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

Sentence: The whole notion of "creativity "in education was (and is) part and parcel of a romantic <t>rebellion</t> against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children.

Senses:
1. definition=refusal to accept some authority or code or convention | examples=each generation must have its own rebellion
2. definition=organized opposition to authority; a conflict in which one faction tries to wrest control from another

reasoning_content:
 The user wants me to identify which numbered sense of "rebellion" is used in the given sentence.

Let me analyze the sentence:
"The whole notion of "creativity" in education was (and is) part and parcel of a romantic <t>rebellion</t> against disciplined instruction, which was (and is) regarded as "authoritarian," a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children."

Key aspects:
- It's described as a "romantic rebellion"
- It's against "disciplined instruction"
- The target is described as "authoritarian"
- It's framed as opposition to repression of children's talents/potentialities

Now let's look at the senses:

Sense 1: "refusal to accept some authority or code or convention" with example "each generation must have its own rebellion"
- This seems to fit well. It's about refusing to accept a certain educational approach/authority (disciplined instruction viewed as authoritarian).

Sense 2: "organized opposition to authority; a conflict in which one faction tries to wrest control from another"
- This implies an organized, active conflict trying to take control, like a political rebellion or armed insurrection.
- The context here seems more ideological and philosophical rather than an organized attempt to seize control. It's a philosophical stance against authoritarian teaching methods, not necessarily an organized faction trying to take over.

The sentence describes a romantic movement or ideological stance against disciplined instruction, not necessarily an organized group trying to wrest physical control of an institution. It's more about rejecting a convention/authority (the authority of disciplined instruction/educational codes).

Therefore, Sense 1 seems more appropriate.

Wait, let me reconsider. The sentence mentions "the whole notion of 'creativity' in education" being part of this rebellion. This refers to educational philosophies, likely the progressive education movement vs traditional education.

Sense 1 is about refusal to accept authority/code/convention - this fits the rejection of "disciplined instruction" and "authoritarian" methods.

Sense 2 is about organized opposition trying to wrest control - while educational reform movements can be organized, the specific phrasing "romantic rebellion against" suggests a stance or attitude rather than an organized coup or takeover attempt.

The example for Sense 1 ("each generation must have its own rebellion") suggests a broad, perhaps ideological or cultural refusal to conform, which matches the "romantic" descriptor here.

I should go with Sense


attempt_kind: initial

status: success

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

Sentence: The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against <t>disciplined</t> instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children.

Senses:
1. definition=obeying the rules
2. definition=trained mentally or physically by instruction or exercise | examples=the beautiful coordination of his disciplined muscles

finish_reason: stop

role: assistant

reasoning_content:
The user wants me to identify which numbered sense of "disciplined" is used in the given sentence.

Let me analyze the sentence:
"The whole notion of 'creativity' in education was (and is) part and parcel of a romantic rebellion against <t>disciplined</t> instruction, which was (and is) regarded as 'authoritarian,' a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children."

Here, "disciplined" modifies "instruction." It's describing a type of instruction that is being rebelled against, characterized as "authoritarian" and involving "repression."

Now let's look at the two senses:
1. definition=obeying the rules
2. definition=trained mentally or physically by instruction or exercise | examples=the beautiful coordination of his disciplined muscles

Wait, let me reconsider. Actually, looking at the sentence, "disciplined instruction" means instruction that is strict, orderly, following rules or a discipline. But let me look at the definitions again carefully.

Sense 1: "obeying the rules" - this would apply to a person or perhaps a system that follows rules.
Sense 2: "trained mentally or physically by instruction or exercise" - this applies to a person/animal/body that has been trained.

In the sentence, "disciplined instruction" refers to instruction that follows a strict method or system, or perhaps instruction that enforces discipline. But wait - the word "disciplined" here is modifying "instruction."

Actually, looking at standard dictionary definitions:
- "disciplined" can mean: showing a controlled form of behavior or way of working (which aligns with sense 1: obeying the rules)
- "disciplined" can also mean: having been trained (sense 2)

In the context of the sentence, "disciplined instruction" is being contrasted with "creativity." The instruction is characterized as authoritarian and repressive. This suggests "disciplined" here means strict, orderly, following rules - i.e., sense 1.

Wait, but let me reconsider. Could "disciplined instruction" mean instruction that trains/disciplines students? Or instruction that is itself disciplined (orderly, methodical)?

The phrase is "rebellion against disciplined instruction." The instruction is described as authoritarian. This suggests the instruction imposes discipline (rules, order) on students. But the word "disciplined" is an adjective modifying "instruction."

If something is "disciplined," it could mean:
- It follows a discipline (a field of study) - but that's usually just "discipline" as a noun adjunct
- It is strict and controlled (sense 1)
- It involves training (sense 2)

Actually, looking at the sentence more carefully: "disciplined instruction" in the context of romantic rebellion against structured, rule-bound learning. The romantic view favors natural creativity over strict, rule-based training.

Sense 2 says "trained mentally or physically by instruction or exercise" and gives an example about muscles. This sense applies to the thing/person that has been trained. So "disciplined muscles" are muscles that have been trained.

Sense 1 says "obeying the rules" - this could apply to instruction that follows strict rules or methods.

But wait - could "disciplined instruction" mean instruction that trains? Like "military training" is training that trains soldiers? No, "disciplined instruction" would be instruction characterized by discipline (control, order).

Actually, I need to be more careful. The sentence says "disciplined instruction" is regarded as authoritarian. Authoritarian instruction imposes rules. So "disciplined" here likely means "marked by discipline" in the sense of strict control and order - which aligns with sense 1 (obeying the rules / following rules).

However, let me think about whether sense 2 could apply. Could "disciplined instruction" mean instruction that trains? The example for sense 2 is "his disciplined muscles" - muscles that have been trained. If we apply this to instruction, it would mean instruction that has been trained? That doesn't make sense. Instruction itself cannot be trained mentally or physically.

Therefore, sense 1 is the correct answer: "obeying the rules" or more broadly, characterized by strict order and control.

Wait, I should double-check. Is there another interpretation where "disciplined" means "relating to academic disciplines"? No, that's not one of the options.

So the answer should be 1.

But let me reconsider once more. The sentence is from an educational context. "Disciplined instruction" - is this instruction that is itself orderly and follows rules (sense 1), or instruction that disciplines/trains students (sense 2)?

Actually, looking at the exact wording of sense 2: "trained mentally or physically by instruction or exercise." This is a past participle used as an adjective describing the recipient of training. "Disciplined muscles" = muscles that have been disciplined/trained.

In "disciplined instruction," if we interpret it as instruction that has been disciplined, that would mean instruction that has been trained? That doesn't fit well.

If we interpret "disciplined" as meaning "characterized by discipline" where discipline means control/order/rules, then it fits sense 1.

Also, the contrast is between creativity (free, unconstrained) and disciplined instruction (rule-bound, controlled). This strongly supports sense 1.

Therefore, the answer is 1.

format: unknown

native_finish_reason: stop

provider: SiliconFlow

currency: USD


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

Sentence: The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined <t>instruction</t>, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children.

Senses:
1. definition=a message describing how something is to be done | examples=he gave directions faster than she could follow them
2. definition=the activities of educating or instructing; activities that impart knowledge or skill | examples=he received no formal education
3. definition=the profession of a teacher | examples=he prepared for teaching while still in college
4. definition=(computer science) a line of code written as part of a computer program

reasoning_content:
The user wants me to identify which sense of "instruction" is used in the given sentence. Let me analyze the sentence and the definitions.

Sentence: "The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined <t>instruction</t>, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children."

The word "instruction" here is being contrasted with "creativity" in the context of education. It's described as "disciplined" and "authoritarian" and associated with repression in an educational context.

Let me look at the senses:

1. "a message describing how something is to be done" - This is about specific directions or commands, like following a recipe or manual.

2. "the activities of educating or instructing; activities that impart knowledge or skill" - This is about the process of teaching/education itself.

3. "the profession of a teacher" - This refers to teaching as a career or profession.

4. "(computer science) a line of code written as part of a computer program" - This is clearly technical/computer related.

In the sentence, "instruction" is contrasted with "creativity" in education. The phrase "disciplined instruction" in the context of education and being contrasted with creativity suggests we're talking about the educational process - the activities of teaching/imparting knowledge.

The sentence mentions "in education" and talks about rebellion against "disciplined instruction" which is regarded as authoritarian. This fits sense 2 - the activities of educating or instructing.

Sense 1 would be more about specific directions (like "follow these instructions").
Sense 3 would be about the profession/career.
Sense 4 is clearly computer-related.

The context is about educational methods - the structured teaching vs. creative expression. So sense 2 is the best fit: "the activities of educating or instructing; activities that impart knowledge or skill."

The answer should be 2.

provider: DeepInfra


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

Sentence: The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "<t>authoritarian</t>, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children.

Senses:
1. definition=characteristic of an absolute ruler or absolute rule; having absolute sovereignty | examples=an authoritarian regime
2. definition=expecting unquestioning obedience | examples=the timid child of authoritarian parents

reasoning_content:
The user wants me to identify which numbered sense of "authoritarian" is used in the given sentence.

Let me analyze the sentence:
"The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "<t>authoritarian</t>, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children."

The context is about education and "disciplined instruction" being regarded as "authoritarian." The sentence contrasts "creativity" with "disciplined instruction," suggesting that the latter is seen as authoritarian - implying strict control, demanding obedience, repressing natural talents.

Now let's look at the two senses:

Sense 1: "characteristic of an absolute ruler or absolute rule; having absolute sovereignty" - examples: "an authoritarian regime"
This refers to political systems, governments, rulers with absolute power.

Sense 2: "expecting unquestioning obedience" - examples: "the timid child of authoritarian parents"
This refers to interpersonal relationships, parenting, teaching styles that demand obedience without question.

In the sentence, the context is about "disciplined instruction" in education. The word is describing a teaching method or educational approach that is seen as repressive. This aligns with Sense 2 - expecting unquestioning obedience from students. The phrase "disciplined instruction" being regarded as authoritarian suggests a teaching style that demands obedience and represses creativity.

Sense 1 is more about political regimes and absolute rulers, which doesn't fit as well in the context of education and teaching methods, though one could argue that schools can be authoritarian in the political sense. However, the specific contrast with "creativity" and the mention of "repression and frustration of latent talents" suggests the interpersonal/domestic sense (Sense 2) about demanding obedience, rather than the political sense (Sense 1) about absolute sovereignty.

The example for Sense 2 is "authoritarian parents" which is very similar to the context here - authoritarian teaching/instruction. The example shows it's about relationships where obedience is expected.

Therefore, the answer should be 2.

provider: AtlasCloud


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

Sentence: The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a <t>repression</t> and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children.

Senses:
1. definition=a state of forcible subjugation | examples=the long repression of Christian sects
2. definition=(psychiatry) the classical defense mechanism that protects you from impulses or ideas that would cause anxiety by preventing them from becoming conscious
3. definition=the act of repressing; control by holding down | examples=his goal was the repression of insolence

reasoning_content:
 The user wants me to identify which numbered sense of "repression" is used in the given sentence. Let me analyze the sentence and the definitions.

Sentence context: "The whole notion of 'creativity' in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as 'authoritarian,' a <t>repression</t> and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children."

Key elements:
- The sentence is talking about "disciplined instruction" being regarded as authoritarian
- It's described as a "repression and frustration" of latent talents and potentialities
- This is about controlling or holding down children's talents/potentialities
- It's in the context of education and romantic rebellion against strict instruction

Now let's look at the senses:

1. "a state of forcible subjugation" - examples mention "the long repression of Christian sects"
   - This seems to be about subjugating groups of people, maintaining control over them

2. "(psychiatry) the classical defense mechanism that protects you from impulses or ideas that would cause anxiety by preventing them from becoming conscious"
   - This is a technical psychological term about unconscious defense mechanisms
   - The sentence doesn't seem to be using a psychiatric/psychoanalytic framework specifically

3. "the act of repressing; control by holding down" - examples: "his goal was the repression of insolence"
   - This is about the act of controlling or suppressing something
   - The sentence mentions "repression and frustration of the latent talents"
   - This fits well - disciplined instruction is seen as controlling/holding down children's talents

Looking at the sentence structure: "a repression and frustration of the latent talents"
- This is describing disciplined instruction as an act that represses (holds down/controls) talents
- Sense 3 mentions "control by holding down" and the example "repression of insolence" shows the pattern "repression of [something being controlled/suppressed]"
- The sentence has "repression of the latent talents"

Sense 1 is about a state of subjugation (being subjugated), while sense 3 is about the act of repressing.

In the sentence, "disciplined instruction" is being characterized as "a repression" - it's the act or process of repressing talents. This aligns with sense 3.

Sense 2 is clearly wrong because it's about psychological defense mechanisms (unconscious repression of thoughts), not about educational methods suppressing creativity.

So the answer should be 3.

Wait, let me double-check sense 1 vs sense 3.

Sense 1: "a state of forcible subjugation" - this would be the condition of being subjugated
Sense 3: "the act of repressing; control by holding down" - this is the action

In the sentence: "disciplined instruction... was... regarded as... a repression"
Is disciplined instruction being called "a state of forcible subjugation" or "the act of repressing"?

The phrase is "a repression and frustration of the latent talents"
- "frustration of the latent talents" = frustrating the talents
- "repression of the latent talents" = repressing the talents

This is about the act of controlling or suppressing the talents. Sense 3 fits best.

Also, looking at the example for sense 3: "his goal was the repression of insolence" - this parallels "a repression... of the latent talents."

The answer is 3.

provider: Phala


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

Sentence: The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and <t>frustration</t> of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children.

Senses:
1. definition=the feeling that accompanies an experience of being thwarted in attaining your goals
2. definition=an act of hindering someone's plans or efforts
3. definition=a feeling of annoyance at being hindered or criticized | examples=her constant complaints were the main source of his frustration

reasoning_content:
The user wants me to identify which sense of "frustration" is used in the given sentence. I need to look at the context and match it to one of the three definitions provided.

Let me analyze the sentence:
"The whole notion of 'creativity' in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as 'authoritarian,' a repression and <t>frustration</t> of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children."

The word "frustration" appears in the phrase "a repression and frustration of the latent talents and... potentialities."

Let me look at the three senses:
1. "the feeling that accompanies an experience of being thwarted in attaining your goals" - This refers to an emotional state/feeling experienced by a person.
2. "an act of hindering someone's plans or efforts" - This refers to an action or act of preventing something from happening.
3. "a feeling of annoyance at being hindered or criticized" - This also refers to a feeling/emotional state, with an example about complaints being a source of frustration.

In the sentence, "frustration" is paired with "repression" and both are describing what disciplined instruction does to "latent talents" and "potentialities."

"Repression" here means the action of subduing or restraining something. Similarly, "frustration" in this context seems to mean the act of preventing the talents/potentialities from being realized or expressed.

Let me check:
- Sense 1: A feeling (the emotion felt by someone)
- Sense 2: An act of hindering (the action of preventing)
- Sense 3: A feeling of annoyance (also an emotion)

In the sentence, "frustration" is something that disciplined instruction inflicts upon talents and potentialities. It's not describing a feeling that the talents have, but rather an action done to them - the hindering or preventing of their development.

The phrase is "a repression and frustration of the latent talents" - this suggests that "frustration" is parallel to "repression." Since repression is an act of restraining, frustration here is likely also an act - the act of hindering or thwarting the development of these talents.

This matches sense 2: "an act of hindering someone's plans or efforts"

Wait, let me double-check. Could it be sense 1 or 3?

If it were sense 1 or 3, it would be describing a feeling. But the sentence says "a repression and frustration of the latent talents." You don't typically say "a frustration of the talents" to mean the talents feel frustrated. You would say "the frustration of the children" or something similar.

Actually, looking at the construction "frustration of the latent talents" - this is using "frustration" as a noun that takes an object (the talents). This is the "frustration" meaning the thwarting or hindering of something.

Sense 2 says "an act of hindering someone's plans or efforts" - this fits.

Let me verify with the other senses:
Sense 1: "the feeling that accompanies..." - this would be the emotion felt by the subject. But the sentence is talking about what instruction does to talents, not what feelings the talents have (though personification is possible, it's less likely here given the parallel with "repression").

Sense 3: "a feeling of annoyance..." - again, this is an internal emotional state.

The key clue is the parallel structure with "repression." Repression is an action (repressing something). Therefore, frustration here is also likely an action (frustrating something, i.e., hindering it).

Also, the phrase "frustration of" is often used in the sense of "the frustration of one's plans" meaning the thwarting of one's plans.

Therefore, the answer should be 2.

Wait, I should look at the example for sense 3: "her constant complaints were the main source of his frustration" - this shows frustration as a feeling experienced by "him."

In our sentence: "a repression and frustration of the latent talents" - the talents are being repressed and frustrated (in the sense of being hindered/thwarted).

Yes, sense 2 is correct: "an act of hindering someone's plans or efforts"

Actually, looking more carefully at sense 2: "an act of hindering someone's plans or efforts" - the "someone's" here suggests it's about hindering a person's plans. But in the sentence, it's "frustration of the latent talents" - the talents themselves are being hindered, not necessarily plans or efforts of someone.

But "latent talents" can be understood as capabilities or potential that is being hindered from developing.

Let me reconsider sense 1. Could "frustration" here mean the feeling that the children have? "a repression and frustration of the latent talents" - if we parse this as: [repression of the latent talents] and [frustration of the latent talents], then it's treating "latent talents" as the object of both.

But "frustration of talents" is an unusual collocation if it means the feeling of frustration. Talents don't have feelings.

However, "the frustration of one's hopes" is a standard phrase meaning the thwarting of one's hopes. This is sense 2.

Let me check dictionary definitions. "Frustration" can mean:
1. The feeling of being upset or annoyed as a result of being unable to change or achieve something. (Sense 1/3)
2. The prevention of the progress, success, or fulfillment of something. (Sense 2)

In the sentence: "a repression and frustration of the latent talents" - this is clearly using definition 2. The instruction prevents the talents from developing.

Therefore, the answer is 2.


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

Sentence: The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the <t>latent</t> talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children.

Senses:
1. definition=potentially existing but not presently evident or realized | examples=a latent fingerprint
2. definition=(pathology) not presently active | examples=latent infection

reasoning_content:
 The user wants me to identify which sense of the word "latent" is used in the given sentence. The word "latent" is marked with <t></t> tags in the sentence.

 Sentence: "The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the <t>latent</t> talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children."

 Senses provided:
 1. definition=potentially existing but not presently evident or realized | examples=a latent fingerprint
 2. definition=(pathology) not presently active | examples=latent infection

 I need to determine which sense fits the context.

 In the sentence, "latent" modifies "talents". The phrase is "latent talents and the wonderful, if as yet undefined, potentialities".

 "Latent talents" refers to talents that are potentially existing but not presently evident or realized - they haven't been developed or shown yet, but exist as potential.

 Sense 1: "potentially existing but not presently evident or realized" - this fits perfectly with "latent talents" meaning talents that exist as potential but haven't been manifested yet.

 Sense 2: "(pathology) not presently active" - this refers to medical conditions like infections that are dormant. While "latent" can be used in pathology, the context here is about talents and potentialities in children, not about disease or pathology.

 Therefore, sense 1 is the correct answer.

 The user asks to return only the number of the correct sense.

 Answer: 1

provider: DigitalOcean


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

Sentence: The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent <t>talents</t> and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children.

Senses:
1. definition=natural abilities or qualities
2. definition=a person who possesses unusual innate ability in some field or activity

reasoning_content:
The user wants me to identify which sense of "talent" is used in the given sentence. The word "talents" is marked with <t></t> tags in the sentence.

 Let me analyze the sentence:
 "The whole notion of 'creativity' in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as 'authoritarian,' a repression and frustration of the latent <t>talents</t> and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children."

 The word "talents" here is used in the context of "latent talents" that are inherent in children. This refers to natural abilities or qualities that children possess innately.

 Now let's look at the two senses:
 1. definition=natural abilities or qualities
 2. definition=a person who possesses unusual innate ability in some field or activity

 Sense 1 refers to the abilities themselves - the natural capacities or qualities.
 Sense 2 refers to a person who has such abilities.

 In the sentence, "talents" is plural and is being repressed and frustrated. You can't repress a person (sense 2) in this abstract way in this context - you repress abilities or qualities. Also, it's paired with "potentialities" which are abstract qualities, not people.

 The phrase "latent talents" means hidden or undeveloped natural abilities. This clearly matches sense 1.

 Therefore, the answer is 1.

provider: Moonshot AI


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

Sentence: The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as <t>yet</t> undefined, potentialities inherent in the souls of all our children.

Senses:
1. definition=up to the present time | examples=I have yet to see the results
2. definition=used in negative statement to describe a situation that has existed up to this point or up to the present time | examples=So far he hasn't called
3. definition=to a greater degree or extent; used with comparisons | examples=looked sick and felt even worse
4. definition=within an indefinite time or at an unspecified future time | examples=he longed for the flowers that were yet to show themselves
5. definition=used after a superlative | examples=this is the best so far
6. definition=despite anything to the contrary (usually following a concession) | examples=although I'm a little afraid, however I'd like to try it

reasoning_content:
The user wants me to identify which numbered sense of "yet" is used in the given sentence. Let me analyze the sentence and the definitions.

Sentence: "The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as <t>yet</t> undefined, potentialities inherent in the souls of all our children."

The phrase in question is "if as yet undefined". This means "if still undefined up to now" or "if undefined up to the present time".

Let me look at the senses:

1. definition=up to the present time | examples=I have yet to see the results
2. definition=used in negative statement to describe a situation that has existed up to this point or up to the present time | examples=So far he hasn't called
3. definition=to a greater degree or extent; used with comparisons | examples=looked sick and felt even worse
4. definition=within an indefinite time or at an unspecified future time | examples=he longed for the flowers that were yet to show themselves
5. definition=used after a superlative | examples=this is the best so far
6. definition=despite anything to the contrary (usually following a concession) | examples=although I'm a little afraid, however I'd like to try it

The phrase "as yet" is an idiomatic expression meaning "up until now" or "so far". In the sentence, "if as yet undefined" means "if [they are] still undefined up to now" or "if undefined up to the present time".

Looking at sense 1: "up to the present time" - this seems to fit. The phrase "as yet" means up to the present time.

Looking at sense 2: This mentions "used in negative statement" - while "undefined" is negative in form (un-), the structure here is "if as yet undefined", which is not exactly the same as the negative statements typically associated with sense 2 (like "hasn't called").

Actually, looking more carefully:
- Sense 1: "I have yet to see the results" - this means "I haven't seen the results up to now"
- Sense 2: "So far he hasn't called" - this is about negative statements

But "as yet" is a specific phrase. Let me think about which sense it belongs to.

In many dictionaries, "as yet" is listed under the sense meaning "up to the present time" or "so far".

Sense 1 says "up to the present time" and the example is "I have yet to see the results". This is similar to "as yet undefined".

Sense 4 says "within an indefinite time or at an unspecified future time" with the example "he longed for the flowers that were yet to show themselves". This refers to future time.

In the given sentence, "as yet undefined" means "still undefined up to now" - referring to the present time, not the future. So it should be sense 1.

Wait, let me double-check the exact wording of sense 1: "up to the present time | examples=I have yet to see the results"

And sense 2: "used in negative statement to describe a situation that has existed up to this point or up to the present time | examples=So far he hasn't called"

Actually, looking at standard dictionary definitions:
- Sense 1 seems to correspond to "still; until now" as in "I have yet to see"
- Sense 2 seems to correspond to "still" in negative contexts like "he hasn't called yet"

But "as yet" specifically means "up to the present time; until now".

In the sentence: "the wonderful, if as yet undefined, potentialities" - this means "the wonderful potentialities, which are, up to the present time, undefined".

This matches sense 1: "up to the present time".

Sense 2 specifically mentions "used in negative statement", and while "undefined" contains a negative prefix, the grammatical structure is different. Sense 2 examples typically involve auxiliary + not + verb + yet (e.g., "hasn't called yet"), whereas here we have "as yet undefined" which is an adverbial phrase modifying the adjective "undefined".

Sense 1's example "I have yet to see" is structurally similar to "as yet undefined" in that "yet" refers to up to the present time.

Actually, looking at the example for sense 1 again: "I have yet to see the results" - this is equivalent to "I have not seen the results yet". But the phrase "as yet" is specifically an adverbial phrase meaning "up to now".

I think the answer is 1.

But let me reconsider sense 4: "within an indefinite time or at an unspecified future time". The example "he longed for the flowers that were yet to show themselves" means the flowers had not shown themselves yet, but were expected to in the future. This is different from "as yet undefined" which suggests they are currently undefined and may or may not be defined in the future, but emphasizes the current state of being undefined.

Sense 1 is the best fit.

Wait, I should also consider if it could be sense 2. The phrase "as yet" often appears in negative or quasi-negative contexts. "Undefined" is not a verb phrase negated with "not", but an adjective with a negative prefix. However, the definition of sense 2 says "used in negative statement to describe a situation that has existed up to this point..."

Is "if as yet undefined" a negative statement? It's conditional ("if"), and "undefined" is negative in meaning. But the phrase "as yet" itself is not specifically tied to negative statements in the way sense 2 suggests.

Let me look at standard WordNet or similar sense distinctions. This looks like it might be from WordNet.

WordNet senses for "yet":
1. up to the present time - "I have yet to see the results"
2. used in negative statement... - "So far he hasn't called"
3. to a greater degree... - "looked sick and felt even worse" (this is actually "still" or "even")
4. within an indefinite time... - "he longed for the flowers that were yet to show themselves"
5. used after a superlative... - "this is the best so far"
6. despite anything to the contrary... - "although... however..." (this is "nevertheless", "however")

In WordNet:
- Sense 1: yet, so far, thus far, up to now, hitherto, heretofore - "I have yet to see the results"
- Sense 2: yet - "So far he hasn't called" (this is specifically for negative contexts)

But "as yet" is typically classified under sense 1 (up to the present time). For example, "as yet, he has not arrived" would be sense 2 (negative), but "as yet unknown" would be sense 1?

Actually, looking at the exact wording:
Sense 1: "up to the present time | examples=I have yet to see the results"
Sense 2: "used in negative statement to describe a situation that has existed up to this point or up to the present time | examples=So far he hasn't called"

The phrase "as yet undefined" is similar to "as yet unknown" or "as yet unresolved". These are adjectival uses.

In "I have yet to see", "yet" is an adverb modifying "have...to see".
In "as yet undefined", "as yet" is an adverbial phrase modifying "undefined".

Both refer to "up to the present time".

However, sense 2 is specifically about negative statements like "hasn't called". While "undefined" is negative, it's not a negated verb phrase.

Therefore, sense 1 is the correct answer.

But I want to double-check: could it be sense 4? "within an indefinite time or at an unspecified future time"?

No, because "as yet undefined" means they are undefined now, at the present time. It doesn't refer to an indefinite future time.

So the answer should be 1.

One final check: The phrase "if as yet undefined" means "if [they are] as yet undefined" or "if [they are] undefined as yet". This is clearly "up to the present time".

Yes, 1.

provider: ModelRun


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

Sentence: The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, <t>potentialities</t> inherent in the souls of all our children.

Senses:
1. definition=the inherent capacity for coming into being
2. definition=an aptitude that may be developed

reasoning_content:
 The user wants me to identify which numbered sense of "potentiality" is used in the given sentence.

Let me analyze the sentence:
"The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, <t>potentialities</t> inherent in the souls of all our children."

The word "potentialities" appears in the context of "latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children."

Key phrases to consider:
- "inherent in the souls of all our children"
- "latent talents"
- "as yet undefined"
- "inherent"

Now let's look at the two senses:

Sense 1: "the inherent capacity for coming into being"
Sense 2: "an aptitude that may be developed"

The context emphasizes that these potentialities are "inherent" in the souls of children. The word "inherent" appears in the text itself ("inherent in the souls").

Sense 1 specifically mentions "inherent capacity" and "coming into being." This seems to fit well with the idea of undefined possibilities that exist within the children naturally.

Sense 2 focuses on "aptitude that may be developed" - while this could fit, the emphasis in the sentence is more on the inherent, latent, undefined capacities rather than specific aptitudes or skills that can be developed.

The phrase "inherent in the souls" strongly suggests Sense 1, which explicitly uses the word "inherent" in its definition.

Also, looking at the phrase "latent talents and... potentialities" - "latent" means existing but not yet developed or visible. This aligns with "capacity for coming into being" (Sense 1) rather than just "aptitude that may be developed" (Sense 2).

Sense 1 is about the capacity/possibility of something coming into existence.
Sense 2 is more about a specific talent or aptitude.

Given the philosophical/romantic tone about children's souls and undefined possibilities, and the explicit use of "inherent" in the sentence matching "inherent" in Sense 1's definition, I believe the answer is Sense 1.

Wait, let me reconsider. The sentence mentions "latent talents" alongside "potentialities." "Talents" are aptitudes. So "potentialities" here might be distinct from but related to talents.

However, the key is "inherent in the souls" - this suggests an innate capacity or possibility.

Let me think about the difference more carefully:
- Sense 1: the inherent capacity for coming into being (like a seed has the potential to become a tree - the capacity exists within)
- Sense 2: an aptitude that may be developed (like having potential to be a good musician - a specific skill/talent)

In the sentence, "potentialities" is paired with "latent talents" but seems to refer to broader possibilities ("wonderful, if as yet undefined"). The phrase "undefined" suggests these are not yet specific aptitudes (Sense 2) but rather general capacities for future development (Sense 1).

Also, the word "inherent" in the sentence directly mirrors the word "inherent" in Sense 1's definition.

Therefore, the answer should be 1.


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

Sentence: The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities <t>inherent</t> in the souls of all our children.

Senses:
1. definition=existing as an essential constituent or characteristic | examples=the Ptolemaic system with its built-in concept of periodicity
2. definition=in the nature of something though not readily apparent | examples=shortcomings inherent in our approach

reasoning_content:
 The user wants me to identify which numbered sense of "inherent" is used in the given sentence. I need to look at the sentence and the two definitions provided, then determine which one fits better.

Sentence: "...the wonderful, if as yet undefined, potentialities <t>inherent</t> in the souls of all our children."

Sense 1: "existing as an essential constituent or characteristic" - example mentions "built-in concept"
Sense 2: "in the nature of something though not readily apparent" - example mentions "shortcomings inherent in our approach"

Let me analyze the context:
- The sentence is talking about "potentialities" that are inherent in the souls of children
- These potentialities are described as "wonderful, if as yet undefined"
- The context suggests these are natural, essential qualities that belong to the nature of children
- The phrase "in the souls of all our children" suggests these are essential characteristics

Looking at Sense 1: "existing as an essential constituent or characteristic" - This seems to fit because the potentialities are being described as essential characteristics of children's souls.

Looking at Sense 2: "in the nature of something though not readily apparent" - While "undefined" might suggest not readily apparent, the primary meaning here seems to be about essential existence rather than hiddenness.

However, I need to look carefully at the example for Sense 2: "shortcomings inherent in our approach" - this suggests flaws that are intrinsic to the approach.

And Sense 1: "the Ptolemaic system with its built-in concept of periodicity" - this suggests something built-in, essential.

The word "inherent" in the sentence modifies "potentialities" - potentialities that exist as essential characteristics of the souls of children.

But let me reconsider Sense 2. The phrase "if as yet undefined" suggests these potentialities are not readily apparent (undefined = not readily apparent). So Sense 2 might fit: "in the nature of something though not readily apparent."

Actually, looking more carefully:
- Sense 1 emphasizes "essential constituent or characteristic" (built-in, intrinsic)
- Sense 2 emphasizes "in the nature of something though not readily apparent" (implicit, not obvious)

The context mentions "latent talents" and "undefined potentialities" - "latent" means existing but not yet developed or manifest, and "undefined" means not clearly defined or apparent. This aligns well with Sense 2's "not readily apparent."

However, "inherent" generally means "existing in something as a permanent, essential, or characteristic attribute."

Let me look at the examples again:
- Sense 1 example: "built-in concept" - suggests essential, integral
- Sense 2 example: "shortcomings inherent in our approach" - suggests flaws that are part of the nature of the approach

Actually, looking at standard dictionary definitions, both senses are similar but Sense 2 specifically mentions "though not readily apparent."

In the sentence: "latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls..."

The parallel structure with "latent" (which means hidden, present but not visible) and "undefined" strongly suggests that the sense intended is the one that includes "not readily apparent."

Therefore, Sense 2 seems to be the correct answer.

But wait, let me reconsider. Sense 1 is "existing as an essential constituent or characteristic" - this is the primary definition of inherent. The potentialities are essential characteristics of the souls of children.

Sense 2 adds the nuance "though not readily apparent."

Given that the text explicitly mentions "as yet undefined" and "latent," this supports Sense 2.

However, I should verify if this is actually how these specific numbered senses are distinguished. This looks like it might be from WordNet or a similar lexical database.

In WordNet:
- inherent (adj) sense 1: existing as an essential constituent or characteristic; "the Ptolemaic system with its built-in concept of periodicity"; "a constitutional inability to tell the truth"
- inherent (adj) sense 2: in the nature of something though not readily apparent; "shortcomings inherent in our approach"; "an underlying meaning"

Yes, these look like WordNet definitions.

In the sentence, the potentialities are described as "undefined" - meaning not yet apparent or clear. This matches Sense 2's "though not readily apparent."

Also, "latent" means existing but not yet developed or manifest; hidden, concealed.

So both "latent" and "undefined" suggest the sense of not being readily apparent.

Therefore, the answer should be 2.

But let me double-check. Could it be Sense 1?

Sense 1 focuses on "essential constituent" - the potentialities are certainly essential characteristics of the souls.

But the specific phrasing of Sense 2 with "not readily apparent" matches the context of "undefined" and "latent" much better.

I think the answer is 2.


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

Sentence: The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the <t>souls</t> of all our children.

Senses:
1. definition=the immaterial part of a person; the actuating cause of an individual life
2. definition=a human being | examples=there was too much for one person to do
3. definition=deep feeling or emotion
4. definition=the human embodiment of something | examples=the soul of honor
5. definition=a secular form of gospel that was a major Black musical genre in the 1960s and 1970s | examples=soul was politically significant during the Civil Rights movement

reasoning_content:
 The user wants me to identify which numbered sense of "soul" is used in the given sentence. The word "souls" is marked with <t></t> tags in the sentence.

Let me analyze the sentence:
"The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the <t>souls</t> of all our children."

The context is talking about "the souls of all our children" in the context of latent talents and potentialities inherent in them.

Now let's look at the definitions:

1. definition=the immaterial part of a person; the actuating cause of an individual life
   - This refers to the spiritual/immaterial essence of a person.

2. definition=a human being | examples=there was too much for one person to do
   - This would be like "there were 50 souls on board" meaning 50 people.

3. definition=deep feeling or emotion
   - Like "soulful music" or "with all one's soul"

4. definition=the human embodiment of something | examples=the soul of honor
   - Like "he is the soul of discretion" meaning he embodies discretion.

5. definition=a secular form of gospel that was a major Black musical genre in the 1960s and 1970s | examples=soul was politically significant during the Civil Rights movement
   - This is the music genre.

In the sentence, "souls of all our children" refers to the inner essence or immaterial part of the children where their latent talents and potentialities reside. This aligns with sense 1 - the immaterial part of a person.

Sense 2 would mean "the children themselves" but the context suggests something deeper - the inherent nature/essence where potentialities reside.

Sense 3 refers to emotion/feeling, which doesn't fit here.

Sense 4 refers to embodiment of qualities, which doesn't fit because it's talking about the souls of children containing potentialities, not children embodying some abstract quality.

Sense 5 is clearly about music.

Therefore, the answer is 1.


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

Sentence: The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our <t>children</t>.

Senses:
1. definition=a young person of either sex | examples=she writes books for children
2. definition=a human offspring (son or daughter) of any age | examples=they had three children
3. definition=an immature childish person | examples=he remained a child in practical matters as long as he lived
4. definition=a member of a clan or tribe | examples=the children of Israel

reasoning_content:
The user wants me to identify which numbered sense of "child" is used in the given sentence.

 Let me analyze the sentence context:
 "The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our <t>children</t>."

 The phrase "all our children" here seems to be referring to young people in general - students or young individuals in the educational context. The sentence is talking about education and the potentialities in the souls of young people.

 Let me look at the options:
 1. definition=a young person of either sex | examples=she writes books for children
 2. definition=a human offspring (son or daughter) of any age | examples=they had three children
 3. definition=an immature childish person | examples=he remained a child in practical matters as long as he lived
 4. definition=a member of a clan or tribe | examples=the children of Israel

 Sense 1 fits best because:
 - The context is about education and "all our children" in a general sense referring to young people
 - It's similar to the example "she writes books for children" - referring to young people generally
 - The phrase "inherent in the souls of all our children" suggests a collective reference to young people/students, not specifically offspring (sense 2 would be more about parent-child relationship)
 - It's not referring to immature persons (sense 3) or tribal members (sense 4)

 The usage is clearly about young people in general in the context of education and their potential.

 Sense 2 would imply "our offspring" - while possible, the educational context and "all our children" phrasing suggests a broader societal reference to youth rather than specific parental offspring.

 Actually, let me reconsider. "All our children" could be interpreted as:
 - All young people in society (sense 1)
 - All offspring of people (sense 2)

 But given the educational context and the romantic notion about creativity and potential, this is referring to children as young people/students. The phrase "in the souls of all our children" has a poetic, societal scope referring to the younger generation.

 Sense 1: "a young person of either sex" - this fits the general reference to youth.
 Sense 2: "a human offspring (son or daughter) of any age" - this is more specific to family relationships.

 The example for sense 1 is "she writes books for children" - this is the general sense of young people.
 The example for sense 2 is "they had three children" - this is the offspring sense.

 In the sentence, "all our children" is being used in the general sense of "the young people of our society" or "the younger generation" - not specifically the offspring of the speaker or any specific parents. This aligns with sense 1.

 Wait, actually "our children" could be ambiguous. But in the context of discussing education policy and "the souls of all our children," this is clearly the collective sense of young people in society.

 Looking at the definition again:
 1. a young person of either sex
 2. a human offspring (son or daughter) of any age

 The key difference is that sense 2 emphasizes the relationship to parents (offspring), while sense 1 is just the general category of young people.

 In educational and social policy contexts, "our children" almost always refers to sense 1 - the young people of the community/society.

 I believe the answer is 1.

provider: StreamLake


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

Sentence: It is not surprising that <t>parents</t> find this romantic extravagance so attractive.

Senses:
1. definition=a father or mother; one who begets or one who gives birth to or nurtures and raises a child; a relative who plays the role of guardian
2. definition=an organism (plant or animal) from which younger ones are obtained

reasoning_content:
The user wants me to identify which sense of "parent" is used in the given sentence.

Sentence: "It is not surprising that <t>parents</t> find this romantic extravagance so attractive."

Sense 1: a father or mother; one who begets or one who gives birth to or nurtures and raises a child; a relative who plays the role of guardian
Sense 2: an organism (plant or animal) from which younger ones are obtained

In the sentence, "parents" refers to human mothers and fathers who find something attractive. This is clearly Sense 1. Sense 2 is a biological/organism definition.

The answer should be just the number: 1.


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

Sentence: It is not surprising that parents <t>find</t> this romantic extravagance so attractive.

Senses:
1. definition=come upon, as if by accident; meet with | examples=We find this idea in Plato
2. definition=discover or determine the existence, presence, or fact of | examples=She detected high levels of lead in her drinking water
3. definition=come upon after searching; find the location of something that was missed or lost | examples=Did you find your glasses?
4. definition=establish after a calculation, investigation, experiment, survey, or study | examples=find the product of two numbers
5. definition=come to believe on the basis of emotion, intuitions, or indefinite grounds | examples=I feel that he doesn't like me
6. definition=perceive or be contemporaneous with | examples=We found Republicans winning the offices
7. definition=get something or somebody for a specific purpose | examples=I found this gadget that will serve as a bottle opener
8. definition=make a discovery, make a new finding | examples=Roentgen discovered X-rays
9. definition=make a discovery | examples=She found that he had lied to her
10. definition=obtain through effort or management | examples=She found the time and energy to take care of her aging parents
11. definition=decide on and make a declaration about | examples=find someone guilty
12. definition=receive a specified treatment (abstract) | examples=These aspects of civilization do not find expression or receive an interpretation
13. definition=perceive oneself to be in a certain condition or place | examples=I found myself in a difficult situation
14. definition=get or find back; recover the use of | examples=She regained control of herself
15. definition=succeed in reaching; arrive at | examples=The arrow found its mark
16. definition=accept and make use of one's personality, abilities, and situation | examples=My son went to Berkeley to find himself

reasoning_content:
The user wants me to identify which numbered sense of "find" is used in the sentence: "It is not surprising that parents <t>find</t> this romantic extravagance so attractive."

 Let me analyze the sentence:
 - Subject: parents
 - Verb: find
 - Object: this romantic extravagance
 - Complement: so attractive

 The structure is "find + object + adjective" meaning to perceive or consider something to be a certain way.

 Now let me look at the senses:

 1. come upon, as if by accident; meet with - This is about encountering something physically or discovering something exists. Not quite right.
 2. discover or determine the existence, presence, or fact of - This is about detection/finding out facts.
 3. come upon after searching - This is about locating lost items.
 4. establish after calculation, investigation, etc. - This is about research/results.
 5. come to believe on the basis of emotion, intuitions, or indefinite grounds - This mentions "feel" in the example. The structure "find X attractive" is about perceiving or considering X to be attractive.
 6. perceive or be contemporaneous with - Example: "We found Republicans winning the offices" - this is about witnessing/perceiving a state.
 7. get something or somebody for a specific purpose - This is about obtaining/acquiring.
 8. make a discovery, make a new finding - Scientific discovery.
 9. make a discovery - Similar to 8, finding out information.
 10. obtain through effort or management - Getting time/energy.
 11. decide on and make a declaration about - Legal finding.
 12. receive a specified treatment (abstract) - "find expression" - this is a specific idiomatic usage.
 13. perceive oneself to be in a certain condition or place - Reflexive use "find myself".
 14. get or find back; recover - Regaining something lost.
 15. succeed in reaching; arrive at - Physical arrival or metaphorical reaching.
 16. accept and make use of one's personality - Self-discovery.

 Looking at sense 5: "come to believe on the basis of emotion, intuitions, or indefinite grounds" with example "I feel that he doesn't like me"

 Actually, looking at sense 6: "perceive or be contemporaneous with" with example "We found Republicans winning the offices"

 But wait, there's a specific sense for "find" when used with an object and an adjective complement, meaning "consider" or "judge to be".

 Let me look more carefully at the definitions:

 Sense 5 mentions "come to believe" and the example is "I feel that he doesn't like me" - this seems related to emotional perception.

 Sense 6: "perceive or be contemporaneous with" - example "We found Republicans winning the offices" - this is about perceiving a situation.

 Actually, looking at standard dictionary definitions, "find" meaning "to consider or judge to be" is often a distinct sense. Let me see which of these matches that.

 Sense 5 says "come to believe on the basis of emotion, intuitions, or indefinite grounds" - this could be close. "Parents find this romantic extravagance attractive" - they come to believe/perceive it as attractive based on their feelings.

 Sense 6: "perceive or be contemporaneous with" - this seems more about witnessing an event happening.

 Let me reconsider. The sentence is: "parents find this romantic extravagance so attractive"

 This means parents consider/judge/deem this romantic extravagance to be attractive.

 Looking at the options:
 - Sense 5: "come to believe on the basis of emotion..." - This fits reasonably well. They believe it is attractive based on emotional response.
 - Sense 6: "perceive or be contemporaneous with" - This is about perceiving something happening, not really about judging something to have a quality.

 Actually, looking at WordNet or similar lexical databases (which this seems to be based on), sense 5 is often the "opine" or "feel" sense: "I find him to be annoying", "She found the movie boring".

 Let me check the examples again:
 Sense 5 example: "I feel that he doesn't like me" - this is similar to "I find that he doesn't like me" or "I find him unpleasant".

 Sense 6 example: "We found Republicans winning the offices" - this is witnessing.

 So sense 5 seems to be the one about having an opinion or feeling about something.

 But wait, let me look at sense 9: "make a discovery" with example "She found that he had lied to her" - this is about discovering a fact.

 The sentence "parents find this romantic extravagance so attractive" is about their subjective perception/judgment, not about discovering a fact.

 Actually, looking at the WordNet entry for "find", the senses are:

 1. happen upon
 2. detect, discover
 3. find (locate)
 4. determine, find (establish)
 5. feel, experience - "I feel that he doesn't like me"
 6. witness, see - "We found Republicans winning"
 7. get, obtain
 8. discover (make a discovery)
 9. discover, find (become aware of)
 10. obtain
 11. rule, find (legal)
 12. receive
 13. find oneself
 14. recover, retrieve
 15. reach, attain
 16. find oneself (self-discovery)

 Sense 5 in WordNet is: "come to believe on the basis of emotion, intuitions, or indefinite grounds" - synonyms: feel, sense.

 The usage "find X attractive" is the sense where "find" means "consider" or "judge". In WordNet, this is typically sense 5.

 Let me verify: "I find this idea interesting" - this would be sense 5 (coming to believe/have the feeling that it is interesting).

 Actually, looking more carefully at the example for sense 5: "I feel that he doesn't like me" - this is using "feel" as a verb of opinion/perception.

 The structure "find + object + adjective" maps to the definition "come to believe on the basis of emotion..." because finding something attractive means coming to believe/have the opinion that it is attractive based on emotional response.

 So the answer should be 5.

 But let me double-check if there's any other sense that could fit.

 Sense 6: "perceive or be contemporaneous with" - if the example is "We found Republicans winning the offices", this is about perceiving an ongoing situation. "Parents find this romantic extravagance attractive" is not about perceiving an event happening, but about having a judgment/opinion about it.

 Sense 9: "make a discovery" with example "She found that he had lied to her" - this is about learning a fact. While "find that" can introduce a clause, "find X attractive" is not about discovering a fact but about having a subjective judgment.

 Therefore, sense 5 is the correct answer.

 Wait, I should check if there's a specific sense for "consider/judge". In some dictionaries, "find" meaning "to consider" is distinct. But based on the provided list, sense 5 is the closest match with "come to believe on the basis of emotion...".

 Actually, looking at the example for sense 1: "We find this idea in Plato" - this is about locating/encountering.

 Let me reconsider sense 6. "Perceive" could work: "parents perceive this romantic extravagance as attractive". But the specific example "We found Republicans winning the offices" suggests finding = witnessing/discovering by observation.

 Sense 5 with "I feel that..." suggests a subjective judgment.

 "Find attractive" is definitely subjective judgment based on emotion, so sense 5.

 But I want to be absolutely sure. Let me think about the sentence structure again:
 "find this romantic extravagance so attractive"

 This is [find + NP + AdjP] structure.

 In lexical semantics, this is often called the "consider" or "judge" sense.

 Looking at the provided definitions:
 - Sense 5: "come to believe on the basis of emotion, intuitions, or indefinite grounds"
 - This fits because "attractive" is an evaluation based on emotion/intuition.

 The answer is 5.

provider: Novita


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

Sentence: It is not surprising that parents find this <t>romantic</t> extravagance so attractive.

Senses:
1. definition=belonging to or characteristic of Romanticism or the Romantic Movement in the arts | examples=romantic poetry
2. definition=expressive of or exciting sexual love or romance | examples=her amatory affairs
3. definition=not sensible about practical matters; idealistic and unrealistic | examples=as quixotic as a restoration of medieval knighthood

reasoning_content:
The user wants me to identify which numbered sense of "romantic" is used in the given sentence.

 Sentence: "It is not surprising that parents find this <t>romantic</t> extravagance so attractive."

 Senses:
 1. belonging to or characteristic of Romanticism or the Romantic Movement in the arts (e.g., romantic poetry)
 2. expressive of or exciting sexual love or romance (e.g., her amatory affairs)
 3. not sensible about practical matters; idealistic and unrealistic (e.g., as quixotic as a restoration of medieval knighthood)

 Let me analyze the sentence context. The phrase is "romantic extravagance" and it's described as something parents find attractive. The word "extravagance" suggests excess, impracticality, or lack of restraint.

 Looking at sense 3: "not sensible about practical matters; idealistic and unrealistic" - this fits well with "extravagance" because extravagance often implies spending or behaving in ways that are not practical or sensible.

 Sense 1 refers to the artistic movement (Romanticism), which doesn't seem to fit here unless we're talking about a specific artistic style, but the context seems to be about parents finding something attractive in a general sense, likely referring to idealistic or impractical notions.

 Sense 2 refers to sexual love or romance, but "romantic extravagance" in the context of parents finding it attractive doesn't necessarily imply sexual love. It could mean they find the idealism or impractical dreaminess attractive.

 Actually, looking more carefully: "romantic extravagance" - this could mean extravagant in a romantic (idealistic/unrealistic) way. The combination suggests an extravagance that is idealistic or impractical.

 Sense 3 seems the best fit: "not sensible about practical matters; idealistic and unrealistic" - this aligns with "extravagance" which implies lack of practicality or excess beyond what is sensible.

 Wait, let me reconsider. Could it be sense 2? "Expressive of or exciting sexual love or romance" - romantic extravagance could mean extravagant romantic gestures? But the example given for sense 2 is "her amatory affairs" which is clearly about sexual/romantic love.

 Sense 1: "romantic poetry" - clearly about the artistic period.

 Sense 3: "as quixotic as a restoration of medieval knighthood" - this suggests impractical idealism, daydreaming, unrealistic notions.

 In the sentence "parents find this romantic extravagance so attractive" - without more context, but given that "extravagance" often carries a connotation of impracticality or excess, and "romantic" modifying it suggests the nature of this extravagance is idealistic or unrealistic rather than specifically about the Romantic movement or sexual love.

 Actually, looking at typical usage: "romantic" when describing something as impractical or idealistic (like "romantic notions of war") fits sense 3.

 I believe the answer is 3.


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

Sentence: It is not surprising that parents find this romantic extravagance <t>so</t> attractive.

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

reasoning_content:
The user wants me to identify which sense of "so" is used in the sentence: "It is not surprising that parents find this romantic extravagance <t>so</t> attractive."

Let me look at the sentence structure. The word "so" is modifying the adjective "attractive". The phrase is "so attractive".

Now let me look at the definitions:

1. definition=to a very great extent or degree | examples=the idea is so obvious
   - This could fit. "so obvious" = to a very great extent obvious. "so attractive" = to a very great extent attractive.

2. definition=in a manner that facilitates | examples=he observed the snakes so he could describe their behavior
   - This seems to be the conjunction sense meaning "so that" or "in order that". Not fitting here.

3. definition=in such a condition or manner, especially as expressed or implied | examples=They're happy and I hope they will remain so
   - This is the pro-form usage, standing in for an adjective or adverb previously mentioned. Like "I hope they will remain [happy]". Not fitting here because "so" is modifying "attractive" directly, not standing in for something.

4. definition=to a certain unspecified extent or degree | examples=I can only go so far with this student
   - This is the "so far" or limited extent sense. Not quite right here.

5. definition=in the same way; also | examples=I was offended and so was he
   - This is the additive sense. Not fitting.

6. definition=in the way indicated; ; ; (`thusly' is a nonstandard variant) | examples=hold the brush so
   - This is the manner adverb, often accompanied by a gesture. Not fitting.

7. definition=(usually followed by `that') to an extent or degree as expressed | examples=he was so tired he could hardly stand
   - This is the correlative construction "so...that". However, the definition says "usually followed by `that'" and gives an example with "that". In our sentence, there is no "that" clause following. But wait, the example is "he was so tired he could hardly stand" - note there's no "that" in the example, or is it implied? Actually, looking closely: "he was so tired (that) he could hardly stand". But our sentence just has "so attractive" without a result clause. However, definition 1 says "to a very great extent or degree" with example "the idea is so obvious". That also fits "so attractive".

Let me compare 1 and 7 more carefully.

Definition 1: "to a very great extent or degree" - example: "the idea is so obvious". This is an intensifier modifying an adjective.

Definition 7: "(usually followed by `that') to an extent or degree as expressed" - example: "he was so tired he could hardly stand". This implies a result or extent that is specified. But actually, looking at the definition, it says "to an extent or degree as expressed". The key might be that definition 7 is about the correlative "so...that" construction, even if "that" is omitted. But the example "he was so tired he could hardly stand" shows the result clause.

In the sentence: "parents find this romantic extravagance so attractive", there is no result clause expressed. It's just an intensifier meaning "very" or "to a great extent".

Definition 1 seems to be the best fit: "to a very great extent or degree". The example "the idea is so obvious" parallels "so attractive" - both are intensifiers before adjectives.

Definition 7 usually implies a following clause indicating the result of that degree, even if "that" is omitted. But here, the sentence ends with "attractive" (well, the phrase is "so attractive", and then the sentence ends or continues? Actually the sentence is: "It is not surprising that parents find this romantic extravagance so attractive." That's the end. No result clause.

Therefore, sense 1 is correct.

Let me double-check the other senses to be sure.

Sense 10: "in truth (often tends to intensify)" - examples: "they said the car would break down and indeed it did". This doesn't fit.

Sense 4: "to a certain unspecified extent or degree" - this is like "so big" meaning "of a certain size", often used with "as" or in "so far". Not an intensifier meaning "very".

Sense 1 is definitely the intensifier sense.

So the answer should be 1.


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

Sentence: It is not surprising that parents find this romantic extravagance so <t>attractive</t>.

Senses:
1. definition=pleasing to the eye or mind especially through beauty or charm | examples=a remarkably attractive young man
2. definition=having power to arouse interest | examples=an attractive opportunity
3. definition=having the properties of a magnet; the ability to draw or pull | examples=an attractive force

reasoning_content:
 The user wants me to identify which numbered sense of "attractive" is used in the given sentence.

 Sentence: "It is not surprising that parents find this romantic extravagance so <t>attractive</t>."

 The word "attractive" here is describing "romantic extravagance" (likely referring to something like romantic gestures, proposals, or displays of affection).

 Let's look at the three senses:

 1. "pleasing to the eye or mind especially through beauty or charm" - This usually refers to physical appearance or aesthetic appeal. Example given is "a remarkably attractive young man."

 2. "having power to arouse interest" - This refers to something that draws interest or appeal, not necessarily physical beauty. Example: "an attractive opportunity."

 3. "having the properties of a magnet; the ability to draw or pull" - This is the literal physical meaning related to magnetism. Example: "an attractive force."

 In the sentence, parents find "romantic extravagance" attractive. This is not referring to physical beauty (though it could be, it's more likely referring to the appeal/interest of the concept), and it's definitely not referring to magnetism.

 "Romantic extravagance" refers to elaborate romantic gestures. Parents likely find this appealing or interesting - it arouses their interest or approval. So sense 2 seems most appropriate.

 Wait, let me reconsider. Could it be sense 1? "Pleasing to the mind" could fit, as the sentence says parents find it attractive - meaning they are drawn to it or pleased by it.

 But sense 2 "having power to arouse interest" seems more specific to abstract concepts like "romantic extravagance." The example "an attractive opportunity" parallels well with "romantic extravagance" as both are abstract concepts rather than physical entities.

 However, looking carefully at sense 1: "pleasing to the eye or mind especially through beauty or charm." The phrase "pleasing to the mind" could definitely apply here. Parents find this romantic extravagance pleasing to their minds (they approve of it, they like the idea).

 But sense 2 is "having power to arouse interest." Do parents find it interesting? Or do they find it appealing/charming?

 Let me look at the sentence structure again: "It is not surprising that parents find this romantic extravagance so attractive."

 This suggests that the thing (romantic extravagance) has qualities that make people want it or approve of it.

 In WordNet or similar lexical databases, sense 1 often covers general attractiveness (beautiful, charming), while sense 2 covers things that are attractive because they offer benefits or interest (like an investment opportunity).

 "Romantic extravagance" - if this refers to something like elaborate romantic proposals or gestures, parents might find it "attractive" in the sense that it appeals to them emotionally or they find it charming/beautiful (sense 1), OR in the sense that they find it appealing as a concept (sense 2).

 But given the examples:
 - Sense 1: "a remarkably attractive young man" (physical/visual attraction)
 - Sense 2: "an attractive opportunity" (appealing because of benefits/interest)
 - Sense 3: "an attractive force" (physics)

 "Romantic extravagance" is closest to "opportunity" in being an abstract concept rather than a person. However, "romantic" suggests emotion and charm, which aligns with sense 1's "charm."

 Actually, looking at standard dictionary definitions:
 Sense 1 usually = physically beautiful or pleasing in appearance
 Sense 2 usually = appealing, inviting, offering advantages

 In many lexical resources (like WordNet), "attractive" has:
 1. pleasing to the eye or mind especially through beauty or charm (vs. unattractive)
 2. having power to arouse interest (e.g., "an attractive opportunity")
 3. having the properties of a magnet (physics)

 Given "romantic extravagance," this is likely referring to elaborate romantic gestures being appealing or interesting to parents. But "romantic" implies emotional appeal and charm.

 However, the key distinction is usually:
 - Sense 1: aesthetic/emotional appeal (beauty, charm)
 - Sense 2: practical appeal (beneficial, interesting opportunity)

 Parents finding "romantic extravagance" attractive - are they attracted to it because it's beautiful/charming (sense 1) or because it's an interesting opportunity (sense 2)?

 Actually, "romantic extravagance" probably refers to things like fancy proposals, big romantic gestures, etc. Parents might find these "attractive" meaning they approve of them, they find the idea appealing.

 But looking at the example for sense 2: "an attractive opportunity" - this is about something that draws interest because of potential benefits.

 For "romantic extravagance," parents are likely not seeing it as an "opportunity" but rather as something aesthetically or emotionally pleasing - they like the romance, they find it charming.

 Wait, I should reconsider the context. The phrase is "It is not surprising that parents find this romantic extravagance so attractive." This sounds like it could be from a text discussing wedding proposals or romantic traditions. Parents find this attractive meaning they are favorably disposed toward it, they like it.

 In WordNet 3.0 or similar:
 attractive#1: pleasing to the eye or mind especially through beauty or charm (e.g., "a remarkably attractive young man")
 attractive#2: having power to arouse interest (e.g., "an attractive opportunity", "the job didn't offer attractive prospects")
 attractive#3: having the properties of a magnet

 Given "romantic extravagance" is an event/behavior, not a person, and the example for sense 1 is a person ("young man"), while sense 2 is about opportunities/prospects, I think the intended answer is likely sense 2.

 But I'm torn because "romantic extravagance" could be seen as charming (sense 1).

 However, looking at the exact wording of sense 1: "pleasing to the eye or mind especially through beauty or charm." The "especially" suggests the primary meaning is visual/beauty, though it can extend to the mind.

 Sense 2 is specifically about arousing interest.

 In many disambiguation tasks, "attractive" applied to abstract concepts like "proposal," "offer," "opportunity," "option" goes to sense 2, while applied to people or physical objects it goes to sense 1.

 "Romantic extravagance" is an abstract concept/event, so likely sense 2.

 But let me double-check. If the sentence was "She is attractive," it would clearly be sense 1. If the sentence was "The offer is attractive," it would clearly be sense 2.

 "Romantic extravagance" - is it more like a person (charming, beautiful) or more like an offer (appealing, interesting)?

 I think it's ambiguous, but given the options, and that "romantic extravagance" is not a physical thing you look at (though it could be visual), but rather a behavior or concept, and parents "find" it attractive (suggesting they are drawn to the idea), I lean toward sense 2.

 Actually, looking at the phrase again: "parents find this romantic extravagance so attractive." This could mean that parents find the idea of romantic extravagance appealing - they like it when people are romantically extravagant.

 This is similar to "an attractive opportunity" - it's something that has appeal.

 However, "romantic" often collocates with sense 1 (charm).

 But I think the safest answer is 2, because:
 1. The example for sense 1 is a person ("young man")
 2. "Romantic extravagance" is not primarily about visual beauty but about the concept/behavior
 3. Sense 2 covers general appeal and interest for non-physical things

 Wait, I should consider if there's any chance it's sense 3. No, definitely not about magnetism.

 So it's between 1 and 2.

 Upon reflection, in many lexical semantic datasets (like SemCor, WordNet), "attractive" when modifying things like "offer", "price", "investment", "prospect" is sense 2, while modifying people or places is sense 1.

 "Romantic extravagance" fits better with sense 2 as an abstract appealing quality, though it could arguably be sense 1 if emphasizing the charm.

 But given the strict separation where sense 1 = "pleasing to the eye" (beauty) + charm, and sense 2 = arousing interest, and the example for sense 1 is physical appearance ("young man"), I think the answer is 2.

 Final check: Could "romantic extravagance" be referring to something visual like decorations? Even so, finding it "attractive" in the sense of arousing interest (in having it for their own children, or approving of it) fits sense 2 well.

 I will go with 2.


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

Sentence: Fortunately, these <t>same</t> parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands.

Senses:
1. definition=same in identity | examples=the same man I saw yesterday
2. definition=closely similar or comparable in kind or quality or quantity or degree | examples=curtains the same color as the walls
3. definition=equal in amount or value | examples=like amounts
4. definition=unchanged in character or nature | examples=the village stayed the same

reasoning_content:
The user wants me to identify which numbered sense of "same" is used in the given sentence.

The sentence is: "Fortunately, these <t>same</t> parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands."

The senses are:
1. same in identity (the same man I saw yesterday)
2. closely similar or comparable in kind or quality or quantity or degree (curtains the same color as the walls)
3. equal in amount or value (like amounts)
4. unchanged in character or nature (the village stayed the same)

Let me analyze the usage in the sentence. The phrase is "these same parents".

In this context, "same" is referring to specific parents that were likely mentioned previously in the text (though we don't see the previous context, the use of "these" suggests reference to previously mentioned entities).

"These same parents" means the identical parents previously referred to - i.e., the same individuals in identity. This matches sense 1: "same in identity".

Sense 2 would be about similarity (like "the same color"), but here we're talking about the identical people.

Sense 3 is about equal amounts/values.

Sense 4 is about something remaining unchanged over time.

The phrase "these same parents" is referring to the identical parents previously mentioned, so it's sense 1.

Wait, let me double-check. Could it be sense 4? "Unchanged in character or nature"? No, that doesn't fit. The parents aren't being described as unchanged; they're being referred to as the identical ones previously mentioned.

Could it be sense 2? "Closely similar"? No, "these same parents" means the exact same individuals, not similar ones.

So it's definitely sense 1.

Actually, looking at the example for sense 1: "the same man I saw yesterday" - this is referring to identity, the identical person.

"These same parents" functions the same way - referring to the identical parents previously mentioned.

Therefore, the answer is 1.


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

Sentence: Fortunately, these same <t>parents</t> do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands.

Senses:
1. definition=a father or mother; one who begets or one who gives birth to or nurtures and raises a child; a relative who plays the role of guardian
2. definition=an organism (plant or animal) from which younger ones are obtained

reasoning_content:
The user wants me to identify which numbered sense of "parent" is used in the given sentence.

Sentence: "Fortunately, these same <t>parents</t> do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands."

Senses:
1. definition=a father or mother; one who begets or one who gives birth to or nurtures and raises a child; a relative who plays the role of guardian
2. definition=an organism (plant or animal) from which younger ones are obtained

In the sentence, "parents" refers to people who have children and want them to get an education. This clearly matches sense 1 (father or mother, one who raises a child). Sense 2 is the biological/organism sense, which doesn't fit here because the sentence talks about wanting their children to get a decent education and having common sense - these are human characteristics.

So the answer is 1.


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

Sentence: Fortunately, these same parents do <t>want</t> their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands.

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

reasoning_content:
The user wants me to identify which numbered sense of "want" is used in the given sentence.

The sentence is: "Fortunately, these same parents do <t>want</t> their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands."

Let me analyze the sentence:
- "these same parents do want their children to get a decent education"
- This means the parents desire or wish for their children to get a decent education.

Now let's look at the senses:

1. definition=feel or have a desire for; want strongly | examples=I want to go home now
   - This seems to fit. The parents desire/have a desire for their children to get an education.

2. definition=have need of | examples=This piano wants the attention of a competent tuner
   - This is an older/archaic usage where "want" means "needs" or "requires". The example shows "This piano wants the attention..." meaning the piano needs attention. This doesn't fit the sentence.

3. definition=hunt or look for; want for a particular reason | examples=Your former neighbor is wanted by the FBI
   - This is the sense used in "wanted by the police" - being sought after. Doesn't fit.

4. definition=wish or demand the presence of | examples=I want you here at noon!
   - This is about demanding someone's presence. While related to desire, the example "I want you here" is about presence/location. The sentence is about wanting an outcome (children getting education), not demanding presence. But this is close to sense 1. Let me reconsider.

Actually, looking at sense 4: "wish or demand the presence of" - the example is "I want you here at noon!" This is about wanting a person to be present.

Sense 1: "feel or have a desire for; want strongly" - example "I want to go home now" - this is about desiring an action or state.

In the target sentence: "want their children to get a decent education" - this is desiring that someone (their children) do something (get an education). This is closest to sense 1 - having a desire for something to happen.

Sense 4 seems more specific to demanding someone's physical presence ("I want you here"), whereas sense 1 is more general desire.

Sense 5: "be without, lack; be deficient in" - example "want courtesy" - this is the archaic usage meaning "lack" (as in "for want of"). Doesn't fit.

So the answer should be 1.

Wait, let me double-check sense 4. "wish or demand the presence of" - could "want their children to get a decent education" be interpreted as demanding the presence of their children... no, that doesn't make sense. It's about wanting an action/education for them.

Sense 1 is definitely the best fit: "feel or have a desire for" - the parents desire that their children get an education.

The structure "want [someone] to [verb]" is a standard construction for sense 1 (desiring an outcome).

Therefore, the answer is 1.


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

Sentence: Fortunately, these same parents do want their <t>children</t> to get a decent education as traditionally understood, and they have enough common sense to know what that demands.

Senses:
1. definition=a young person of either sex | examples=she writes books for children
2. definition=a human offspring (son or daughter) of any age | examples=they had three children
3. definition=an immature childish person | examples=he remained a child in practical matters as long as he lived
4. definition=a member of a clan or tribe | examples=the children of Israel

reasoning_content:
The user wants me to identify which numbered sense of "child" is used in the given sentence.

 Sentence: "Fortunately, these same parents do want their <t>children</t> to get a decent education as traditionally understood, and they have enough common sense to know what that demands."

 The word "children" is marked with <t> tags.

 Let me analyze the context:
 - "these same parents" - indicates we are talking about parents and their offspring
 - "want their children to get a decent education" - parents want their offspring to be educated
 - "traditionally understood" - referring to the traditional concept of education for young people/offspring

 Now let's look at the senses:

 1. "a young person of either sex" - examples: "she writes books for children"
    - This is a general sense referring to young people collectively, not necessarily specific offspring of particular parents.

 2. "a human offspring (son or daughter) of any age" - examples: "they had three children"
    - This refers to the relationship of being someone's son or daughter. The phrase "their children" strongly suggests this sense - it refers to the offspring of these specific parents.

 3. "an immature childish person" - examples: "he remained a child in practical matters"
    - This is a metaphorical or descriptive sense about behavior/mental state, not biological relationship.

 4. "a member of a clan or tribe" - examples: "the children of Israel"
    - This is a biblical/figurative sense referring to descendants or members of a group.

 In the sentence, "their children" clearly refers to the offspring of "these same parents." This matches sense 2: "a human offspring (son or daughter) of any age."

 While sense 1 could potentially work (young people), the possessive "their" makes it clear we are talking about the parents' own offspring, which is exactly what sense 2 describes.

 Sense 2 explicitly mentions "offspring" and gives the example "they had three children" which parallels "their children" in the target sentence.

 Therefore, the answer is 2.