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

[User]
Target lemma: produce
Target surface form: produce
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way <t>produce</t> students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=produce%2:36:02:: | definition=bring forth or yield | synonyms=bring forth | examples=The tree would not produce fruit
2. sense_key=produce%2:36:00:: | definition=create or manufacture a man-made product | synonyms=make, create | examples=We produce more cars than we can sell; The company has been making toys for two centuries
3. sense_key=produce%2:36:03:: | definition=cause to happen, occur or exist | synonyms=bring about, give rise | examples=This procedure produces a curious effect; The new law gave rise to many complaints
4. sense_key=produce%2:39:01:: | definition=bring out for display | synonyms=bring forth | examples=The proud father produced many pictures of his baby; The accused brought forth a letter in court that he claims exonerates him
5. sense_key=produce%2:36:05:: | definition=cultivate by growing, often involving improvements by means of agricultural techniques | synonyms=grow, raise, farm | examples=The Bordeaux region produces great red wines; They produce good ham in Parma
6. sense_key=produce%2:39:00:: | definition=bring onto the market or release | synonyms=bring on, bring out | examples=produce a movie; bring out a book
7. sense_key=produce%2:29:00:: | definition=come to have or undergo a change of (physical features and attributes) | synonyms=grow, develop, get, acquire | examples=He grew a beard; The patient developed abdominal pains

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

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

reasoning_content:
*   Target lemma: `produce`
    *   Target surface form: `produce`
    *   Context: "Schools that are structured in this way <t>produce</t> students with higher morale and superior academic performance."

    *   Sense 1: `bring forth or yield` (e.g., tree producing fruit).
    *   Sense 2: `create or manufacture a man-made product` (e.g., produce cars).
    *   Sense 3: `cause to happen, occur or exist` (e.g., procedure produces a curious effect).
    *   Sense 4: `bring out for display` (e.g., produced pictures of his baby).
    *   Sense 5: `cultivate by growing` (e.g., Bordeaux produces red wines).
    *   Sense 6: `bring onto the market or release` (e.g., produce a movie).
    *   Sense 7: `come to have or undergo a change of (physical features and attributes)` (e.g., grew a beard).

    *   The sentence says: "Schools that are structured in this way produce students with higher morale and superior academic performance."
    *   The "production" here isn't manufacturing students (Sense 2), growing them like crops (Sense 5), or displaying them (Sense 4).
    *   It's about the *result* of the school's structure. The structure *causes* the students to have higher morale and better performance.
    *   Comparing Sense 1 and Sense 3:
        *   Sense 1 (`bring forth or yield`) is often used for natural products (fruit).
        *   Sense 3 (`cause to happen, occur or exist`) fits the idea of a system (school structure) leading to a specific outcome (students with higher morale/performance).

    *   "Schools... produce students with higher morale..."
    *   Does the school *create* the students? No.
    *   Does the school *cause* the students to have these qualities? Yes.
    *   Sense 3: "cause to happen, occur or exist" (synonyms: bring about, give rise).
    *   Example for Sense 3: "This procedure produces a curious effect." (The school structure is like the procedure; the students' morale/performance is like the effect).

    *   Sense 1: "The tree would not produce fruit." (Natural yield).
    *   Sense 2: "We produce more cars than we can sell." (Manufacturing).
    *   Sense 3: "This procedure produces a curious effect." (Causation/Result).
    *   Sense 5: "The Bordeaux region produces great red wines." (Agricultural).

    The context "produce students with higher morale and superior academic performance" describes a causal relationship between the school's structure and the resulting state of the students. This aligns best with Sense 3.


attempt_kind: initial

status: success

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

[User]
Target lemma: student
Target surface form: students
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce <t>students</t> with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

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

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

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

finish_reason: stop

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

role: assistant

reasoning_content:
*   Target lemma: `student`
    *   Target surface form: `students`
    *   Context: The text discusses American students' performance in math tests, the influence of "New Math," school principals' authority, and how structured schools produce "students with higher morale and superior academic performance."
    *   Candidate senses:
        1.  `student%1:18:00::`: a learner who is enrolled in an educational institution (synonyms: pupil, educatee).
        2.  `student%1:18:01::`: a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines (synonyms: scholar, scholarly person, bookman).

    *   The context mentions "American students," "math tests," "textbooks and teaching methods," "students who cannot add or subtract," "schools," "principals," "curriculum," and "student discipline."
    *   The specific sentence containing the target word is: "Schools that are structured in this way produce <t>students</t> with higher morale and superior academic performance."
    *   In this context, "students" clearly refers to the learners enrolled in the schools, not learned scholars or masters of a discipline.

    *   Sense 1: Learner enrolled in an educational institution. (Fits perfectly)
    *   Sense 2: Learned person/scholar. (Does not fit)

    *   The best sense is index 1.

currency: USD

source: unavailable


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

[User]
Target lemma: high
Target surface form: higher
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with <t>higher</t> morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=high%3:00:02:: | definition=greater than normal in degree or intensity or amount | examples=a high temperature; a high price
2. sense_key=high%3:00:01:: | definition=(literal meaning) being at or having a relatively great or specific elevation or upward extension (sometimes used in combinations like `knee-high') | examples=a high mountain; high ceilings
3. sense_key=high%5:00:00:superior:01 | definition=standing above others in quality or position | synonyms=eminent | examples=people in high places; the high priest
4. sense_key=high%3:00:03:: | definition=used of sounds and voices; high in pitch or frequency | synonyms=high-pitched
5. sense_key=high%5:00:00:elated:00 | definition=happy and excited and energetic | synonyms=in high spirits
6. sense_key=high%5:00:00:malodorous:00 | definition=(used of the smell of meat) smelling spoiled or tainted | synonyms=gamey, gamy
7. sense_key=high%5:00:00:intoxicated:00 | definition=slightly and pleasantly intoxicated from alcohol or a drug (especially marijuana) | synonyms=mellow

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

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

reasoning_content:
*   Target lemma: `high`
    *   Target surface form: `higher`
    *   Context: "Schools that are structured in this way produce students with <t>higher</t> morale and superior academic performance."

    *   Sense 1: `greater than normal in degree or intensity or amount` (e.g., high temperature, high price).
    *   Sense 2: `(literal meaning) being at or having a relatively great or specific elevation or upward extension` (e.g., high mountain).
    *   Sense 3: `standing above others in quality or position` (e.g., people in high places).
    *   Sense 4: `used of sounds and voices; high in pitch or frequency` (e.g., high-pitched).
    *   Sense 5: `happy and excited and energetic` (e.g., in high spirits).
    *   Sense 6: `(used of the smell of meat) smelling spoiled or tainted`.
    *   Sense 7: `slightly and pleasantly intoxicated from alcohol or a drug`.

    *   The phrase is "higher morale".
    *   "Morale" refers to the confidence, enthusiasm, and discipline of a person or group.
    *   "Higher morale" means a greater degree or intensity of morale.

    *   Sense 1 (greater than normal in degree or intensity or amount) fits perfectly. Morale is an abstract quality measured in degree/intensity.
    *   Sense 2 (elevation) is literal/physical. Incorrect.
    *   Sense 3 (superior quality/position) usually refers to rank or status (e.g., high priest). While "superior academic performance" follows, "higher morale" describes the *amount* or *level* of morale.
    *   Sense 4 (pitch) is for sound. Incorrect.
    *   Sense 5 (elated) is a state of being, but "higher morale" describes the level of the collective spirit, not necessarily that the students *are* "high" (elated) in the sense of a temporary mood. However, "high spirits" is a synonym for elated. But "higher morale" is a comparative of degree.
    *   Sense 6 (smell) is incorrect.
    *   Sense 7 (intoxicated) is incorrect.

    *   "Higher morale" $\rightarrow$ a greater degree of morale.
    *   Sense 1: "greater than normal in degree or intensity or amount". This is the standard way to describe levels of morale, temperature, prices, etc.


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

[User]
Target lemma: morale
Target surface form: morale
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher <t>morale</t> and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=morale%1:26:00:: | definition=a state of individual psychological well-being based upon a sense of confidence and usefulness and purpose
2. sense_key=morale%1:07:00:: | definition=the spirit of a group that makes the members want the group to succeed | synonyms=esprit de corps, team spirit

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

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

reasoning_content:
*   Target lemma: `morale`
    *   Target surface form: `morale`
    *   Context: "Schools that are structured in this way produce students with higher <t>morale</t> and superior academic performance."
    *   Candidate senses:
        1.  `morale%1:26:00::`: a state of individual psychological well-being based upon a sense of confidence and usefulness and purpose.
        2.  `morale%1:07:00::`: the spirit of a group that makes the members want the group to succeed (synonyms: esprit de corps, team spirit).

    *   The sentence discusses students in schools.
    *   It mentions that schools with powerful heads and clear accountability produce students with "higher morale and superior academic performance."
    *   Is this referring to the *individual* psychological well-being/confidence of the students (Sense 1) or the *collective* spirit/team spirit of the student body (Sense 2)?
    *   Usually, when talking about students' morale in the context of academic performance and school structure, it refers to their individual motivation, confidence, and psychological state (Sense 1). While "morale" can be collective, "students with higher morale" suggests the state of the individuals within that group.
    *   Sense 2 (esprit de corps) is more about group cohesion and wanting the *group* to succeed (like a sports team or a military unit). While students can have this, the context of "academic performance" usually links back to individual confidence and purpose.

    *   Sense 1: Individual psychological well-being, confidence, purpose.
    *   Sense 2: Group spirit, esprit de corps.
    *   "Students with higher morale" -> This phrasing typically refers to the general mood or confidence level of the individuals. If it were Sense 2, it would more likely be "the students' morale" (as a collective noun) or "a high sense of esprit de corps among the students."

    *   The context is about the effectiveness of school management leading to better student outcomes. Higher individual morale (confidence, purpose) is a direct driver of superior academic performance.

    *   Sense 1 fits better as it describes the psychological state of the students.


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

[User]
Target lemma: superior
Target surface form: superior
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and <t>superior</t> academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=superior%3:00:02:: | definition=of high or superior quality or performance | examples=superior wisdom derived from experience; superior math students
2. sense_key=superior%3:00:01:: | definition=of or characteristic of high rank or importance | examples=a superior ruler
3. sense_key=superior%5:00:00:dominant:01 | definition=(sometimes followed by `to') not subject to or influenced by | examples=overcome by a superior opponent; trust magnates who felt themselves superior to law
4. sense_key=superior%3:00:00:: | definition=written or printed above and to one side of another character | synonyms=superscript
5. sense_key=superior%3:00:03:: | definition=having an orbit farther from the sun than the Earth's orbit | examples=Mars and Jupiter are the closest in of the superior planets
6. sense_key=superior%5:00:00:senior:00 | definition=having a higher rank | synonyms=ranking, higher-ranking | examples=superior officer
7. sense_key=superior%5:00:00:unaffected:00 | definition=(often followed by `to') above being affected or influenced by | examples=he is superior to fear; an ignited firework proceeds superior to circumstances until its blazing vitality fades

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

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

reasoning_content:
*   Target lemma: `superior`
    *   Target surface form: `superior`
    *   Context: "...Schools that are structured in this way produce students with higher morale and <t>superior</t> academic performance."
    *   Candidate senses:
        1.  `superior%3:00:02`: of high or superior quality or performance (Example: superior math students)
        2.  `superior%3:00:01`: of or characteristic of high rank or importance (Example: a superior ruler)
        3.  `superior%5:00:00:dominant:01`: not subject to or influenced by (Example: superior opponent)
        4.  `superior%3:00:00`: written or printed above (superscript)
        5.  `superior%3:00:03`: orbit farther from the sun
        6.  `superior%5:00:00:senior:00`: having a higher rank (Example: superior officer)
        7.  `superior%5:00:00:unaffected:00`: above being affected or influenced by (Example: superior to fear)

    *   The phrase is "superior academic performance".
    *   "Academic performance" refers to how well students do in school.
    *   "Superior" here means "better than average" or "of high quality".

    *   Sense 1: "of high or superior quality or performance". This matches "superior academic performance" perfectly. The example "superior math students" is also very close.
    *   Sense 2: "high rank or importance". Not about rank, but about quality of performance.
    *   Sense 3: "not subject to or influenced by". Doesn't fit.
    *   Sense 4: "superscript". Doesn't fit.
    *   Sense 5: "orbit farther from the sun". Doesn't fit.
    *   Sense 6: "having a higher rank". Doesn't fit.
    *   Sense 7: "above being affected or influenced by". Doesn't fit.

    *   Sense 1 is the only one that describes quality or performance.


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

[User]
Target lemma: academic
Target surface form: academic
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior <t>academic</t> performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

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

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

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

reasoning_content:
*   Target lemma: `academic`
    *   Target surface form: `academic`
    *   Context: "...Schools that are structured in this way produce students with higher morale and superior <t>academic</t> performance."
    *   Candidate senses:
        1.  `academic%3:01:00::`: associated with academia or an academy (e.g., academic curriculum, academic gowns).
        2.  `academic%5:00:00:theoretical:01`: hypothetical or theoretical and not expected to produce an immediate or practical result (e.g., academic discussion, academic question).
        3.  `academic%5:00:00:scholarly:00`: marked by a narrow focus on or display of learning especially its trivial aspects (synonyms: donnish, pedantic).

    *   The sentence is: "Schools that are structured in this way produce students with higher morale and superior academic performance."
    *   "Academic performance" refers to how well students are doing in their schoolwork, tests, and overall learning within the educational system.

    *   Sense 1: "associated with academia or an academy". This fits perfectly. "Academic performance" is performance associated with the academy/schooling.
    *   Sense 2: "hypothetical or theoretical". This does not fit. The performance isn't "hypothetical"; it's actual performance in school.
    *   Sense 3: "marked by a narrow focus on or display of learning especially its trivial aspects" (pedantic). This does not fit. "Academic performance" isn't describing a pedantic style of learning.

    *   Sense 1 is the correct choice.


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

[User]
Target lemma: performance
Target surface form: performance
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic <t>performance</t>. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=performance%1:10:00:: | definition=a dramatic or musical entertainment | synonyms=public presentation | examples=they listened to ten different performances; the play ran for 100 performances
2. sense_key=performance%1:04:01:: | definition=the act of presenting a play or a piece of music or other entertainment | examples=we congratulated him on his performance at the rehearsal; an inspired performance of Mozart's C minor concerto
3. sense_key=performance%1:04:00:: | definition=the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it | synonyms=execution, carrying out, carrying into action | examples=they criticised his performance as mayor; experience generally improves performance
4. sense_key=performance%1:04:03:: | definition=any recognized accomplishment | examples=they admired his performance under stress; when Roger Maris powered four home runs in one game his performance merits awe
5. sense_key=performance%1:22:00:: | definition=process or manner of functioning or operating | synonyms=operation, functioning | examples=the power of its engine determines its operation; the plane's operation in high winds

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

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

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

reasoning_content:
*   Target lemma: `performance`
    *   Context: "...Schools that are structured in this way produce students with higher morale and superior academic <t>performance</t>."
    *   Meaning: In this context, "academic performance" refers to how well students are doing in school (grades, test scores, achievement).

    *   Sense 1: `performance%1:10:00::` - a dramatic or musical entertainment (e.g., a play). -> *Incorrect.*
    *   Sense 2: `performance%1:04:01::` - the act of presenting a play or piece of music. -> *Incorrect.*
    *   Sense 3: `performance%1:04:00::` - the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it. Synonyms: execution, carrying out. Example: "experience generally improves performance". -> *Strong candidate.*
    *   Sense 4: `performance%1:04:03::` - any recognized accomplishment. Example: "his performance under stress". -> *Possible, but usually refers to a specific event/feat rather than a general level of achievement.*
    *   Sense 5: `performance%1:22:00::` - process or manner of functioning or operating. Synonyms: operation, functioning. Example: "the power of its engine determines its operation". -> *Incorrect (usually for machines/systems).*

    *   "Academic performance" is a standard phrase meaning how well a student performs tasks, takes tests, and achieves goals in an educational setting.
    *   Sense 3 defines it as "the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it." This fits perfectly with the idea of applying knowledge in school to achieve results.
    *   Sense 4 ("recognized accomplishment") is more about a specific instance of success (like the home run example).
    *   Sense 3 is the general sense of "how well one does a task/job/role."

    *   Sense 3: "the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it". This aligns with "academic performance" (the application of knowledge to achieve success in school).


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

[User]
Target lemma: fact
Target surface form: fact
Context:
Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a <t>fact</t> -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest.

Candidate senses:
1. sense_key=fact%1:09:01:: | definition=a piece of information about circumstances that exist or events that have occurred | examples=first you must collect all the facts of the case
2. sense_key=fact%1:10:01:: | definition=a statement or assertion of verified information about something that is the case or has happened | examples=he supported his argument with an impressive array of facts
3. sense_key=fact%1:26:01:: | definition=an event known to have happened or something known to have existed | examples=your fears have no basis in fact; how much of the story is fact and how much fiction is hard to tell
4. sense_key=fact%1:09:02:: | definition=a concept whose truth can be proved | examples=scientific hypotheses are not facts

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

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

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

reasoning_content:
*   Target lemma: `fact`
    *   Target surface form: `fact`
    *   Context: "Schools that are structured in this way produce students with higher morale and superior academic performance. This is a <t>fact</t> -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it."

    *   Sense 1: `fact%1:09:01::` - a piece of information about circumstances that exist or events that have occurred. (Focus: piece of information)
    *   Sense 2: `fact%1:10:01::` - a statement or assertion of verified information about something that is the case or has happened. (Focus: statement/assertion)
    *   Sense 3: `fact%1:26:01::` - an event known to have happened or something known to have existed. (Focus: reality/truth vs fiction)
    *   Sense 4: `fact%1:09:02::` - a concept whose truth can be proved. (Focus: provable concept, often in scientific context)

    *   The sentence says: "Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact..."
    *   The author is asserting that the preceding statement (about school structure and performance) is true/a reality.
    *   It's not just a "piece of information" (Sense 1) or a "statement" (Sense 2), but rather the *truth* of the matter.
    *   Sense 3 ("something known to have existed" or "basis in fact") often contrasts fact with fiction or opinion.
    *   Sense 4 ("a concept whose truth can be proved") fits well when talking about empirical evidence or scientific facts.

    *   Sense 1: "piece of information" - too narrow.
    *   Sense 2: "statement or assertion" - the author is saying the *proposition* is a fact, not just that the *sentence* is a statement.
    *   Sense 3: "something known to have existed" - this is often used for "the facts of the case" or "basis in fact".
    *   Sense 4: "a concept whose truth can be proved" - the author is claiming that the correlation between school structure and performance is a provable truth (citing "Study after study").

    *   Wait, let's look at Sense 3 again: "an event known to have happened or something known to have existed".
    *   Let's look at Sense 4 again: "a concept whose truth can be proved".
    *   The context "Study after study... tells us" suggests that the author believes this is a provable, empirical truth.
    *   However, in common usage, "This is a fact" often means "This is the truth" or "This is a reality".
    *   Comparing Sense 3 and Sense 4:
        *   Sense 3: "your fears have no basis in fact" (fact = reality).
        *   Sense 4: "scientific hypotheses are not facts" (fact = proven concept).
    *   The author is presenting a claim based on studies. This aligns closely with the idea of a provable concept/empirical truth.

    *   Sense 1: piece of information.
    *   Sense 2: statement of information.
    *   Sense 3: something known to have existed (reality).
    *   Sense 4: a concept whose truth can be proved.

    In the sentence "This is a fact", the author is referring to the *proposition* that "Schools that are structured in this way produce students with higher morale and superior academic performance." He is asserting that this proposition is true/proven.

    If we look at the examples:
    Sense 3: "how much of the story is fact and how much fiction" -> Fact as reality/truth.
    Sense 4: "scientific hypotheses are not facts" -> Fact as a proven concept.

    The author's claim is based on "Study after study", making it an empirical claim. This leans toward Sense 4. However, "This is a fact" is a very common way to say "This is true" (Sense 3).

    Let's re-evaluate Sense 3: "something known to have existed". Does the "production of students with higher morale" count as "something known to have existed"? Yes, as a state of affairs.

    Let's re-evaluate Sense 4: "a concept whose truth can be proved". Is the claim a "concept"? Not really, it's a proposition.

    Actually, looking at WordNet's typical distinctions:
    - `fact%1:09:01` (piece of info)
    - `fact%1:10:01` (statement)
    - `fact%1:26:01` (reality/truth)
    - `fact%1:09:02` (proven concept)

    "This is a fact" usually maps to the "reality/truth" sense (Sense 3) or the "proven concept" sense (Sense 4). Given the context of "Study after study", the author is emphasizing the *provability* or *empirical evidence* of the claim.

    Let's check Sense 3 again: "your fears have no basis in fact". This means the fears are not based on reality.
    The author says "This is a fact", meaning "This is reality".

    Let's check Sense 4 again: "scientific hypotheses are not facts". This means they aren't proven yet.
    The author says "This is a fact", meaning "This has been proven (by studies)".

    Between 3 and 4, 4 feels slightly more precise for a claim backed by studies, but 3 is the broader "truth" sense. However, "a concept whose truth can be proved" (Sense 4) fits the "Study after study" context very well.

    Wait, let me look at the senses again.
    1. piece of information
    2. statement
    3. event known to have happened / something known to have existed
    4. concept whose truth can be proved

    "Schools... produce students with higher morale... This is a fact."
    Is the "production of students" an "event known to have happened" or "something known to have existed"? It's more of a general truth/principle than a specific event.
    Is it a "concept whose truth can be proved"? Yes, the idea that school structure affects performance is a concept/proposition that can be proven.

    Let's double-check Sense 3's "something known to have existed". This is often used for "the facts of the case".
    Sense 4's "concept whose truth can be proved" is often used for scientific facts.

    The author is citing the Brookings Institution and "study after study", which is an appeal to empirical, scientific-style evidence. This strongly points to Sense 4.

    *Self-Correction:* Let me search for "This is a fact" in WSD datasets. Often, "This is a fact" refers to the truth of the preceding statement.
    If the preceding statement is "The earth is round", that's a fact (Sense 4).
    If the preceding statement is "He was born in 1950", that's a fact (Sense 1 or 3).

    The statement "Schools that are structured in this way produce students with higher morale and superior academic performance" is a general claim about how the world works, not a specific event. Therefore, Sense 4 (a provable concept/general truth) is a better fit than Sense 3 (a specific event/existence).

    Sense 1: piece of information (too specific)
    Sense 2: statement (the author is talking about the truth of the statement, not the statement itself)
    Sense 3: event/existence (too specific to events)
    Sense 4: provable concept (fits general empirical truths)

    The context "Study after study... tells us" reinforces that this is a provable truth.


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

[User]
Target lemma: ruffle
Target surface form: ruffled
Context:
Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are <t>ruffled</t> by this fact, it is not surprising that one hears so little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest.

Candidate senses:
1. sense_key=ruffle%2:38:00:: | definition=stir up (water) so as to form ripples | synonyms=ripple, riffle, cockle, undulate
2. sense_key=ruffle%2:37:00:: | definition=trouble or vex | examples=ruffle somebody's composure
3. sense_key=ruffle%2:38:01:: | definition=to walk with a lofty proud gait, often in an attempt to impress others | synonyms=tittup, swagger, prance, strut, sashay, cock | examples=He struts around like a rooster in a hen house
4. sense_key=ruffle%2:37:01:: | definition=discompose | examples=This play is going to ruffle some people; She has a way of ruffling feathers among her colleagues
5. sense_key=ruffle%2:35:03:: | definition=twitch or flutter | synonyms=flick, riffle | examples=the paper flicked
6. sense_key=ruffle%2:35:04:: | definition=mix so as to make a random order or arrangement | synonyms=shuffle, mix | examples=shuffle the cards
7. sense_key=ruffle%2:35:01:: | definition=erect or fluff up | synonyms=fluff | examples=the bird ruffled its feathers
8. sense_key=ruffle%2:35:02:: | definition=disturb the smoothness of | synonyms=ruffle up, rumple, mess up | examples=ruffle the surface of the water
9. sense_key=ruffle%2:35:00:: | definition=pleat or gather into a ruffle | synonyms=pleat | examples=ruffle the curtain fabric

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

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

reasoning_content:
*   Target lemma: `ruffle`
    *   Target surface form: `ruffled`
    *   Context: "...though, in view of all the feathers that are <t>ruffled</t> by this fact, it is not surprising that one hears so little about it."
    *   Candidate senses:
        1.  Stir up water (ripples).
        2.  Trouble or vex.
        3.  Walk with a lofty proud gait.
        4.  Discompose (Example: "She has a way of ruffling feathers among her colleagues").
        5.  Twitch or flutter.
        6.  Mix/shuffle.
        7.  Erect or fluff up (Example: "the bird ruffled its feathers").
        8.  Disturb smoothness.
        9.  Pleat or gather.

    *   The phrase is "feathers that are ruffled by this fact".
    *   This is a common idiom: "to ruffle someone's feathers".
    *   Meaning: To annoy, upset, or discompose someone.

    *   Sense 2: "trouble or vex" (general).
    *   Sense 4: "discompose" (Example: "She has a way of ruffling feathers among her colleagues").
    *   Sense 7: "erect or fluff up" (literal meaning for birds).

    *   Sense 4 specifically mentions "ruffling feathers among her colleagues" in its examples.
    *   The context "feathers that are ruffled by this fact" is a metaphorical use of the phrase, meaning people are upset or discomposed by the fact.
    *   Sense 4 is the most precise match for the idiomatic usage "ruffle feathers".

    *   Sense 2 is "trouble or vex".
    *   Sense 4 is "discompose" and explicitly lists the "ruffling feathers" example.
    *   In WordNet, "ruffle feathers" is almost always mapped to the sense of discomposing or upsetting.

    *   The context is clearly the idiom "ruffle feathers".
    *   Sense 4's example "She has a way of ruffling feathers among her colleagues" matches perfectly.


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

[User]
Target lemma: fact
Target surface form: fact
Context:
Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this <t>fact</t>, it is not surprising that one hears so little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest.

Candidate senses:
1. sense_key=fact%1:09:01:: | definition=a piece of information about circumstances that exist or events that have occurred | examples=first you must collect all the facts of the case
2. sense_key=fact%1:10:01:: | definition=a statement or assertion of verified information about something that is the case or has happened | examples=he supported his argument with an impressive array of facts
3. sense_key=fact%1:26:01:: | definition=an event known to have happened or something known to have existed | examples=your fears have no basis in fact; how much of the story is fact and how much fiction is hard to tell
4. sense_key=fact%1:09:02:: | definition=a concept whose truth can be proved | examples=scientific hypotheses are not facts

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

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

reasoning_content:
*   Target lemma: `fact`
    *   Target surface form: `fact`
    *   Context: "Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this <t>fact</t>, it is not surprising that one hears so little about it."

    *   Sense 1: `fact%1:09:01::` - a piece of information about circumstances that exist or events that have occurred. (Focus: piece of information)
    *   Sense 2: `fact%1:10:01::` - a statement or assertion of verified information about something that is the case or has happened. (Focus: statement/assertion)
    *   Sense 3: `fact%1:26:01::` - an event known to have happened or something known to have existed. (Focus: reality/truth vs fiction)
    *   Sense 4: `fact%1:09:02::` - a concept whose truth can be proved. (Focus: provable concept, often in scientific context)

    *   The sentence says: "Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact..."
    *   The author is asserting that the preceding statement (about school structure and performance) is true/a reality.
    *   "...in view of all the feathers that are ruffled by this fact..."
    *   The "fact" here refers to the *truth* or the *reality* of the situation described.

    *   Sense 1 (piece of information) is close, but "this is a fact" usually refers to the truth of the claim.
    *   Sense 2 (statement or assertion) is very tempting because the author just made a statement. However, "this is a fact" usually means "this statement is true," not "this is a statement."
    *   Sense 3 (something known to have existed/happened; reality vs fiction) fits well. "Your fears have no basis in fact" means they aren't based on reality. Here, the author is saying the claim is based in reality.
    *   Sense 4 (concept whose truth can be proved) is often used for scientific laws. While the author mentions "Study after study," the usage "This is a fact" in this rhetorical context usually points to the reality of the situation.

    *   "This is a fact" -> "This [the situation described] is a reality/truth."
    *   Comparing Sense 2 and Sense 3:
        *   Sense 2: "a statement or assertion of verified information". If the author meant Sense 2, they would be saying "This [sentence] is a statement of verified information."
        *   Sense 3: "something known to have existed [or be the case]". If the author meant Sense 3, they would be saying "This [the phenomenon] is something known to be the case."
    *   In the phrase "basis in fact" (Sense 3 example), "fact" means reality. In "This is a fact," the author is asserting the reality of the claim.

    *   Sense 1: piece of information.
    *   Sense 2: statement/assertion.
    *   Sense 3: reality/truth.
    *   Sense 4: provable concept.

    The author is arguing that the correlation between school structure and performance is a reality (Sense 3), not just a statement (Sense 2) or a piece of information (Sense 1).

    Wait, let's look at Sense 3 again: "an event known to have happened or something known to have existed".
    Let's look at Sense 2 again: "a statement or assertion of verified information about something that is the case or has happened".

    Actually, "This is a fact" often refers to the *statement* being a factual one.
    Example: "The earth is round. This is a fact."
    Is "This" referring to the sentence (the statement) or the state of the earth being round (the reality)?
    Usually, it refers to the truth of the proposition.

    Let's re-evaluate Sense 3: "something known to have existed".
    Let's re-evaluate Sense 2: "a statement or assertion of verified information".

    If I say "It is a fact that the earth is round," "fact" refers to the statement/proposition.
    If I say "The facts of the case," "fact" refers to the pieces of information (Sense 1).
    If I say "based on fact," "fact" refers to reality (Sense 3).

    In "This is a fact," "this" refers to the preceding sentence: "Schools that are structured in this way produce students with higher morale and superior academic performance."
    The author is saying that this *proposition* is a fact.

    Looking at the examples for Sense 2: "he supported his argument with an impressive array of facts". These are statements/assertions of verified information.
    Looking at the examples for Sense 3: "your fears have no basis in fact". This means they have no basis in reality.

    In the context "This is a fact -- though... feathers that are ruffled by this fact", the author is treating the *truth* of the claim as the "fact".

    Let's check Sense 3 again: "something known to have existed". This is very close to "reality".
    Let's check Sense 2 again: "a statement or assertion of verified information".

    If the author says "This is a fact," they are asserting that the statement is true. The "fact" is the truth of the matter.

    Let's compare:
    1. Piece of information (Sense 1)
    2. Statement of verified information (Sense 2)
    3. Something known to have existed/happened (Sense 3)
    4. Provable concept (Sense 4)

    In "This is a fact," the word "fact" is often used as a synonym for "truth" or "reality." Sense 3 ("something known to have existed") is the closest to "reality."

    Wait, let's look at Sense 2 again. "a statement or assertion of verified information". If the author says "This is a fact," they are calling the preceding statement a "statement of verified information." This is a very common way to use the word.

    Let's look at the "feathers that are ruffled by this fact" part. People aren't ruffled by the *statement* itself, but by the *reality* that the statement describes. This points more towards Sense 3.

    Sense 3: "something known to have existed" (reality).
    Sense 2: "a statement or assertion" (the words used to describe the reality).

    If the reality ruffles feathers, then "fact" = reality (Sense 3).

    Let's double-check Sense 3's example: "your fears have no basis in fact". This means the fears are not based on reality.
    In the target text: "feathers that are ruffled by this fact". This means the feathers are ruffled by the reality of the situation.

    Therefore, Sense 3 is the best fit.


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

[User]
Target lemma: one
Target surface form: one
Context:
Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that <t>one</t> hears so little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest.

Candidate senses:
1. sense_key=one%1:23:00:: | definition=the smallest whole number or a numeral representing this number | synonyms=1, I, ace, single, unity | examples=he has the one but will need a two and three to go with it; they had lunch at one
2. sense_key=one%1:09:00:: | definition=a single person or thing | examples=he is the best one; this is the one I ordered

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

raw_output:
```json
{"sense_index": 2}
```

content:
```json
{"sense_index": 2}
```

reasoning_content:
*   Target lemma: "one"
    *   Target surface form: "one"
    *   Context: "...it is not surprising that <t>one</t> hears so little about it."
    *   Candidate senses:
        1.  `one%1:23:00::`: the smallest whole number or a numeral representing this number.
        2.  `one%1:09:00::`: a single person or thing.

    *   The sentence is: "...it is not surprising that one hears so little about it."
    *   In this context, "one" is used as an impersonal pronoun referring to people in general (anyone, a person).

    *   Sense 1: "the smallest whole number or a numeral representing this number" (Numerical value). This doesn't fit.
    *   Sense 2: "a single person or thing" (Indefinite pronoun/referent). This is closer, as "one" refers to a person.

    *Wait*, let me re-examine the candidate senses provided.
    Sense 1: Number 1.
    Sense 2: A single person or thing.

    Is there a sense for "one" as an impersonal pronoun?
    Usually, in WordNet, "one" as an impersonal pronoun (meaning "a person") is listed. Let's look at the provided options again.
    Sense 1: `one%1:23:00::` (Number)
    Sense 2: `one%1:09:00::` (A single person or thing)

    In the sentence "one hears so little about it", "one" means "a person" or "people in general".
    Between "the smallest whole number" and "a single person or thing", "a single person or thing" is the only one that fits the usage of "one" as a pronoun referring to a person.

    *   Sense 1: Number 1. (Incorrect)
    *   Sense 2: A single person or thing. (Correct - fits the pronoun usage "one hears").

    Wait, let me double-check if there's a more specific sense for the impersonal pronoun "one".
    WordNet often has:
    - `one%1:09:00` (a single person or thing)
    - `one%1:23:00` (the number 1)

    In the context "one hears so little about it", "one" is an indefinite pronoun. Sense 2 ("a single person or thing") covers this usage.

    Context: "...it is not surprising that one hears so little about it."
    "One" = a person.
    Sense 2 = "a single person or thing".
    This matches.


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

[User]
Target lemma: so
Target surface form: so
Context:
Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears <t>so</t> little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest.

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

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

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

reasoning_content:
*   Target lemma: "so"
    *   Target surface form: "so"
    *   Context: "...it is not surprising that one hears <t>so</t> little about it."

    *   The phrase is "so little".
    *   "Little" is an adjective/determiner indicating a small amount.
    *   "So" is modifying "little".
    *   Meaning: "to such a great extent" or "very".

    *   Sense 1: "to a very great extent or degree" (Example: "the idea is so obvious; never been so happy") - This fits perfectly. "So little" means "to a very great extent, little" (i.e., very little).
    *   Sense 2: "in a manner that facilitates" (Example: "so he could describe") - Doesn't fit.
    *   Sense 3: "in such a condition or manner" (Example: "remain so") - Doesn't fit.
    *   Sense 4: "to a certain unspecified extent or degree" (Example: "can only go so far") - This usually implies a limit ("only so far"). Not the case here.
    *   Sense 5: "in the same way; also" (Example: "so was he") - Doesn't fit.
    *   Sense 6: "in the way indicated" (Example: "hold the brush so") - Doesn't fit.
    *   Sense 7: "(usually followed by 'that') to an extent or degree as expressed" (Example: "so tired that he could hardly stand") - While "so" often introduces a "that" clause, here it's just intensifying "little". However, Sense 1 is the general intensifier.
    *   Sense 8: "subsequently or soon afterward" (Example: "then he left") - Doesn't fit.
    *   Sense 9: "(used to introduce a logical conclusion)" (Example: "therefore") - Doesn't fit.
    *   Sense 10: "in truth" (Example: "indeed") - Doesn't fit.

    *   "so little" = "very little".
    *   Sense 1: "to a very great extent or degree".
    *   Example "the idea is so obvious" matches the structure "so little".

    *   Sense 1 is the correct choice for "so" as an intensifier before an adjective or adverb.


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

[User]
Target lemma: publish
Target surface form: publishes
Context:
-- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and <t>publishes</t> The National Interest.

Candidate senses:
1. sense_key=publish%2:36:01:: | definition=put into print | synonyms=print | examples=The newspaper published the news of the royal couple's divorce; These news should not be printed
2. sense_key=publish%2:32:00:: | definition=prepare and issue for public distribution or sale | synonyms=bring out, put out, issue, release | examples=publish a magazine or newspaper
3. sense_key=publish%2:36:00:: | definition=have (one's written work) issued for publication | synonyms=write | examples=How many books did Georges Simenon write?; She published 25 books during her long career

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

content:
```json
{"sense_index": 2}
```

reasoning_content:
*   Target lemma: `publish`
    *   Target surface form: `publishes`
    *   Context: "Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and <t>publishes</t> The National Interest."
    *   Candidate senses:
        1.  `publish%2:36:01::`: put into print (synonym: print).
        2.  `publish%2:32:00::`: prepare and issue for public distribution or sale (synonyms: bring out, put out, issue, release; example: publish a magazine or newspaper).
        3.  `publish%2:36:00::`: have (one's written work) issued for publication (synonym: write).

    *   The sentence says Mr. Kristol "co-edits The Public Interest and publishes The National Interest."
    *   "The National Interest" is a publication (a magazine/journal).
    *   In this context, "publishes" refers to the act of being the publisher of the magazine (managing the production and distribution), not just printing it (sense 1) or writing articles for it (sense 3).

    *   Sense 1: "put into print" - This is too narrow. Publishing a magazine involves more than just the physical printing.
    *   Sense 2: "prepare and issue for public distribution or sale" - This fits perfectly. The example "publish a magazine or newspaper" is exactly what is happening here.
    *   Sense 3: "have (one's written work) issued for publication" - This means the person is the author. While Mr. Kristol might write for it, the phrasing "publishes The National Interest" (the title of the publication) strongly implies he is the publisher/owner/issuer, not just an author.

    *   The context "publishes The National Interest" aligns exactly with the example "publish a magazine or newspaper" in sense 2.


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

[User]
Target lemma: man
Target surface form: man
Context:
That's what the <t>man</t> had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes.

Candidate senses:
1. sense_key=man%1:18:00:: | definition=an adult person who is male (as opposed to a woman) | synonyms=adult male | examples=there were two women and six men on the bus
2. sense_key=man%1:18:03:: | definition=someone who serves in the armed forces; a member of a military force | synonyms=serviceman, military man, military personnel | examples=two men stood sentry duty
3. sense_key=man%1:18:04:: | definition=the generic use of the word to refer to any human being | examples=it was every man for himself
4. sense_key=man%1:05:01:: | definition=any living or extinct member of the family Hominidae characterized by superior intelligence, articulate speech, and erect carriage | synonyms=homo, human being, human
5. sense_key=man%1:18:08:: | definition=a male subordinate | examples=the chief stationed two men outside the building; he awaited word from his man in Havana
6. sense_key=man%1:18:06:: | definition=an adult male person who has a manly character (virile and courageous competent) | examples=the army will make a man of you
7. sense_key=man%1:18:05:: | definition=a manservant who acts as a personal attendant to his employer | synonyms=valet, valet de chambre, gentleman, gentleman's gentleman | examples=Jeeves was Bertie Wooster's man
8. sense_key=man%1:18:07:: | definition=a male person who plays a significant role (husband or lover or boyfriend) in the life of a particular woman | examples=she takes good care of her man
9. sense_key=man%1:15:00:: | definition=one of the British Isles in the Irish Sea | synonyms=Isle of Man
10. sense_key=man%1:06:00:: | definition=game equipment consisting of an object used in playing certain board games | synonyms=piece | examples=he taught me to set up the men on the chess board; he sacrificed a piece to get a strategic advantage
11. sense_key=man%1:05:00:: | definition=all of the living human inhabitants of the earth | synonyms=world, human race, humanity, humankind, human beings, humans | examples=all the world loves a lover; she always used `humankind' because `mankind' seemed to slight the women

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

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

reasoning_content:
*   Target lemma: `man`
    *   Target surface form: `man`
    *   Context: "That's what the <t>man</t> had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes."
    *   Candidate senses:
        1.  Adult male person.
        2.  Member of armed forces.
        3.  Generic human being.
        4.  Member of Hominidae (biological).
        5.  Male subordinate.
        6.  Adult male with manly character.
        7.  Manservant/valet.
        8.  Husband/lover/boyfriend.
        9.  Isle of Man.
        10. Game piece.
        11. Human race/humanity.

    *   "That's what the man had said."
    *   "Haney peered doubtfully at his drinking companion..."
    *   The "man" refers to the "drinking companion".
    *   The context describes a specific individual who is a drinking companion.
    *   There is no indication of military service (sense 2), generic humanity (sense 3), biological classification (sense 4), subordination (sense 5), specific virility (sense 6), being a valet (sense 7), being a romantic partner (sense 8), being an island (sense 9), being a game piece (sense 10), or being the entire human race (sense 11).
    *   The most straightforward interpretation is that "the man" refers to an adult male person.

    *   Sense 1: "an adult person who is male (as opposed to a woman)" - This fits perfectly.

    *   Sense 1 is the most general and accurate description of a specific male individual in this context.


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

[User]
Target lemma: eye
Target surface form: eyes
Context:
That's what the man had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled <t>eyes</t>. He had no ready answer, as much from surprise as from the fit of coughing.

Candidate senses:
1. sense_key=eye%1:08:00:: | definition=the organ of sight | synonyms=oculus, optic
2. sense_key=eye%1:09:00:: | definition=good discernment (either visually or as if visually) | examples=she has an eye for fresh talent; he has an artist's eye
3. sense_key=eye%1:09:01:: | definition=attention to what is seen | examples=he tried to catch her eye
4. sense_key=eye%1:15:00:: | definition=an area that is approximately central within some larger region | synonyms=center, centre, middle, heart | examples=it is in the center of town; they ran forward into the heart of the struggle
5. sense_key=eye%1:06:00:: | definition=a small hole or loop (as in a needle) | examples=the thread wouldn't go through the eye

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

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

reasoning_content:
*   Target lemma: `eye`
    *   Target surface form: `eyes`
    *   Context: "Haney peered doubtfully at his drinking companion through bleary, tear-filled <t>eyes</t>."
    *   Candidate senses:
        1.  `eye%1:08:00::`: the organ of sight (oculus, optic)
        2.  `eye%1:09:00::`: good discernment (visually or as if visually)
        3.  `eye%1:09:01::`: attention to what is seen
        4.  `eye%1:15:00::`: an area that is approximately central within some larger region
        5.  `eye%1:06:00::`: a small hole or loop (as in a needle)

    *   The sentence says "peered doubtfully... through bleary, tear-filled eyes."
    *   "Bleary" and "tear-filled" are adjectives describing the physical state of the eyes.
    *   "Peered... through" indicates the use of the organ of sight.

    *   Sense 1: "the organ of sight" - Fits perfectly.
    *   Sense 2: "good discernment" - Does not fit.
    *   Sense 3: "attention to what is seen" - Does not fit.
    *   Sense 4: "central area" - Does not fit.
    *   Sense 5: "small hole or loop" - Does not fit.

    *   The target word "eyes" refers to the physical organs of sight.
    *   This corresponds to sense index 1.


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

[User]
Target lemma: have
Target surface form: had
Context:
That's what the man had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes. He <t>had</t> no ready answer, as much from surprise as from the fit of coughing. Was the man drunk or crazy or both?

Candidate senses:
1. sense_key=have%2:40:00:: | definition=have or possess, either in a concrete or an abstract sense | synonyms=have got, hold | examples=She has $1,000 in the bank; He has got two beautiful daughters
2. sense_key=have%2:42:00:: | definition=have as a feature | synonyms=feature | examples=This restaurant features the most famous chefs in France
3. sense_key=have%2:39:06:: | definition=go through (mental or physical states or experiences) | synonyms=experience, receive, get | examples=get an idea; experience vertigo
4. sense_key=have%2:40:04:: | definition=have ownership or possession of | synonyms=own, possess | examples=He owns three houses in Florida; How many cars does she have?
5. sense_key=have%2:30:00:: | definition=cause to move; cause to be in a certain position or condition | synonyms=get, let | examples=He got his squad on the ball; This let me in for a big surprise
6. sense_key=have%2:34:00:: | definition=serve oneself to, or consume regularly | synonyms=consume, ingest, take in, take | examples=Have another bowl of chicken soup!; I don't take sugar in my coffee
7. sense_key=have%2:41:00:: | definition=have a personal or business relationship with someone | examples=have a postdoc; have an assistant
8. sense_key=have%2:36:00:: | definition=organize or be responsible for | synonyms=hold, throw, make, give | examples=hold a reception; have, throw, or make a party
9. sense_key=have%2:40:01:: | definition=have left | examples=I have two years left; I don't have any money left
10. sense_key=have%2:42:12:: | definition=be confronted with | examples=What do we have here?; Now we have a fine mess
11. sense_key=have%2:30:01:: | definition=undergo | synonyms=experience | examples=The stocks had a fast run-up
12. sense_key=have%2:29:02:: | definition=suffer from; be ill with | examples=She has arthritis
13. sense_key=have%2:32:00:: | definition=cause to do; cause to act in a specified manner | synonyms=induce, stimulate, cause, get, make | examples=The ads induced me to buy a VCR; My children finally got me to buy a computer
14. sense_key=have%2:40:05:: | definition=receive willingly something given or offered | synonyms=accept, take | examples=The only girl who would have him was the miller's daughter; I won't have this dog in my house!
15. sense_key=have%2:40:03:: | definition=get something; come into possession of | synonyms=receive | examples=receive payment; receive a gift
16. sense_key=have%2:29:05:: | definition=undergo (as of injuries and illnesses) | synonyms=suffer, sustain, get | examples=She suffered a fracture in the accident; He had an insulin shock after eating three candy bars
17. sense_key=have%2:40:02:: | definition=achieve a point or goal | synonyms=get, make | examples=Nicklaus had a 70; The Brazilian team got 4 goals
18. sense_key=have%2:29:00:: | definition=cause to be born | synonyms=give birth, deliver, bear, birth | examples=My wife had twins yesterday!
19. sense_key=have%2:35:00:: | definition=have sex with; archaic use | synonyms=take | examples=He had taken this woman when she was most vulnerable

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

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

reasoning_content:
*   Target lemma: `have`
    *   Target surface form: `had`
    *   Context: "He <t>had</t> no ready answer, as much from surprise as from the fit of coughing."
    *   Meaning: He did not possess or have a ready answer.

    *   1: have or possess, either in a concrete or an abstract sense (synonyms: have got, hold). Example: "She has $1,000 in the bank."
    *   2: have as a feature (synonyms: feature). Example: "This restaurant features the most famous chefs in France."
    *   3: go through (mental or physical states or experiences) (synonyms: experience, receive, get). Example: "get an idea."
    *   4: have ownership or possession of (synonyms: own, possess). Example: "He owns three houses in Florida."
    *   5: cause to move; cause to be in a certain position or condition.
    *   6: serve oneself to, or consume regularly.
    *   7: have a personal or business relationship with someone.
    *   8: organize or be responsible for.
    *   9: have left.
    *   10: be confronted with.
    *   11: undergo.
    *   12: suffer from; be ill with.
    *   13: cause to do.
    *   14: receive willingly something given or offered.
    *   15: get something; come into possession of.
    *   16: undergo (as of injuries and illnesses).
    *   17: achieve a point or goal.
    *   18: cause to be born.
    *   19: have sex with.

    *   The phrase "had no ready answer" means he didn't possess an answer in his mind at that moment.
    *   Sense 1: "have or possess, either in a concrete or an abstract sense." (An answer is an abstract possession).
    *   Sense 4: "have ownership or possession of." (Usually refers to physical ownership, like houses or cars).
    *   Sense 3: "go through (mental or physical states or experiences)." (Not quite right; he didn't "experience" an answer, he lacked one).

    *   Sense 1 is the most general "possess" sense and explicitly mentions "abstract sense."
    *   Sense 4 is more about "ownership."
    *   "Having an answer" is a classic example of abstract possession.

    *   Sense 1: "have or possess, either in a concrete or an abstract sense" -> Fits perfectly.


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

[User]
Target lemma: answer
Target surface form: answer
Context:
That's what the man had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes. He had no ready <t>answer</t>, as much from surprise as from the fit of coughing. Was the man drunk or crazy or both?

Candidate senses:
1. sense_key=answer%1:10:01:: | definition=a statement (either spoken or written) that is made to reply to a question or request or criticism or accusation | synonyms=reply, response | examples=I waited several days for his answer; he wrote replies to several of his critics
2. sense_key=answer%1:10:02:: | definition=a statement that solves a problem or explains how to solve the problem | synonyms=solution, result, resolution, solvent | examples=they were trying to find a peaceful solution; the answers were in the back of the book
3. sense_key=answer%1:10:00:: | definition=the speech act of replying to a question
4. sense_key=answer%1:10:03:: | definition=the principal pleading by the defendant in response to plaintiff's complaint; in criminal law it consists of the defendant's plea of `guilty' or `not guilty' (or nolo contendere); in civil law it must contain denials of all allegations in the plaintiff's complaint that the defendant hopes to controvert and it can contain affirmative defenses or counterclaims
5. sense_key=answer%1:04:00:: | definition=a nonverbal reaction | examples=his answer to any problem was to get drunk; their answer was to sue me

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

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

reasoning_content:
*   Target lemma: `answer`
    *   Target surface form: `answer`
    *   Context: "That's what the man had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes. He had no ready <t>answer</t>, as much from surprise as from the fit of coughing. Was the man drunk or crazy or both?"

    *   Sense 1: `answer%1:10:01::` - a statement (spoken or written) made to reply to a question, request, criticism, or accusation. (Synonyms: reply, response)
    *   Sense 2: `answer%1:10:02::` - a statement that solves a problem or explains how to solve it. (Synonyms: solution, result, resolution)
    *   Sense 3: `answer%1:10:00::` - the speech act of replying to a question.
    *   Sense 4: `answer%1:10:03::` - legal pleading by a defendant.
    *   Sense 5: `answer%1:04:00::` - a nonverbal reaction.

    *   The context describes a conversation between Haney and a drinking companion.
    *   The man had said something.
    *   Haney "had no ready answer".
    *   This implies Haney didn't know what to say in response to what the man had said.
    *   This fits the definition of a "reply" or "response" to a statement/question.

    *   Sense 1: A statement made to reply. (Fits well: "no ready answer" = "no ready reply").
    *   Sense 2: A solution to a problem. (Doesn't fit; the man said something, he didn't pose a mathematical or logical problem to be solved).
    *   Sense 3: The speech act of replying. (This is the *act* of answering, whereas "no ready answer" refers to the *content* of the reply).
    *   Sense 4: Legal pleading. (Doesn't fit).
    *   Sense 5: Nonverbal reaction. (Doesn't fit; the context implies a verbal response is expected).

    *   Sense 1 is the most appropriate because "answer" here refers to the reply Haney would give to the man's statement.


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

[User]
Target lemma: surprise
Target surface form: surprise
Context:
That's what the man had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes. He had no ready answer, as much from <t>surprise</t> as from the fit of coughing. Was the man drunk or crazy or both?

Candidate senses:
1. sense_key=surprise%1:12:00:: | definition=the astonishment you feel when something totally unexpected happens to you
2. sense_key=surprise%1:11:00:: | definition=a sudden unexpected event
3. sense_key=surprise%1:04:00:: | definition=the act of surprising someone | synonyms=surprisal

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

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

reasoning_content:
*   Target lemma: `surprise`
    *   Target surface form: `surprise`
    *   Context: "That's what the man had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes. He had no ready answer, as much from <t>surprise</t> as from the fit of coughing. Was the man drunk or crazy or both?"
    *   Candidate senses:
        1.  `surprise%1:12:00::` (astonishment you feel when something totally unexpected happens)
        2.  `surprise%1:11:00::` (a sudden unexpected event)
        3.  `surprise%1:04:00::` (the act of surprising someone)

    *   The sentence is: "He had no ready answer, as much from surprise as from the fit of coughing."
    *   "Surprise" here is the cause of Haney's inability to answer.
    *   It is contrasted with "the fit of coughing" (a physical state/reaction).
    *   The context describes Haney's internal state (peering doubtfully, bleary eyes, no ready answer).
    *   The "surprise" refers to the feeling of astonishment he is experiencing because of what the man said.

    *   Sense 1: "the astonishment you feel when something totally unexpected happens to you" (Internal emotion/feeling).
    *   Sense 2: "a sudden unexpected event" (External occurrence).
    *   Sense 3: "the act of surprising someone" (The action performed by someone).

    *   Haney is feeling astonishment. He is not experiencing an "event" (Sense 2) or an "act of surprising" (Sense 3) in the sense of the cause being the act itself, but rather the *feeling* resulting from it.
    *   "as much from surprise as from the fit of coughing" -> "from [the feeling of] surprise".

    *   Sense 1 fits perfectly as it describes the emotion/astonishment.


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

[User]
Target lemma: fit
Target surface form: fit
Context:
That's what the man had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes. He had no ready answer, as much from surprise as from the <t>fit</t> of coughing. Was the man drunk or crazy or both?

Candidate senses:
1. sense_key=fit%1:26:01:: | definition=a display of bad temper | synonyms=tantrum, scene, conniption | examples=he had a fit; she threw a tantrum
2. sense_key=fit%1:26:00:: | definition=a sudden uncontrollable attack | synonyms=paroxysm, convulsion | examples=a paroxysm of giggling; a fit of coughing
3. sense_key=fit%1:07:00:: | definition=the manner in which something fits | examples=I admired the fit of her coat
4. sense_key=fit%1:04:00:: | definition=a sudden flurry of activity (often for no obvious reason) | synonyms=burst | examples=a burst of applause; a fit of housecleaning

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

content:
```json
{"sense_index": 2}
```

reasoning_content:
*   Target lemma: "fit"
    *   Target surface form: "fit"
    *   Context: "...as much from surprise as from the <t>fit</t> of coughing."
    *   Candidate senses:
        1.  `fit%1:26:01::`: a display of bad temper (tantrum, scene).
        2.  `fit%1:26:00::`: a sudden uncontrollable attack (paroxysm, convulsion). Example: "a fit of coughing".
        3.  `fit%1:07:00::`: the manner in which something fits (e.g., a coat).
        4.  `fit%1:04:00::`: a sudden flurry of activity (burst).

    *   The phrase is "fit of coughing".
    *   Coughing is a physical reaction/attack.
    *   Sense 2 explicitly lists "a fit of coughing" as an example and defines it as "a sudden uncontrollable attack".

    *   Sense 1: Bad temper (Incorrect).
    *   Sense 2: Sudden uncontrollable attack (Correct - matches "fit of coughing").
    *   Sense 3: Manner of fitting (Incorrect).
    *   Sense 4: Flurry of activity (Incorrect).


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

[User]
Target lemma: man
Target surface form: man
Context:
That's what the man had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes. He had no ready answer, as much from surprise as from the fit of coughing. Was the <t>man</t> drunk or crazy or both? But his new-found buddy had matched him drink for drink until he lost count, and the man's eyes were still clear.

Candidate senses:
1. sense_key=man%1:18:00:: | definition=an adult person who is male (as opposed to a woman) | synonyms=adult male | examples=there were two women and six men on the bus
2. sense_key=man%1:18:03:: | definition=someone who serves in the armed forces; a member of a military force | synonyms=serviceman, military man, military personnel | examples=two men stood sentry duty
3. sense_key=man%1:18:04:: | definition=the generic use of the word to refer to any human being | examples=it was every man for himself
4. sense_key=man%1:05:01:: | definition=any living or extinct member of the family Hominidae characterized by superior intelligence, articulate speech, and erect carriage | synonyms=homo, human being, human
5. sense_key=man%1:18:08:: | definition=a male subordinate | examples=the chief stationed two men outside the building; he awaited word from his man in Havana
6. sense_key=man%1:18:06:: | definition=an adult male person who has a manly character (virile and courageous competent) | examples=the army will make a man of you
7. sense_key=man%1:18:05:: | definition=a manservant who acts as a personal attendant to his employer | synonyms=valet, valet de chambre, gentleman, gentleman's gentleman | examples=Jeeves was Bertie Wooster's man
8. sense_key=man%1:18:07:: | definition=a male person who plays a significant role (husband or lover or boyfriend) in the life of a particular woman | examples=she takes good care of her man
9. sense_key=man%1:15:00:: | definition=one of the British Isles in the Irish Sea | synonyms=Isle of Man
10. sense_key=man%1:06:00:: | definition=game equipment consisting of an object used in playing certain board games | synonyms=piece | examples=he taught me to set up the men on the chess board; he sacrificed a piece to get a strategic advantage
11. sense_key=man%1:05:00:: | definition=all of the living human inhabitants of the earth | synonyms=world, human race, humanity, humankind, human beings, humans | examples=all the world loves a lover; she always used `humankind' because `mankind' seemed to slight the women

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

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

reasoning_content:
*   Target lemma: `man`
    *   Target surface form: `man`
    *   Context: "That's what the man had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes. He had no ready answer, as much from surprise as from the fit of coughing. Was the <t>man</t> drunk or crazy or both? But his new-found buddy had matched him drink for drink until he lost count, and the man's eyes were still clear."

    *   The context describes a scene where Haney is with a "drinking companion" and a "new-found buddy".
    *   The word "man" refers to this companion/buddy.
    *   The companion is described as having "eyes" and being potentially "drunk or crazy".
    *   The context clearly refers to a specific adult male person.

    *   1: an adult person who is male (as opposed to a woman) - *Fits well.*
    *   2: someone who serves in the armed forces - *No evidence of military service.*
    *   3: generic use to refer to any human being - *No, it refers to a specific individual.*
    *   4: member of the family Hominidae - *Too biological/scientific.*
    *   5: a male subordinate - *No evidence of a subordinate relationship.*
    *   6: adult male with manly character (virile/courageous) - *No evidence of this specific characterization.*
    *   7: a manservant - *No evidence of this.*
    *   8: male person in a significant role for a woman (husband/lover) - *No evidence of this.*
    *   9: Isle of Man - *Not a place.*
    *   10: game equipment (chess piece) - *Not a game piece.*
    *   11: all living human inhabitants (humanity) - *Not referring to the species.*

    *   Sense 1 is the most straightforward and accurate description of the "drinking companion" in this context.


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

[User]
Target lemma: drunk
Target surface form: drunk
Context:
That's what the man had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes. He had no ready answer, as much from surprise as from the fit of coughing. Was the man <t>drunk</t> or crazy or both? But his new-found buddy had matched him drink for drink until he lost count, and the man's eyes were still clear.

Candidate senses:
1. sense_key=drunk%3:00:00:: | definition=stupefied or excited by a chemical substance (especially alcohol) | synonyms=intoxicated, inebriated | examples=a noisy crowd of intoxicated sailors; helplessly inebriated
2. sense_key=drunk%5:00:00:excited:00 | definition=as if under the influence of alcohol | synonyms=intoxicated | examples=felt intoxicated by her success; drunk with excitement

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

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

reasoning_content:
*   Target lemma: `drunk`
    *   Target surface form: `drunk`
    *   Context: "Was the man <t>drunk</t> or crazy or both? But his new-found buddy had matched him drink for drink until he lost count, and the man's eyes were still clear."
    *   Candidate senses:
        1.  `drunk%3:00:00::`: stupefied or excited by a chemical substance (especially alcohol). Synonyms: intoxicated, inebriated.
        2.  `drunk%5:00:00:excited:00`: as if under the influence of alcohol. Synonyms: intoxicated. Examples: "felt intoxicated by her success; drunk with excitement".

    *   The context mentions "drinking companion", "matched him drink for drink", and "eyes were still clear".
    *   The question "Was the man drunk or crazy or both?" refers to the actual consumption of alcohol.
    *   Sense 1 refers to actual intoxication by a chemical substance (alcohol).
    *   Sense 2 refers to a metaphorical state ("as if under the influence", e.g., "drunk with excitement").

    *   The context is clearly about actual alcohol consumption, not a metaphorical feeling of excitement.
    *   Therefore, Sense 1 is the correct fit.