizing that surprisingly, smaller classes don't work. Also, the synonyms "yet, still" don't fit here.

 4. sense_key=even%4:02:04:: | definition=to the full extent | examples=loyal even unto death
    - This is archaic/poetic usage "even unto". Doesn't fit.

 So sense 1 seems best: "used as an intensive especially to indicate something unexpected". The context suggests that one might expect smaller classes to improve academic performance, but surprisingly (unexpectedly), they have zero effect.

 Let me double-check:
 - "even smaller classes" - here "even" is emphasizing that even this thing which seems like it should work, doesn't.
 - The example "even an idiot knows that" parallels this usage - emphasizing something that might be unexpected or counterintuitive.

 Actually, looking more carefully at sense 1 vs sense 3:
 Sense 3 is about degree/comparison: "even worse", "even more interesting"
 Sense 1 is about indicating something unexpected: "even an idiot knows", "declined even to consider"

 In "even smaller classes", we could potentially interpret this as sense 3 (comparative - to a greater degree smaller), but that doesn't make sense with the rest of the sentence "have zero effect". If it were sense 3, it would mean "still smaller classes" or "yet smaller classes" in the sense of additional reduction in size.

 But the meaning is: "Surprisingly, smaller classes (which you might think would help) have zero effect."

 This is the intensive use indicating something unexpected - sense 1.

 Wait, let me reconsider. In WordNet, sense 1 (even%4:02:00::) is typically the "emphatic" sense - indicating that something applies in a case where it might not be expected.

 Examples:
 - "even an idiot knows that" - emphasizes that even someone stupid knows it (unexpected)
 - "declined even to consider the idea" - emphasizes that they wouldn't even do the minimal thing of considering

 In our sentence: "even smaller classes have zero effect"
 This means: surprisingly, even something as seemingly obviously beneficial as smaller classes doesn't work.

 This matches sense 1.

 Sense 3 would be: "He is even taller than his brother" - comparative degree.

 So the answer should be sense_index: 1.

 Wait, I need to be careful about the indexing. The user lists:
 1. sense_key=even%4:02:00::
 2. sense_key=even%4:02:03::
 3. sense_key=even%4:02:01::
 4. sense_key=even%4:02:04::

 So:
 Index 1 = even%4:02:00:: (intensive/unexpected)
 Index 2 = even%4:02:03:: (in spite of/notwithstanding)
 Index 3 = even%4:02:01:: (to a greater degree/comparative)
 Index 4 = even%4:02:04:: (to the full extent)

 My analysis says it's index 1.

 But let me double-check if it could be index 3. "even smaller classes" - could this mean "still smaller classes" or "yet smaller classes"?
 "Decades of research tell us that still smaller classes have zero effect" - this could mean "classes that are still smaller [than current ones]" or "yet smaller [additional reduction]".

 But the context suggests the author is arguing against the intuition that smaller classes help. The phrase "even smaller classes" is used to emphasize that contrary to popular belief, even this measure doesn't work. This is the "unexpected" sense.

 Also, looking at the flow: "Education takes place in the classroom, where the influence of money is minimal. Decades of educational research tell us unequivocally that even smaller classes have zero effect..."

 The author is saying money doesn't help much in the classroom. As evidence, even something expensive like reducing class sizes (which costs money) doesn't help academically.

 This is definitely the intensive/emphatic sense indicating something unexpected (sense 1).

 Final check: The word "even" here functions to emphasize that the statement applies to a case that might seem exceptional or surprising - that even the seemingly beneficial reform of smaller classes doesn't work.

 Yes, sense 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: class
Target surface form: classes
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. The reason is simple: Education takes place in the classroom, where the influence of money is minimal. Decades of educational research tell us unequivocally that even smaller <t>classes</t> have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers.

Candidate senses:
1. sense_key=class%1:14:00:: | definition=a collection of things sharing a common attribute | synonyms=category, family | examples=there are two classes of detergents
2. sense_key=class%1:14:03:: | definition=a body of students who are taught together | synonyms=form, grade, course | examples=early morning classes are always sleepy
3. sense_key=class%1:14:01:: | definition=people having the same social, economic, or educational status | synonyms=stratum, social class, socio-economic class | examples=the working class; an emerging professional class
4. sense_key=class%1:04:00:: | definition=education imparted in a series of lessons or meetings | synonyms=course, course of study, course of instruction | examples=he took a course in basket weaving; flirting is not unknown in college classes
5. sense_key=class%1:14:05:: | definition=a league ranked by quality | synonyms=division | examples=he played baseball in class D for two years; Princeton is in the NCAA Division 1-AA
6. sense_key=class%1:14:04:: | definition=a body of students who graduate together | synonyms=year | examples=the class of '97; she was in my year at Hoehandle High
7. sense_key=class%1:14:02:: | definition=(biology) a taxonomic group containing one or more orders
8. sense_key=class%1:07:00:: | definition=elegance in dress or behavior | examples=she has a lot of class

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 user wants me to perform Word Sense Disambiguation for the word "classes" in the given context.

 Let me analyze the context:
 - The text is discussing education, specifically school governance and classroom settings.
 - The specific sentence containing "classes" is: "Decades of educational research tell us unequivocally that even smaller <t>classes</t> have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons."
 - The context mentions "Education takes place in the classroom", "academic performance of the pupils", and discusses educational expenditures.
 - The phrase "smaller classes" refers to the size of groups of students being taught together.

 Now let's look at the candidate senses:

 1. class%1:14:00:: - a collection of things sharing a common attribute (category, family)
    - This is a general sense of classification, not specific to education.

 2. class%1:14:03:: - a body of students who are taught together (synonyms: form, grade, course)
    - Examples: "early morning classes are always sleepy"
    - This fits perfectly with "smaller classes" in an educational context referring to groups of students.

 3. class%1:14:01:: - people having the same social, economic, or educational status (social class)
    - This refers to socioeconomic strata, not classroom groups.

 4. class%1:04:00:: - education imparted in a series of lessons or meetings (course, course of study)
    - Examples mention "took a course", "college classes"
    - This refers to the educational content/series of lessons, not the group of students.
    - While related, "smaller classes" typically refers to the number of students in the group, not the course itself.

 5. class%1:14:05:: - a league ranked by quality (division)
    - Sports contexts, not relevant here.

 6. class%1:14:04:: - a body of students who graduate together (year)
    - "Class of '97" - refers to graduation year, not ongoing classroom groups.

 7. class%1:14:02:: - (biology) taxonomic group
    - Not relevant to education context.

 8. class%1:07:00:: - elegance in dress or behavior
    - Not relevant.

 The key distinction is between sense 2 and sense 4:
 - Sense 2 (class%1:14:03::): "a body of students who are taught together" - This is about the group of students.
 - Sense 4 (class%1:04:00::): "education imparted in a series of lessons or meetings" - This is about the instruction/lessons.

 The phrase "smaller classes" refers to having fewer students in each group (student-to-teacher ratio), not shorter or fewer lessons. The context mentions "academic performance of the pupils" and "Education takes place in the classroom", which points to the physical grouping of students.

 Also, the example for sense 2 "early morning classes are always sleepy" suggests groups of students (who are sleepy), whereas sense 4 examples focus on the course content ("took a course in basket weaving").

 Therefore, sense 2 (index 2 in the list, which corresponds to class%1:14:03::) is the best choice.

 Wait, I need to check the indexing. The user lists:
 1. sense_key=class%1:14:00::
 2. sense_key=class%1:14:03::
 3. sense_key=class%1:14:01::
 4. sense_key=class%1:04:00::
 5. sense_key=class%1:14:05::
 6. sense_key=class%1:14:04::
 7. sense_key=class%1:14:02::
 8. sense_key=class%1:07:00::

 So sense_key=class%1:14:03:: is index 2.

 The question asks for "the single best indexed sense". The index refers to the number in the list (1-8).

 So the answer should be {"sense_index": 2}.

 Let me double-check:
 - "smaller classes" in education research almost universally refers to class size (number of students per teacher/classroom).
 - This is definitely "a body of students who are taught together".
 - The context contrasts with "administrative structure" and mentions "classroom", reinforcing this is about the physical/logical grouping of students.

 Yes, index 2 is correct.

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: effect
Target surface form: effect
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. The reason is simple: Education takes place in the classroom, where the influence of money is minimal. Decades of educational research tell us unequivocally that even smaller classes have zero <t>effect</t> on the academic performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers.

Candidate senses:
1. sense_key=effect%1:19:00:: | definition=a phenomenon that follows and is caused by some previous phenomenon | synonyms=consequence, outcome, result, event, issue, upshot | examples=the magnetic effect was greater when the rod was lengthwise; his decision had depressing consequences for business
2. sense_key=effect%1:07:00:: | definition=an outward appearance | synonyms=impression | examples=he made a good impression; I wanted to create an impression of success
3. sense_key=effect%1:09:00:: | definition=an impression (especially one that is artificial or contrived) | examples=he just did it for effect
4. sense_key=effect%1:10:00:: | definition=the central meaning or theme of a speech or literary work | synonyms=essence, burden, core, gist
5. sense_key=effect%1:07:01:: | definition=(of a law) having legal validity | synonyms=force | examples=the law is still in effect
6. sense_key=effect%1:26:00:: | definition=a symptom caused by an illness or a drug | examples=the effects of sleep loss; the effect of the anesthetic

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 user wants me to perform Word Sense Disambiguation for the word "effect" in the given context.

Let me analyze the context:
"Decades of educational research tell us unequivocally that even smaller classes have zero <t>effect</t> on the academic performance of the pupils"

The sentence is saying that smaller classes have zero effect on academic performance. This means smaller classes do not cause any change or result in academic performance.

Let me look at the candidate senses:

1. sense_key=effect%1:19:00:: | definition=a phenomenon that follows and is caused by some previous phenomenon | synonyms=consequence, outcome, result, event, issue, upshot | examples=the magnetic effect was greater when the rod was lengthwise; his decision had depressing consequences for business

This sense refers to a result, consequence, or outcome of some cause. In the context, "zero effect on" means zero impact/result/consequence on academic performance. This fits well.

2. sense_key=effect%1:07:00:: | definition=an outward appearance | synonyms=impression | examples=he made a good impression; I wanted to create an impression of success

This is about appearance or impression. Doesn't fit the context of classes having an effect on performance.

3. sense_key=effect%1:09:00:: | definition=an impression (especially one that is artificial or contrived) | examples=he just did it for effect

This is about doing something for show or artificial impression. Doesn't fit.

4. sense_key=effect%1:10:00:: | definition=the central meaning or theme of a speech or literary work | synonyms=essence, burden, core, gist

This is about the gist of a work. Doesn't fit.

5. sense_key=effect%1:07:01:: | definition=(of a law) having legal validity | synonyms=force | examples=the law is still in effect

This is about laws being in effect. Doesn't fit.

6. sense_key=effect%1:26:00:: | definition=a symptom caused by an illness or a drug | examples=the effects of sleep loss; the effect of the anesthetic

This is about symptoms or physiological/psychological effects of illness or drugs. While "effect" can be used in educational research, this specific sense seems tied to symptoms from illness or drugs. The context is about educational interventions (smaller classes) and their impact on academic performance, not symptoms from illness or drugs.

Wait, let me reconsider sense 6. The examples are "the effects of sleep loss" and "the effect of the anesthetic". This seems like a broader sense of "effect" as a physiological or psychological consequence. But the context here is about educational policy and academic performance, not health.

Sense 1 is the general "consequence, outcome, result" sense. The phrase "have an effect on" is a very common collocation for this sense. "Zero effect on" means no consequence or result.

So sense 1 is clearly the best fit.

The user wants only a JSON object like {"sense_index": 3}. Since sense 1 is the best, I should return {"sense_index": 1}.

Wait, let me double-check the sense numbering. The user lists them as:
1. sense_key=effect%1:19:00::
2. sense_key=effect%1:07:00::
3. sense_key=effect%1:09:00::
4. sense_key=effect%1:10:00::
5. sense_key=effect%1:07:01::
6. sense_key=effect%1:26:00::

So I need to return the index number from this list. The best is index 1.

Let me verify once more. The context: "even smaller classes have zero effect on the academic performance of the pupils". This means smaller classes do not result in changes to academic performance. This is clearly the "consequence, outcome, result" sense (sense 1).

Sense 6 could be tempting if one thinks broadly about "effects of X", but the WordNet sense 6 is specifically about symptoms caused by illness or drugs. The context is educational research, not medical.

Therefore, the answer is sense_index: 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: academic
Target surface form: academic
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. The reason is simple: Education takes place in the classroom, where the influence of money is minimal. Decades of educational research tell us unequivocally that even smaller classes have zero effect on the <t>academic</t> performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers.

Candidate senses:
1. sense_key=academic%3:01:00:: | definition=associated with academia or an academy | examples=the academic curriculum; academic gowns
2. sense_key=academic%5:00:00:theoretical:01 | definition=hypothetical or theoretical and not expected to produce an immediate or practical result | examples=an academic discussion; an academic question
3. sense_key=academic%5:00:00:scholarly:00 | definition=marked by a narrow focus on or display of learning especially its trivial aspects | synonyms=donnish, pedantic

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 user wants me to perform Word Sense Disambiguation for the word "academic" in the given context.

 Let me analyze the context:
 - The sentence is: "Decades of educational research tell us unequivocally that even smaller classes have zero effect on the <t>academic</t> performance of the pupils -- though they may sometimes be desirable for other reasons."
 - The context is about education, school governance, classrooms, pupils, and educational research.
 - The phrase is "academic performance" - this refers to the scholastic or educational performance of students.

 Now let's look at the candidate senses:

 1. sense_key=academic%3:01:00:: | definition=associated with academia or an academy | examples=the academic curriculum; academic gowns
    - This refers to things associated with academia/institutions of learning.
    - "Academic performance" could fit here as performance associated with academia/educational institutions.

 2. sense_key=academic%5:00:00:theoretical:01 | definition=hypothetical or theoretical and not expected to produce an immediate or practical result | examples=an academic discussion; an academic question
    - This means theoretical, not practical.
    - "Academic performance" doesn't mean theoretical performance in this context. It means scholastic/educational performance.

 3. sense_key=academic%5:00:00:scholarly:00 | definition=marked by a narrow focus on or display of learning especially its trivial aspects | synonyms=donnish, pedantic
    - This means pedantic, donnish, overly scholarly in a narrow way.
    - "Academic performance" doesn't mean pedantic performance here.

 So sense 1 seems best: "associated with academia or an academy". The phrase "academic performance" refers to performance in academic/educational contexts - i.e., associated with academia.

 Wait, let me double-check WordNet senses for "academic". In WordNet, "academic" as an adjective has several senses:
 - relating to institutions of learning (academic calendar)
 - scholarly (academic pursuits)
 - theoretical/hypothetical (an academic question)
 - pedantic (donnish, pedantic)

 Actually, looking at the specific sense keys provided:
 - academic%3:01:00:: is likely the "relating to academia" sense (adjective)
 - academic%5:00:00:theoretical:01 is the "hypothetical" sense
 - academic%5:00:00:scholarly:00 is the "pedantic/donnish" sense

 In the phrase "academic performance", this clearly refers to educational/scholastic performance - i.e., performance related to school/academic studies. This aligns with sense 1: "associated with academia or an academy".

 The context is about education, pupils, classrooms, etc. So "academic performance" means performance in school/educational settings.

 Therefore, the best sense is sense 1.

 Wait, I should verify the WordNet sense numbering. The user lists them as:
 1. sense_key=academic%3:01:00::
 2. sense_key=academic%5:00:00:theoretical:01
 3. sense_key=academic%5:00:00:scholarly:00

 So I need to return {"sense_index": 1}.

 Let me reconsider if there's any ambiguity. Could "academic performance" mean something else?
 - Could it mean theoretical performance? No, that doesn't make sense in context. The research is about whether smaller classes improve how well pupils do in school.
 - Could it mean pedantic performance? No, that would be a very odd usage.

 So yes, sense 1 is correct: associated with academia or an academy (educational institutions).

 The examples for sense 1 include "the academic curriculum" and "academic gowns" - both related to educational institutions. "Academic performance" fits this pattern - performance in the context of educational institutions.

 Therefore, the answer is sense_index: 1.