[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: believe
Target surface form: believes
Context:
-- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually <t>believes</t> that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

Candidate senses:
1. sense_key=believe%2:31:00:: | definition=accept as true; take to be true | examples=I believed his report; We didn't believe his stories from the War
2. sense_key=believe%2:31:04:: | definition=judge or regard; look upon; judge | synonyms=think, consider, conceive | examples=I think he is very smart; I believe her to be very smart
3. sense_key=believe%2:31:03:: | definition=be confident about something | synonyms=trust | examples=I believe that he will come back from the war
4. sense_key=believe%2:31:01:: | definition=follow a credo; have a faith; be a believer | examples=When you hear his sermons, you will be able to believe, too
5. sense_key=believe%2:31:02:: | definition=credit with veracity | examples=You cannot believe this man; Should we believe a publication like the National Enquirer?

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: `believe`
    *   Target surface form: `believes`
    *   Context: "No one in his right mind actually believes that we all have an equal academic potential."
    *   Candidate senses:
        1.  `accept as true; take to be true` (e.g., "I believed his report")
        2.  `judge or regard; look upon; judge` (synonyms: think, consider, conceive; e.g., "I believe her to be very smart")
        3.  `be confident about something` (synonyms: trust; e.g., "I believe that he will come back")
        4.  `follow a credo; have a faith; be a believer` (e.g., "you will be able to believe, too")
        5.  `credit with veracity` (e.g., "You cannot believe this man")

    *   The sentence is: "No one in his right mind actually believes that we all have an equal academic potential."
    *   The speaker is talking about an opinion or a conviction regarding human academic potential.
    *   "Believes that [proposition]" in this context means "holds the opinion that" or "considers it to be true that".

    *   Sense 1: `accept as true; take to be true`. This is very close.
    *   Sense 2: `judge or regard; look upon; judge` (synonyms: think, consider, conceive). This is also very close.
    *   Sense 3: `be confident about something` (trust). This doesn't fit well; it's not about trust in a person or an outcome.
    *   Sense 4: `follow a credo; have a faith`. This is about religious or ideological faith. Not the case here.
    *   Sense 5: `credit with veracity`. This is about believing a person's statement is true (similar to Sense 1, but more focused on the source).

    *   Sense 1: `accept as true; take to be true`. Example: "I believed his report." (Believing a specific claim/report).
    *   Sense 2: `judge or regard; look upon; judge`. Synonyms: `think`, `consider`, `conceive`. Example: "I believe her to be very smart." (Holding an opinion/judgment).

    *   "No one... believes that we all have an equal academic potential."
    *   This is an opinion/judgment about a general state of affairs.
    *   If we replace "believes" with "thinks" or "considers", it fits perfectly: "No one... thinks that we all have an equal academic potential."
    *   Sense 2 specifically lists "think" and "consider" as synonyms and uses the example "I believe her to be very smart," which is a judgment of a quality.
    *   Sense 1 is more about accepting a specific piece of information as true ("I believed his report").

    *   Sense 1: Accept a statement/report as true.
    *   Sense 2: Hold an opinion/judgment.
    *   The context "believes that we all have an equal academic potential" is a general belief/opinion about human nature, making Sense 2 the most precise fit.

    *Wait*, let me double-check Sense 1 again. "Accept as true; take to be true."
    If I say "I believe that the earth is flat," is that Sense 1 or Sense 2?
    Sense 2: "I think the earth is flat."
    Sense 1: "I accept the claim that the earth is flat as true."

    Looking at the WordNet examples:
    Sense 1: "I believed his report" (Accepting a specific claim).
    Sense 2: "I believe her to be very smart" (Holding an opinion/judgment).

    "No one... believes that we all have an equal academic potential" is a judgment/opinion about a general fact of life, similar to "I believe her to be very smart."

    Let's re-evaluate Sense 1 vs Sense 2.
    Sense 1: `accept as true; take to be true`
    Sense 2: `judge or regard; look upon; judge` (think, consider)

    In many contexts, these overlap. However, "believing that we all have an equal academic potential" is more of a conceptual view or a judgment than accepting a specific report or piece of evidence.

    Let's look at the synonyms for Sense 2: `think`, `consider`, `conceive`.
    "No one... thinks that we all have an equal academic potential." (Perfect fit).
    "No one... considers that we all have an equal academic potential." (Fits).

    Let's look at Sense 1 again: `accept as true`.
    "No one... accepts as true that we all have an equal academic potential." (Fits, but less naturally than "thinks").

    Comparing "I believe her to be very smart" (Sense 2) with "No one believes that we all have an equal academic potential," the structure and meaning are very similar (judgment of a quality/state).

    Therefore, Sense 2 is the best fit.


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: equal
Target surface form: equal
Context:
-- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an <t>equal</t> academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

Candidate senses:
1. sense_key=equal%3:00:00:: | definition=having the same quantity, value, or measure as another | examples=on equal terms; all men are equal before the law
2. sense_key=equal%3:00:03:: | definition=having the requisite qualities or resources to meet a task | synonyms=adequate | examples=she had adequate training; her training was adequate

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: `equal`
    *   Target surface form: `equal`
    *   Context: "...No one in his right mind actually believes that we all have an <t>equal</t> academic potential."
    *   Candidate senses:
        1.  `equal%3:00:00::`: having the same quantity, value, or measure as another (e.g., "on equal terms", "all men are equal before the law").
        2.  `equal%3:00:03::`: having the requisite qualities or resources to meet a task (synonym: adequate).

    *   The sentence is: "No one in his right mind actually believes that we all have an equal academic potential."
    *   The author is arguing against the idea that everyone has the *same* level of academic potential.
    *   The word "equal" here describes "academic potential."
    *   Does it mean "the same quantity/value" (Sense 1) or "adequate/sufficient" (Sense 2)?
    *   In the context of "we all have an equal academic potential," the author is contrasting the "gifted youngsters" with the "less gifted." This clearly refers to the *amount* or *level* of potential being the same for everyone.

    *   Sense 1: "having the same quantity, value, or measure as another". This fits perfectly.
    *   Sense 2: "having the requisite qualities or resources to meet a task" (adequate). "Adequate academic potential" doesn't fit the context of comparing different levels of ability (gifted vs. less gifted).

    *   The correct sense is Sense 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: academic
Target surface form: academic
Context:
-- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal <t>academic</t> potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

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: "Students should move up the educational ladder as their academic potential allows... The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal <t>academic</t> potential."
    *   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 word "academic" modifies "potential" in the phrases "academic potential" and "equal academic potential."
    *   The context discusses students, educational ladders, elementary school, tracking, gifted youngsters, and the purpose of education.
    *   "Academic potential" refers to a student's ability to succeed in formal education/schooling.

    *   Sense 1: "associated with academia or an academy." This fits well. "Academic potential" is the potential related to success in academia/schooling.
    *   Sense 2: "hypothetical or theoretical." This does not fit. "Academic potential" is not a "hypothetical potential."
    *   Sense 3: "marked by a narrow focus on or display of learning especially its trivial aspects" (pedantic). This does not fit. "Academic potential" is not "pedantic potential."

    *   Sense 1 is the only one that fits the context of educational ability and schooling.


[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: potential
Target surface form: potential
Context:
-- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic <t>potential</t>. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

Candidate senses:
1. sense_key=potential%1:26:00:: | definition=the inherent capacity for coming into being | synonyms=potentiality, potency
2. sense_key=potential%1:19:00:: | definition=the difference in electrical charge between two points in a circuit expressed in volts | synonyms=electric potential, potential difference, potential drop, voltage

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: `potential`
    *   Target surface form: `potential`
    *   Context: "Students should move up the educational ladder as their academic potential allows... The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic <t>potential</t>."
    *   Candidate senses:
        1.  `potential%1:26:00::`: the inherent capacity for coming into being (synonyms: potentiality, potency).
        2.  `potential%1:19:00::`: the difference in electrical charge between two points in a circuit expressed in volts (synonyms: electric potential, potential difference, potential drop, voltage).

    *   The context discusses "academic potential," "gifted youngsters," "educational ladder," and "realize their full academic potential."
    *   This clearly refers to a person's inherent ability or capacity to achieve something in the future (academic success).

    *   Sense 1: "the inherent capacity for coming into being" fits perfectly with "academic potential."
    *   Sense 2: "the difference in electrical charge" is a physics term and is completely irrelevant to the context of education.

    *   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: generally
Target surface form: generally
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is <t>generally</t> desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

Candidate senses:
1. sense_key=generally%4:02:02:: | definition=usually; as a rule | synonyms=by and large, more often than not, mostly | examples=by and large it doesn't rain much here
2. sense_key=generally%4:02:01:: | definition=without distinction of one from others | synonyms=in general, in the main | examples=he is interested in snakes in general
3. sense_key=generally%4:02:00:: | definition=without regard to specific details or exceptions | synonyms=broadly, loosely, broadly speaking | examples=he interprets the law broadly

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: "generally"
    *   Context: "It is <t>generally</t> desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones."
    *   Candidate senses:
        1.  `generally%4:02:02`: usually; as a rule (synonyms: by and large, more often than not, mostly)
        2.  `generally%4:02:01`: without distinction of one from others (synonyms: in general, in the main)
        3.  `generally%4:02:00`: without regard to specific details or exceptions (synonyms: broadly, loosely, broadly speaking)

    *   The sentence says: "It is generally desirable to use older textbooks... rather than newer ones."
    *   The author is making a general claim about the desirability of older textbooks.
    *   Does it mean "usually" (most of the time, in most cases)? Yes.
    *   Does it mean "without distinction" (across the board, in general)? Possibly, but "usually" fits the context of a recommendation better.
    *   Does it mean "broadly speaking" (ignoring details)? Not really.

    *   Sense 1: "usually; as a rule". "It is usually desirable to use older textbooks." (Fits well).
    *   Sense 2: "without distinction of one from others". "It is in general desirable to use older textbooks." (Fits, but Sense 1 is more precise for a frequency/probability claim about desirability).
    *   Sense 3: "without regard to specific details or exceptions". "It is broadly speaking desirable to use older textbooks." (Less fitting).

    *   "Generally" in the phrase "It is generally [adjective]" often means "usually" or "in most cases".
    *   Example: "It is generally accepted that..." (usually accepted).
    *   Example: "It is generally believed that..." (usually believed).
    *   In this context, the author is stating a general rule or a common truth (from their perspective).

    *   Sense 1: usually; as a rule.
    *   Sense 2: without distinction of one from others.
    *   Sense 3: without regard to specific details or exceptions.

    Comparing Sense 1 and Sense 2:
    Sense 1 (usually) refers to frequency or prevalence.
    Sense 2 (in general) refers to a lack of specificity or a general category.

    "It is generally desirable" means that in most instances or for most people/cases, it is desirable. This aligns best with "usually; as a rule".

    *   Sense 1: "by and large it doesn't rain much here" (usually).
    *   Sense 2: "he is interested in snakes in general" (without distinction).
    *   Sense 3: "he interprets the law broadly" (without regard to details).

    The usage "It is generally desirable" is a statement of a general rule or a common occurrence, which maps most closely to "usually; as a rule".


[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: desirable
Target surface form: desirable
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally <t>desirable</t> to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

Candidate senses:
1. sense_key=desirable%3:00:00:: | definition=worth having or seeking or achieving | examples=a desirable job; computer with many desirable features
2. sense_key=desirable%5:00:00:eligible:00 | definition=worthy of being chosen especially as a spouse | synonyms=suitable, worthy | examples=the parents found the girl suitable for their son

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: `desirable`
    *   Target surface form: `desirable`
    *   Context: "It is generally <t>desirable</t> to use older textbooks -- many of them, alas, out of print -- rather than newer ones."
    *   Candidate senses:
        1.  `worth having or seeking or achieving` (e.g., a desirable job)
        2.  `worthy of being chosen especially as a spouse` (e.g., suitable for their son)

    *   The sentence says: "It is generally desirable to use older textbooks... rather than newer ones."
    *   In this context, "desirable" means that using older textbooks is a good idea, worth doing, or advisable.

    *   Sense 1: "worth having or seeking or achieving". This fits the idea of an action (using older textbooks) being advisable or beneficial.
    *   Sense 2: "worthy of being chosen especially as a spouse". This is clearly incorrect as it refers to romantic/marital suitability.

    *   Sense 1 is the only one that fits.


[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: use
Target surface form: use
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to <t>use</t> older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

Candidate senses:
1. sense_key=use%2:34:01:: | definition=put into service; make work or employ for a particular purpose or for its inherent or natural purpose | synonyms=utilize, utilise, apply, employ | examples=use your head!; we only use Spanish at home
2. sense_key=use%2:34:02:: | definition=take or consume (regularly or habitually) | synonyms=habituate | examples=She uses drugs rarely
3. sense_key=use%2:34:00:: | definition=use up, consume fully | synonyms=expend | examples=The legislature expended its time on school questions
4. sense_key=use%2:41:14:: | definition=seek or achieve an end by using to one's advantage | examples=She uses her influential friends to get jobs; The president's wife used her good connections
5. sense_key=use%2:41:04:: | definition=avail oneself to | synonyms=practice, apply | examples=apply a principle; practice a religion
6. sense_key=use%2:41:03:: | definition=habitually do something (use only in the past tense) | examples=She used to call her mother every week but now she calls only occasionally; I used to get sick when I ate in that dining hall

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: `use`
    *   Target surface form: `use`
    *   Context: "It is generally desirable to <t>use</t> older textbooks -- many of them, alas, out of print -- rather than newer ones."
    *   Candidate senses:
        1.  `put into service; make work or employ for a particular purpose or for its inherent or natural purpose` (utilize, apply, employ)
        2.  `take or consume (regularly or habitually)` (habituate)
        3.  `use up, consume fully` (expend)
        4.  `seek or achieve an end by using to one's advantage`
        5.  `avail oneself to` (practice, apply)
        6.  `habitually do something (use only in the past tense)`

    *   The sentence is about using older textbooks instead of newer ones for education.
    *   "Use" here means to employ the textbooks as a tool for learning.

    *   Sense 1: "put into service; make work or employ for a particular purpose" -> This fits perfectly. Textbooks are tools employed for the purpose of education.
    *   Sense 2: "take or consume (regularly or habitually)" -> This usually refers to drugs or substances. Not applicable.
    *   Sense 3: "use up, consume fully" -> This means to exhaust a supply. Not applicable.
    *   Sense 4: "seek or achieve an end by using to one's advantage" -> This usually implies manipulation of people or connections. Not applicable.
    *   Sense 5: "avail oneself to" (practice a religion, apply a principle) -> Not quite the right fit for textbooks.
    *   Sense 6: "habitually do something (past tense)" -> This is the "used to" construction. Not applicable.

    *   Sense 1 is the most accurate description of employing a tool (textbooks) for its intended purpose (education).


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

[User]
Target lemma: rather
Target surface form: rather
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- <t>rather</t> than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

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

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

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

reasoning_content:
*   Target lemma: "rather"
    *   Target surface form: "rather"
    *   Context: "It is generally desirable to use older textbooks -- many of them, alas, out of print -- <t>rather</t> than newer ones."

    *   Sense 1: "on the contrary" / "instead" (e.g., "rather than disappoint the children", "he didn't call; rather, he wrote").
    *   Sense 2: "to some (great or small) extent" / "kind of" (e.g., "rather cold").
    *   Sense 3: "more readily or willingly" / "preferably" (e.g., "preferably with warm water", "I'd rather be in Philadelphia").
    *   Sense 4: "to a degree" / "quite" (e.g., "quite tasty").

    *   The sentence is: "It is generally desirable to use older textbooks... <t>rather</t> than newer ones."
    *   Here, "rather than" is used to express a preference or a choice of one thing over another.
    *   Comparing "rather than" in the context to the senses:
        *   Sense 1: "on the contrary" / "instead". Example: "rather than disappoint the children, he did two quick tricks". This fits the structure "rather than [X], [Y]".
        *   Sense 3: "more readily or willingly" / "preferably". Example: "clean it well, preferably with warm water".

    *   Wait, let's look closer at Sense 1 and Sense 3.
    *   Sense 1: "on the contrary" / "instead". Example: "rather than disappoint the children, he did two quick tricks".
    *   Sense 3: "more readily or willingly" / "preferably". Example: "clean it well, preferably with warm water".
    *   In the target sentence: "It is generally desirable to use older textbooks... rather than newer ones."
    *   This is expressing a preference. "Preferably" (Sense 3) fits well: "It is generally desirable to use older textbooks... preferably [instead of] newer ones."
    *   However, "rather than" as a conjunction meaning "instead of" is very common. Let's re-examine Sense 1.
    *   Sense 1: "on the contrary" / "instead". Example: "rather than disappoint the children, he did two quick tricks".
    *   In the target sentence, "rather than" is used to contrast "older textbooks" with "newer ones".
    *   Let's check the WordNet structure for "rather".
    *   Sense 1 (rather%4:02:02): "on the contrary", "instead".
    *   Sense 3 (rather%4:02:01): "more readily or willingly", "preferably".

    *   "It is generally desirable to use older textbooks... rather than newer ones."
    *   Can we replace "rather than" with "instead of"? Yes. "It is generally desirable to use older textbooks... instead of newer ones."
    *   Can we replace "rather than" with "preferably"? "It is generally desirable to use older textbooks... preferably newer ones" (No, that doesn't work). "It is generally desirable to use older textbooks... preferably [to] newer ones" (Maybe).
    *   Wait, the example for Sense 3 is "clean it well, preferably with warm water". This is an adverbial use.
    *   The example for Sense 1 is "rather than disappoint the children, he did two quick tricks". This is the "instead of" usage.

    *   Target: "...use older textbooks... rather than newer ones."
    *   This is a direct comparison/substitution. "Instead of" is the most natural fit.
    *   Sense 1: "on the contrary" / "instead".

    *   Sense 1: "rather than disappoint the children, he did two quick tricks" (instead of disappointing).
    *   Target: "use older textbooks... rather than newer ones" (instead of newer ones).
    *   This matches the "instead of" meaning perfectly.

    *   Sense 2: "rather cold" (degree) - No.
    *   Sense 3: "preferably" (willingly) - No.
    *   Sense 4: "quite" (degree) - No.

    *   The phrase "rather than" in this context is a conjunction/preposition meaning "instead of". This aligns with Sense 1.


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

[User]
Target lemma: new
Target surface form: newer
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than <t>newer</t> ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

Candidate senses:
1. sense_key=new%3:00:00:: | definition=not of long duration; having just (or relatively recently) come into being or been made or acquired or discovered | examples=a new law; new cars
2. sense_key=new%5:00:00:original:00 | definition=original and of a kind not seen before | synonyms=fresh, novel | examples=the computer produced a completely novel proof of a well-known theorem
3. sense_key=new%5:00:00:inexperienced:00 | definition=lacking training or experience | synonyms=raw | examples=the new men were eager to fight; raw recruits
4. sense_key=new%5:00:00:unprecedented:00 | definition=having no previous example or precedent or parallel | synonyms=unexampled | examples=a time of unexampled prosperity
5. sense_key=new%5:00:00:other:00 | definition=other than the former one(s); different | examples=they now have a new leaders; my new car is four years old but has only 15,000 miles on it
6. sense_key=new%3:00:09:: | definition=unaffected by use or exposure | examples=it looks like new
7. sense_key=new%5:00:02:original:00 | definition=(of a new kind or fashion) gratuitously new | synonyms=newfangled | examples=newfangled ideas; she buys all these new-fangled machines and never uses them
8. sense_key=new%5:00:02:late:01 | definition=in use after medieval times | examples=New Eqyptian was the language of the 18th to 21st dynasties
9. sense_key=new%5:00:01:late:01 | definition=used of a living language; being the current stage in its development | synonyms=Modern | examples=Modern English; New Hebrew is Israeli Hebrew
10. sense_key=new%5:00:00:early:02 | definition=(of crops) harvested at an early stage of development; before complete maturity | synonyms=young | examples=new potatoes; young corn
11. sense_key=new%5:00:00:unaccustomed:00 | definition=unfamiliar | examples=new experiences; experiences new to him

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": 7}
```

content:
```json
{"sense_index": 7}
```

reasoning_content:
*   Target lemma: `new`
    *   Target surface form: `newer`
    *   Context: "It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than <t>newer</t> ones. The latter are modish, trendy, often downright silly, and at best insubstantial."

    *   Sense 1: Not of long duration; recently come into being/made/acquired. (General "new")
    *   Sense 2: Original and of a kind not seen before (novel).
    *   Sense 3: Inexperienced (raw).
    *   Sense 4: Unprecedented.
    *   Sense 5: Other than the former one(s); different.
    *   Sense 6: Unaffected by use (like new).
    *   Sense 7: Gratuitously new (newfangled).
    *   Sense 8: In use after medieval times.
    *   Sense 9: Current stage of a language (Modern).
    *   Sense 10: Harvested early (crops).
    *   Sense 11: Unfamiliar.

    *   The sentence compares "older textbooks" with "newer ones".
    *   The author describes these "newer" textbooks as "modish, trendy, often downright silly, and at best insubstantial."
    *   This description ("modish", "trendy", "silly") strongly suggests a negative connotation associated with being "new" for the sake of being new, or following a fad.

    *   Sense 1 is the general meaning (recently made).
    *   Sense 7 is "gratuitously new" (synonym: "newfangled").
    *   The context "modish, trendy, often downright silly" aligns perfectly with the definition of "gratuitously new" or "newfangled".

    *   Sense 1: "new cars" (neutral)
    *   Sense 7: "newfangled ideas; she buys all these new-fangled machines and never uses them" (negative/critical of the novelty).

    The author isn't just saying the books were printed recently (Sense 1), but is criticizing them for being "modish" and "trendy," which fits the "gratuitously new" definition of Sense 7.

    *   Sense 1: Recently made.
    *   Sense 7: Gratuitously new/newfangled.
    *   The context "modish, trendy, often downright silly" is a direct elaboration of why the author dislikes these "newer" books. This matches the "newfangled" sense.

    Wait, let me double-check. Is "newer" here just a comparative of "new" (Sense 1), or is it specifically invoking the "newfangled" sense?
    "The latter are modish, trendy, often downright silly..."
    If the author just meant "recently published," they wouldn't necessarily call them "modish" or "silly." The choice of "modish" and "trendy" points directly to Sense 7.

    *   Sense 1: not of long duration; having just (or relatively recently) come into being or been made...
    *   Sense 7: (of a new kind or fashion) gratuitously new; synonyms=newfangled.

    The description "modish, trendy" is almost a definition of "newfangled" or "gratuitously new."

    Sense 7 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: ones
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer <t>ones</t>. The latter are modish, trendy, often downright silly, and at best insubstantial.

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: "ones"
    *   Context: "...It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer <t>ones</t>."
    *   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 generally desirable to use older textbooks... rather than newer ones."
    *   In this context, "ones" refers back to "textbooks".
    *   "Newer ones" = "newer textbooks".
    *   This is a pronoun usage where "one/ones" replaces a previously mentioned noun to avoid repetition.

    *   Sense 1: Numerical value (1). Not applicable here.
    *   Sense 2: A single person or thing (used as a pronoun to refer to a person or thing). This fits perfectly. "Newer ones" refers to "newer textbooks" (things).

    *   The target "ones" is the plural of "one" used as a pronoun referring to "textbooks".
    *   Sense 2 defines "one" as "a single person or thing" and provides the example "he is the best one" or "this is the one I ordered", which matches the pronoun usage.


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

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

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

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

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

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

reasoning_content:
*   Target lemma: "often"
    *   Target surface form: "often"
    *   Context: "The latter are modish, trendy, <t>often</t> downright silly, and at best insubstantial."
    *   Candidate senses:
        1.  `often%4:02:00::`: many times at short intervals (frequently).
        2.  `often%4:02:01::`: frequently or in great quantities (much, a great deal).
        3.  `often%4:02:02::`: in many cases or instances.

    *   The sentence is describing "newer textbooks".
    *   It says they are "modish, trendy, often downright silly, and at best insubstantial."
    *   In this context, "often" modifies "downright silly".
    *   Does it mean "many times at short intervals" (Sense 1)? No, textbooks aren't "silly" at short intervals.
    *   Does it mean "frequently or in great quantities" (Sense 2)? No, that's usually for uncountable nouns or activities (e.g., "I don't travel much").
    *   Does it mean "in many cases or instances" (Sense 3)? Yes. It means that in many cases, these newer textbooks are downright silly.

    *   Sense 1: Temporal frequency (e.g., "we often met").
    *   Sense 2: Quantity/Degree (e.g., "I don't drink much").
    *   Sense 3: Frequency of occurrence across a set of instances (e.g., "in many cases").

    The context "The latter [textbooks] are... often downright silly" fits Sense 3 perfectly. It refers to the proportion of textbooks that are silly, not how often a single textbook is silly over time.


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

[User]
Target lemma: dubious
Target surface form: dubious
Context:
The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on <t>dubious</t> psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods.

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

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

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

reasoning_content:
*   Target lemma: `dubious`
    *   Context: "They are based on <t>dubious</t> psychological and sociological theories rather than on educational experience."
    *   Candidate senses:
        1.  `uncertain`: fraught with uncertainty or doubt (e.g., "doubtful that the cord would hold").
        2.  `questionable`: open to doubt or suspicion (e.g., "the candidate's doubtful past").
        3.  `unconvinced`: not convinced (e.g., "they... remained dubious").

    *   The word "dubious" modifies "psychological and sociological theories".
    *   The author is criticizing newer textbooks, calling them "modish, trendy, often downright silly, and at best insubstantial."
    *   The theories are being described as unreliable, suspect, or not based on solid evidence ("rather than on educational experience").

    *   Sense 1 (`uncertain`): This usually refers to a situation or outcome being unsure (e.g., "it was doubtful whether she would be admitted"). Theories aren't usually "uncertain" in this specific way; they are either sound or questionable.
    *   Sense 2 (`questionable`): This refers to something being open to doubt or suspicion (e.g., "dubious record", "doubtful past"). This fits perfectly with "dubious theories"—theories that are suspect or not well-founded.
    *   Sense 3 (`unconvinced`): This describes a person's state of mind (e.g., "they remained dubious"). Theories cannot be "unconvinced".

    *   The context describes theories that are suspect or unreliable.
    *   Sense 2 ("open to doubt or suspicion") is the correct 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: psychological
Target surface form: psychological
Context:
The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious <t>psychological</t> and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods.

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

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

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

reasoning_content:
*   Target lemma: `psychological`
    *   Target surface form: `psychological`
    *   Context: "...They are based on dubious <t>psychological</t> and sociological theories rather than on educational experience."
    *   Candidate senses:
        1.  `mental or emotional as opposed to physical in nature` (e.g., psychological support, psychological warfare)
        2.  `of or relating to or determined by psychology` (e.g., psychological theories)

    *   The word "psychological" modifies "theories".
    *   The phrase is "dubious psychological and sociological theories".
    *   This refers to theories derived from the field of psychology.

    *   Sense 1 refers to the mental/emotional state (e.g., psychological trauma, psychological support).
    *   Sense 2 refers to the science/study of psychology (e.g., psychological theories).

    *   The context explicitly mentions "psychological and sociological theories".
    *   Sense 2's example is "psychological theories".
    *   This is a perfect match.


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

[User]
Target lemma: rather
Target surface form: rather
Context:
The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories <t>rather</t> than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods.

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

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

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

reasoning_content:
*   Target lemma: "rather"
    *   Target surface form: "rather"
    *   Context: "They are based on dubious psychological and sociological theories <t>rather</t> than on educational experience."
    *   Candidate senses:
        1.  `rather%4:02:02::` (on the contrary / instead) - Example: "rather than disappoint the children..."
        2.  `rather%4:02:04::` (to some extent / kind of) - Example: "it was rather cold"
        3.  `rather%4:02:01::` (more readily or willingly / preferably) - Example: "I'd rather be in Philadelphia"
        4.  `rather%4:02:00::` (to a degree / quite) - Example: "quite tasty"

    *   The sentence is: "They are based on dubious psychological and sociological theories <t>rather</t> than on educational experience."
    *   The structure is "X rather than Y".
    *   This indicates a preference or a contrast, meaning "instead of" or "as opposed to".

    *   Sense 1: "on the contrary", "instead". Example: "rather than disappoint the children..." This fits perfectly.
    *   Sense 2: "to some extent", "kind of". (Incorrect)
    *   Sense 3: "more readily or willingly", "preferably". (Incorrect - this usually refers to personal preference/will, e.g., "I would rather").
    *   Sense 4: "to a degree", "quite". (Incorrect)

    *   The phrase "rather than" in "based on X rather than Y" is a standard way to express "instead of". Sense 1 explicitly lists "instead" as a synonym and provides a "rather than" example.


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

[User]
Target lemma: educational
Target surface form: educational
Context:
The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on <t>educational</t> experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods.

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

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

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

reasoning_content:
*   Target lemma: `educational`
    *   Target surface form: `educational`
    *   Context: "...They are based on dubious psychological and sociological theories rather than on <t>educational</t> experience."
    *   Candidate senses:
        1.  `educational%3:01:00::`: relating to the process of education (Example: educational psychology)
        2.  `educational%5:00:00:instructive:00`: providing knowledge (Example: an educational film)

    *   The sentence is: "They [newer textbooks] are based on dubious psychological and sociological theories rather than on educational experience."
    *   The author is contrasting "psychological and sociological theories" with "educational experience."
    *   "Educational experience" here refers to the experience gained from the *process* of teaching and learning (the practice of education), not that the experience itself "provides knowledge" (instructive).
    *   It's about the field or process of education.

    *   Sense 1: "relating to the process of education" (e.g., educational psychology). This fits perfectly. "Educational experience" refers to experience relating to the process of education.
    *   Sense 2: "providing knowledge" (e.g., an educational film). This means "instructive." An "instructive experience" is possible, but in the context of contrasting it with "psychological and sociological theories," the author is talking about the professional/practical field of education.

    *   The context is a critique of educational theories vs. practical experience in the field of education.
    *   Sense 1 is the correct 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: experience
Target surface form: experience
Context:
The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational <t>experience</t>. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods.

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

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

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

reasoning_content:
*   Target lemma: `experience`
    *   Target surface form: `experience`
    *   Context: "...They are based on dubious psychological and sociological theories rather than on educational <t>experience</t>."
    *   Candidate senses:
        1.  `experience%1:09:01::`: the accumulation of knowledge or skill that results from direct participation in events or activities (e.g., "a man of experience").
        2.  `experience%1:09:00::`: the content of direct observation or participation in an event (e.g., "he had a religious experience").
        3.  `experience%1:11:00::`: an event as apprehended (e.g., "a surprising experience").

    *   The sentence contrasts "dubious psychological and sociological theories" with "educational experience".
    *   In this context, "educational experience" refers to the practical knowledge and skill gained over time by educators and students through the act of teaching and learning, rather than theoretical frameworks.
    *   It refers to the *accumulation* of knowledge/skill from practice.

    *   Sense 1: "the accumulation of knowledge or skill that results from direct participation in events or activities". This fits perfectly. "Educational experience" here means the collective practical knowledge gained from teaching.
    *   Sense 2: "the content of direct observation or participation in an event". This refers to a specific instance or the feeling of an event (e.g., "a religious experience"). Not a fit.
    *   Sense 3: "an event as apprehended". This refers to a specific occurrence (e.g., "a surprising experience"). Not a fit.

    *   The context "based on... educational experience" clearly points to the accumulated knowledge/skill (Sense 1).


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

[User]
Target lemma: reason
Target surface form: reasons
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the <t>reasons</t> American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Candidate senses:
1. sense_key=reason%1:16:00:: | definition=a rational motive for a belief or action | synonyms=ground | examples=the reason that war was declared; the grounds for their declaration
2. sense_key=reason%1:10:01:: | definition=an explanation of the cause of some phenomenon | examples=the reason a steady state was never reached was that the back pressure built up too slowly
3. sense_key=reason%1:09:00:: | definition=the capacity for rational thought or inference or discrimination | synonyms=understanding, intellect | examples=we are told that man is endowed with reason and capable of distinguishing good from evil
4. sense_key=reason%1:26:00:: | definition=the state of having good sense and sound judgment | synonyms=rationality, reasonableness | examples=his rationality may have been impaired; he had to rely less on reason than on rousing their emotions
5. sense_key=reason%1:10:00:: | definition=a justification for something existing or happening | synonyms=cause, grounds | examples=he had no cause to complain; they had good reason to rejoice
6. sense_key=reason%1:09:01:: | definition=a fact that logically justifies some premise or conclusion | examples=there is reason to believe he is lying

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

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

reasoning_content:
*   Target lemma: `reason`
    *   Target surface form: `reasons`
    *   Context: "One of the <t>reasons</t> American students do so poorly in math tests... is the influence of the 'New Math' on American textbooks and teaching methods."

    *   Sense 1: a rational motive for a belief or action (synonym: ground). Example: "the reason that war was declared".
    *   Sense 2: an explanation of the cause of some phenomenon. Example: "the reason a steady state was never reached was that the back pressure built up too slowly".
    *   Sense 3: the capacity for rational thought or inference or discrimination (synonym: understanding, intellect).
    *   Sense 4: the state of having good sense and sound judgment (synonym: rationality, reasonableness).
    *   Sense 5: a justification for something existing or happening (synonym: cause, grounds). Example: "he had no cause to complain".
    *   Sense 6: a fact that logically justifies some premise or conclusion.

    *   The sentence says: "One of the reasons American students do so poorly in math tests... is the influence of the 'New Math'..."
    *   Here, "reasons" refers to the *cause* or *explanation* for why American students perform poorly.
    *   It's not a "motive" (Sense 1) because the students aren't choosing to do poorly.
    *   It's not "capacity for rational thought" (Sense 3) or "state of having good sense" (Sense 4).
    *   It's not a "fact that logically justifies some premise" (Sense 6).
    *   It's between Sense 2 (explanation of the cause of some phenomenon) and Sense 5 (justification for something existing or happening/cause).

    *   Sense 2: "an explanation of the cause of some phenomenon". Example: "the reason a steady state was never reached was that the back pressure built up too slowly".
    *   Sense 5: "a justification for something existing or happening". Example: "he had no cause to complain".

    *   The context "One of the reasons American students do so poorly... is the influence of the 'New Math'" describes a cause-and-effect relationship for a phenomenon (poor performance in math tests). This aligns very closely with Sense 2.
    *   Sense 5 often implies a justification or a right to do something ("no cause to complain"). While "cause" is a synonym, Sense 2 specifically mentions "explanation of the cause of some phenomenon," which fits the academic/statistical context of test scores better.

    *   Sense 2: "an explanation of the cause of some phenomenon" -> "One of the reasons [explanation of cause] American students do so poorly [phenomenon]... is the influence of the 'New Math' [the cause]."
    *   This is a perfect 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: american
Target surface form: American
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons <t>American</t> students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

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

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

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

reasoning_content:
*   Target lemma: `american`
    *   Target surface form: `American`
    *   Context: "One of the reasons <t>American</t> students do so poorly in math tests, as compared with British, French, German or Japanese students..."
    *   Candidate senses:
        1.  `american%3:01:01::`: of or relating to the United States of America or its people or language or culture.
        2.  `american%3:01:00::`: of or relating to or characteristic of the continents and islands of the Americas.

    *   The sentence compares "American students" with "British, French, German or Japanese students".
    *   The comparison is between nations (UK, France, Germany, Japan).
    *   Therefore, "American" here refers specifically to the United States of America, not the entire American continent (North and South America).

    *   Sense 1: United States of America (fits perfectly).
    *   Sense 2: The Americas (too broad, doesn't fit the national comparison).

    *   The best sense is 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: student
Target surface form: students
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American <t>students</t> do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

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

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

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

reasoning_content:
*   Target lemma: `student`
    *   Target surface form: `students`
    *   Context: The text discusses education, academic potential, textbooks, and the performance of "American students" in math tests compared to students from other countries. It mentions students who cannot add or subtract.
    *   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 refers to "American students" taking "math tests" and "students who cannot add or subtract."
    *   This clearly refers to people learning in schools (learners), not scholars who have mastered disciplines.

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

    *   The correct sense index is 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: so
Target surface form: so
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do <t>so</t> poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

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

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

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

reasoning_content:
*   Target lemma: "so"
    *   Target surface form: "so"
    *   Context: "One of the reasons American students do <t>so</t> poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the 'New Math' on American textbooks and teaching methods."

    *   The phrase is "do so poorly".
    *   "Poorly" is an adverb describing how they do in math tests.
    *   "So" modifies "poorly".
    *   Meaning: "to a very great extent" or "very".

    *   Sense 1: "to a very great extent or degree" (Examples: "the idea is so obvious", "never been so happy"). This fits perfectly.
    *   Sense 2: "in a manner that facilitates" (Purpose). Not applicable.
    *   Sense 3: "in such a condition or manner" (Referential). Not applicable.
    *   Sense 4: "to a certain unspecified extent or degree" (Limited). Not applicable.
    *   Sense 5: "in the same way; also". Not applicable.
    *   Sense 6: "in the way indicated" (Thus). Not applicable.
    *   Sense 7: "(usually followed by 'that') to an extent or degree as expressed". While "so" often precedes "that", it can also be used as an intensifier on its own (though often it's part of a "so... that" construction, here it's just intensifying "poorly"). Wait, let's re-examine Sense 1 vs Sense 7.
    *   Sense 8: "subsequently or soon afterward". Not applicable.
    *   Sense 9: "from that fact or reason or as a result". Not applicable.
    *   Sense 10: "in truth". Not applicable.

    *   Sense 1: "to a very great extent or degree" (e.g., "so obvious", "so happy").
    *   Sense 7: "(usually followed by 'that') to an extent or degree as expressed" (e.g., "so tired he could hardly stand").
    *   In the sentence "American students do so poorly in math tests", there is no "that" clause following it. It is used as a simple intensifier meaning "very". This aligns best with Sense 1.

    *   "do so poorly" -> "do very poorly".
    *   Sense 1: "to a very great extent or degree".
    *   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: compare
Target surface form: compared
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as <t>compared</t> with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

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

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

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

reasoning_content:
*   Target lemma: `compare`
    *   Target surface form: `compared`
    *   Context: "One of the reasons American students do so poorly in math tests, as <t>compared</t> with British, French, German or Japanese students, is the influence of the 'New Math'..."

    *   Sense 1: `examine and note the similarities or differences of` (Active process of comparing).
    *   Sense 2: `be comparable` (To be of a similar quality or standard; often used in the negative "cannot compare").
    *   Sense 3: `consider or describe as similar, equal, or analogous` (Liken, equate).
    *   Sense 4: `to form the comparative or superlative form on an adjective or adverb` (Grammatical term).

    *   The phrase is "as compared with".
    *   In this context, "as compared with" is used to set up a contrast or a comparison between the performance of American students and that of students from other countries.
    *   It means "when compared with" or "in comparison with".
    *   Is it "examining and noting similarities/differences" (Sense 1)? Yes, the author is noting a difference in performance.
    *   Is it "being comparable" (Sense 2)? No, it's not saying American students *are* comparable to British students in a qualitative sense (like "this car doesn't compare to a Mercedes").
    *   Is it "considering or describing as similar/equal" (Sense 3)? No, it's not likening them or equating them.
    *   Is it grammatical (Sense 4)? No.

    *   Sense 1: "examine and note the similarities or differences of".
    *   Sense 2: "be comparable".
    *   Sense 3: "consider or describe as similar, equal, or analogous".

    Wait, let's look at "as compared with" again.
    "One of the reasons American students do so poorly... as compared with British... students..."
    This is a standard construction for comparing two groups to highlight a difference.

    Let's re-evaluate Sense 1 vs Sense 2.
    Sense 1: "examine and note the similarities or differences of".
    Sense 2: "be comparable".

    Example for Sense 1: "John compared his haircut to his friend's." (Active action).
    Example for Sense 2: "This car does not compare with our line of Mercedes." (Quality/Standard).

    Actually, "as compared with" is often treated as a fixed phrase meaning "in comparison with".
    If we look at the action being performed: the author is comparing the test scores of American students with those of others.

    Let's check Sense 1 again: "examine and note the similarities or differences of". This fits the act of comparing the performance of the two groups.

    Let's check Sense 3: "consider or describe as similar, equal, or analogous". This is more about metaphor or equating (likening). Not the case here.

    Is it Sense 2? "be comparable". "American students do so poorly... as [they are] comparable with British students"? No, that doesn't make sense.

    Therefore, Sense 1 is the most fitting, as the author is noting the difference in performance.

    *Self-Correction/Double Check:*
    "as compared with" -> "when compared with" -> "when [one] examines and notes the differences between [American students] and [British students]".

    Sense 1: examine and note the similarities or differences of.
    Sense 2: be comparable.
    Sense 3: consider or describe as similar, equal, or analogous.
    Sense 4: grammatical.

    Sense 1 is the only one that describes the act of contrasting two things to see how they differ.


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

[User]
Target lemma: student
Target surface form: students
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese <t>students</t>, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

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

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

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

reasoning_content:
*   Target lemma: `student`
    *   Target surface form: `students`
    *   Context: The text discusses education, academic potential, textbooks, and the performance of "American students" and "British, French, German or Japanese students" in math tests. It mentions students who cannot add or subtract.
    *   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 refers to "American students" doing poorly in math tests compared to other nationalities.
    *   It mentions students who "cannot add or subtract."
    *   This clearly refers to people learning in schools (learners), not scholars who have mastered disciplines.

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

    *   The best sense is 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: influence
Target surface form: influence
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the <t>influence</t> of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

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

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

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

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

reasoning_content:
*   Target lemma: `influence`
    *   Target surface form: `influence`
    *   Context: "...One of the reasons American students do so poorly in math tests... is the <t>influence</t> of the 'New Math' on American textbooks and teaching methods."

    *   Sense 1: `a power to affect persons or events especially power based on prestige etc` (e.g., "used her parents' influence to get the job"). This refers to social or political power/clout.
    *   Sense 2: `causing something without any direct or apparent effort`. (This seems like a very specific, perhaps rare, usage).
    *   Sense 3: `a cognitive factor that tends to have an effect on what you do` (e.g., "her wishes had a great influence on his thinking"). This focuses on psychological/cognitive factors.
    *   Sense 4: `the effect of one thing (or person) on another` (e.g., "the influence of mechanical action"). This is a general sense of one thing impacting another.
    *   Sense 5: `one having power to influence another` (e.g., "she was the most important influence in my life"). This refers to a person.

    *   The context is: "the influence of the 'New Math' on American textbooks and teaching methods."
    *   "New Math" is a pedagogical approach/philosophy (a "thing"), not a person (eliminates Sense 5).
    *   It's not about social prestige or political power (eliminates Sense 1).
    *   It's not specifically a "cognitive factor" affecting an individual's behavior (Sense 3), but rather the impact of a system/theory on textbooks and methods.
    *   It describes the effect of one thing ("New Math") on other things ("textbooks and teaching methods"). This fits Sense 4 perfectly.

    *   Sense 4: "the effect of one thing (or person) on another".
    *   Context: "the influence of the 'New Math' on American textbooks and teaching methods."
    *   This is a direct match.


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

[User]
Target lemma: american
Target surface form: American
Context:
The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on <t>American</t> textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

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

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

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

reasoning_content:
*   Target lemma: `american`
    *   Target surface form: `American`
    *   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 <t>American</t> textbooks and teaching methods."
    *   Candidate senses:
        1.  `american%3:01:01::`: of or relating to the United States of America or its people or language or culture.
        2.  `american%3:01:00::`: of or relating to or characteristic of the continents and islands of the Americas.

    *   The sentence compares "American students" with "British, French, German or Japanese students".
    *   It mentions "American textbooks and teaching methods".
    *   The comparison is between specific nations (UK, France, Germany, Japan).
    *   In this context, "American" clearly refers to the United States of America, not the entire Western Hemisphere (North and South America).

    *   Sense 1: United States of America.
    *   Sense 2: The Americas (continents).
    *   The context fits Sense 1 perfectly.