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

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.

Senses:
1. 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. definition=take or consume (regularly or habitually) | synonyms=habituate | examples=She uses drugs rarely
3. definition=use up, consume fully | synonyms=expend | examples=The legislature expended its time on school questions
4. 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. definition=avail oneself to | synonyms=practice, apply | examples=apply a principle; practice a religion
6. 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

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

    *   Sense 1: put into service; make work or employ for a particular purpose (utilize, apply, employ). Example: "use your head!", "we only use Spanish at home".
    *   Sense 2: take or consume (regularly or habitually). Example: "She uses drugs rarely".
    *   Sense 3: use up, consume fully (expend). Example: "The legislature expended its time on school questions".
    *   Sense 4: seek or achieve an end by using to one's advantage. Example: "She uses her influential friends to get jobs".
    *   Sense 5: avail oneself to (practice, apply). Example: "apply a principle; practice a religion".
    *   Sense 6: habitually do something (past tense). Example: "She used to call her mother...".

    *   The sentence says "It is generally desirable to use older textbooks... rather than newer ones."
    *   In this context, "use" means to employ the textbooks for the purpose of learning or teaching.
    *   This matches Sense 1: "put into service; make work or employ for a particular purpose".

    *   Sense 2 (drugs/consumption) - No.
    *   Sense 3 (expend/use up) - No.
    *   Sense 4 (manipulate/advantage) - No.
    *   Sense 5 (practice a religion/principle) - No.
    *   Sense 6 (past habit) - No.

Sense 1 is the correct fit.


attempt_kind: initial

status: success

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

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.

Senses:
1. 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. definition=to some (great or small) extent | synonyms=kind of, kinda, sort of | examples=it was rather cold; the party was rather nice
3. definition=more readily or willingly | synonyms=preferably, sooner | examples=clean it well, preferably with warm water; I'd rather be in Philadelphia
4. definition=to a degree (not used with a negative) | synonyms=quite | examples=quite tasty; quite soon

finish_reason: stop

role: assistant

reasoning_content:
*   Context: "It is generally desirable to use older textbooks -- many of them, alas, out of print -- <t>rather</t> than newer ones."
    *   Target word: "rather" (used in the phrase "rather than").

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

    *   The sentence is: "It is generally desirable to use older textbooks... rather than newer ones."
    *   This is a comparison where one thing is preferred over another.
    *   "Rather than" here means "instead of" or "in preference to".
    *   Looking at the senses:
        *   Sense 1: "on the contrary", "instead". Example: "rather than disappoint the children..." (This matches the structure "rather than [X]").
        *   Sense 2: Degree (not applicable).
        *   Sense 3: "more readily or willingly", "preferably". Example: "clean it well, preferably with warm water". (This is very close, as "rather than" often expresses preference).
        *   Sense 4: Degree (not applicable).

    *   Sense 1: "on the contrary | synonyms=instead | examples=rather than disappoint the children..."
    *   Sense 3: "more readily or willingly | synonyms=preferably, sooner | examples=clean it well, preferably with warm water; I'd rather be in Philadelphia"

    *   In the context "It is generally desirable to use older textbooks... rather than newer ones", the author is saying that older textbooks are preferred *instead of* newer ones.
    *   The phrase "rather than" is a standard conjunction meaning "instead of".
    *   Sense 1 explicitly lists "rather than disappoint the children" as an example.
    *   Sense 3 focuses on "preferably" or "sooner" (often used with "would rather").

    *   "It is generally desirable to use older textbooks... rather than newer ones."
    *   Substitute Sense 1 (instead of): "It is generally desirable to use older textbooks... instead of newer ones." (Perfect fit).
    *   Substitute Sense 3 (preferably): "It is generally desirable to use older textbooks... preferably newer ones." (Doesn't fit grammatically/logically in that specific slot).

    *   Sense 1 is the correct match for the "rather than" construction used here.

currency: USD

source: unavailable


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

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.

Senses:
1. 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. 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. definition=lacking training or experience | synonyms=raw | examples=the new men were eager to fight; raw recruits
4. definition=having no previous example or precedent or parallel | synonyms=unexampled | examples=a time of unexampled prosperity
5. 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. definition=unaffected by use or exposure | examples=it looks like new
7. 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. definition=in use after medieval times | examples=New Eqyptian was the language of the 18th to 21st dynasties
9. definition=used of a living language; being the current stage in its development | synonyms=Modern | examples=Modern English; New Hebrew is Israeli Hebrew
10. definition=(of crops) harvested at an early stage of development; before complete maturity | synonyms=young | examples=new potatoes; young corn
11. definition=unfamiliar | examples=new experiences; experiences new to him

reasoning_content:
*   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."
    *   Target word: "newer" (comparative of "new").
    *   Key clues: Contrast with "older textbooks," and the description of the newer ones as "modish, trendy, often downright silly, and at best insubstantial."

    *   Sense 1: Not of long duration; recently come into being/made. (General meaning of new).
    *   Sense 2: Original, not seen before (novel).
    *   Sense 3: Lacking training (raw).
    *   Sense 4: No previous example (unexampled).
    *   Sense 5: Other than the former (different).
    *   Sense 6: Unaffected by use (like new).
    *   Sense 7: Gratuitously new, newfangled (modish, trendy).
    *   Sense 8: After medieval times.
    *   Sense 9: Current stage of language (Modern).
    *   Sense 10: Harvested early (young).
    *   Sense 11: Unfamiliar.

    *   The author is contrasting "older textbooks" with "newer ones."
    *   The author explicitly describes these "newer" textbooks as "modish, trendy, often downright silly, and at best insubstantial."
    *   Sense 1 is the general meaning (recently made).
    *   Sense 7 specifically refers to things that are "gratuitously new" or "newfangled," often with a negative connotation of being "modish" or "trendy."

    *   The words "modish" and "trendy" used in the sentence are almost direct synonyms for "newfangled" (Sense 7).
    *   While Sense 1 (recently made) is technically true, the author's specific critique ("modish, trendy") points directly to the nuance captured in Sense 7.

    *   Sense 1: "new cars" (neutral)
    *   Sense 7: "newfangled ideas" (often negative, modish)
    *   The context says: "The latter are modish, trendy..." This strongly aligns with Sense 7.


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

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.

Senses:
1. 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. definition=a single person or thing | examples=he is the best one; this is the one I ordered

reasoning_content:
*   Context: "...It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer <t>ones</t>."
    *   Target word: "ones" (plural of "one").
    *   Senses provided:
        1.  The smallest whole number or a numeral representing this number.
        2.  A single person or thing.

    *   The sentence is comparing "older textbooks" with "newer ones".
    *   In this context, "ones" refers back to "textbooks".
    *   "Newer ones" = "newer textbooks".

    *   Sense 1: Number/numeral (e.g., "the number one"). This doesn't fit.
    *   Sense 2: A single person or thing (used as a pronoun to avoid repetition). "Textbooks" are things. "Newer ones" refers to newer textbooks. This fits perfectly.

    *   The correct sense is 2.


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

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.

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

reasoning_content:
*   Context: "The latter are modish, trendy, <t>often</t> downright silly, and at best insubstantial."
    *   Target word: "often"
    *   Senses provided:
        1.  many times at short intervals (frequently)
        2.  frequently or in great quantities (much)
        3.  in many cases or instances

    *   The sentence describes newer textbooks: "The latter are modish, trendy, <t>often</t> downright silly, and at best insubstantial."
    *   Here, "often" modifies "downright silly."
    *   It means that in many cases/instances, these textbooks are downright silly. It's not talking about a frequency of an action happening at short intervals (Sense 1), nor is it talking about quantity/amount (Sense 2).

    *   Sense 1: "many times at short intervals" (e.g., "we often met"). This refers to temporal frequency.
    *   Sense 2: "frequently or in great quantities" (e.g., "I don't travel much"). This refers to amount/frequency of an activity.
    *   Sense 3: "in many cases or instances". This refers to a characteristic being true for many members of a group.

    *   "The latter [textbooks] are... often downright silly."
    *   This means "In many cases, the latter are downright silly."
    *   This matches Sense 3 perfectly.


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

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.

Senses:
1. 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. 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. definition=not convinced | examples=they admitted the force of my argument but remained dubious

reasoning_content:
*   Context: "They are based on <t>dubious</t> psychological and sociological theories rather than on educational experience."
    *   Target word: "dubious"
    *   Surrounding context: The author is criticizing newer textbooks, calling them "modish, trendy, often downright silly, and at best insubstantial." The theories they are based on are contrasted with "educational experience."

    *   Sense 1: "fraught with uncertainty or doubt" (e.g., "doubtful that the cord would hold"). This usually refers to the *likelihood* of an event happening.
    *   Sense 2: "open to doubt or suspicion" (e.g., "the candidate's doubtful past", "dubious record"). This refers to the *reliability, validity, or morality* of something.
    *   Sense 3: "not convinced" (e.g., "they... remained dubious"). This refers to a *person's state of mind* (feeling skeptical).

    *   The word "dubious" describes "psychological and sociological theories."
    *   Theories cannot be "not convinced" (Sense 3).
    *   The theories aren't "fraught with uncertainty" in the sense of whether they will happen (Sense 1), but rather that their validity or truth is questionable/suspicious (Sense 2).
    *   The author is questioning the validity/reliability of these theories.

    *   Sense 2 fits perfectly: "open to doubt or suspicion."

    *   Return only the number.


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

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.

Senses:
1. definition=mental or emotional as opposed to physical in nature | examples=give psychological support; psychological warfare
2. definition=of or relating to or determined by psychology | examples=psychological theories

reasoning_content:
*   Context: "They are based on dubious <t>psychological</t> and sociological theories rather than on educational experience."
    *   Target word: "psychological"
    *   Senses provided:
        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 focuses on the distinction between mind/emotion and body/physicality.
    *   Sense 2 focuses on the academic field or science of psychology.
    *   "Psychological theories" is explicitly listed as an example for Sense 2.

    *   The usage in the context matches Sense 2 perfectly.


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

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.

Senses:
1. 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. definition=to some (great or small) extent | synonyms=kind of, kinda, sort of | examples=it was rather cold; the party was rather nice
3. definition=more readily or willingly | synonyms=preferably, sooner | examples=clean it well, preferably with warm water; I'd rather be in Philadelphia
4. definition=to a degree (not used with a negative) | synonyms=quite | examples=quite tasty; quite soon

reasoning_content:
*   Context: "They are based on dubious psychological and sociological theories <t>rather</t> than on educational experience."
    *   Target word: "rather" (used in the phrase "rather than").

    *   Sense 1: "on the contrary", "instead". Example: "rather than disappoint the children...", "he didn't call; rather (or instead), he wrote her a letter".
    *   Sense 2: "to some (great or small) extent", "kind of", "sort of". Example: "it was rather cold".
    *   Sense 3: "more readily or willingly", "preferably", "sooner". Example: "I'd rather be in Philadelphia".
    *   Sense 4: "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."
    *   This means they are based on theories *instead of* educational experience.
    *   It expresses a preference or a contrast between two options (theories vs. experience).
    *   Comparing this to the senses:
        *   Sense 1 ("instead", "on the contrary") fits perfectly. "Rather than" is a common construction meaning "instead of".
        *   Sense 2 ("kind of") does not fit.
        *   Sense 3 ("preferably") is close in some contexts, but "rather than" in this specific grammatical structure ("based on X rather than Y") typically aligns with "instead of".
        *   Sense 4 ("quite") does not fit.

    *   Sense 1: "rather than disappoint the children..." (used as a preposition/conjunction meaning "instead of").
    *   Context: "based on... theories rather than on educational experience."
    *   This matches the usage in Sense 1.


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

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.

Senses:
1. definition=relating to the process of education | examples=educational psychology
2. definition=providing knowledge | examples=an educational film

reasoning_content:
*   Context: A passage arguing against "New Math" and in favor of older textbooks. The specific sentence is: "They are based on dubious psychological and sociological theories rather than on <t>educational</t> experience."
    *   Target word: "educational"
    *   Senses:
        1.  relating to the process of education (e.g., educational psychology)
        2.  providing knowledge (e.g., an educational film)

    *   The phrase is "educational experience."
    *   In this context, the author is contrasting "dubious psychological and sociological theories" with "educational experience."
    *   "Educational experience" here refers to the experience gained *through* the process of teaching and learning (the practice of education), rather than something that *provides* knowledge (like a documentary).
    *   It's about the field/process of education.

    *   Sense 1: "relating to the process of education" (e.g., educational psychology). This fits well. "Educational experience" relates to the process of educating.
    *   Sense 2: "providing knowledge" (e.g., an educational film). This doesn't fit. The "experience" isn't providing knowledge in the way a film does; it's the experience *of* educating.

    *   The word "educational" modifies "experience."
    *   Is it an experience that provides knowledge (Sense 2)? Or is it experience relating to the process of education (Sense 1)?
    *   Given the contrast with "psychological and sociological theories," the author is talking about the professional practice/process of education.

    *   Sense 1 is the correct fit.


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

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.

Senses:
1. 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. definition=the content of direct observation or participation in an event | examples=he had a religious experience; he recalled the experience vividly
3. definition=an event as apprehended | examples=a surprising experience; that painful experience certainly got our attention

reasoning_content:
*   Context: "...They are based on dubious psychological and sociological theories rather than on educational <t>experience</t>."
    *   Target word: "experience"
    *   Senses provided:
        1.  Accumulation of knowledge or skill from direct participation (e.g., "a man of experience").
        2.  Content of direct observation or participation in an event (e.g., "a religious experience").
        3.  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 by educators over time through teaching, rather than theoretical frameworks.
    *   It's about the *accumulation* of knowledge/skill from doing the job of education.

    *   Sense 1: "the accumulation of knowledge or skill that results from direct participation in events or activities". This fits perfectly. The author is arguing that textbooks should be based on the practical knowledge gained from teaching (experience) rather than theories.
    *   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 painful experience"). Not a fit.

    *   The usage matches Sense 1.


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

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.

Senses:
1. definition=a rational motive for a belief or action | synonyms=ground | examples=the reason that war was declared; the grounds for their declaration
2. 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. 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. 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. 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. definition=a fact that logically justifies some premise or conclusion | examples=there is reason to believe he is lying

reasoning_content:
*   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."
    *   Target word: "reasons"

    *   Sense 1: a rational motive for a belief or action (e.g., reason war was declared).
    *   Sense 2: an explanation of the cause of some phenomenon (e.g., reason a steady state was never reached).
    *   Sense 3: the capacity for rational thought (intellect).
    *   Sense 4: the state of having good sense (rationality).
    *   Sense 5: a justification for something existing or happening (cause/grounds for a feeling or action, e.g., reason to rejoice).
    *   Sense 6: a fact that logically justifies some premise or conclusion (reason to believe).

    *   The sentence says: "One of the reasons [American students do so poorly in math tests] is [the influence of the 'New Math' on American textbooks and teaching methods]."
    *   This is explaining *why* a certain phenomenon (poor performance in math tests) is happening.
    *   It identifies a cause for a result.

    *   Sense 1 (motive for action/belief) doesn't fit; the students aren't choosing to do poorly.
    *   Sense 2 (explanation of the cause of some phenomenon) fits perfectly. The phenomenon is "American students doing poorly in math tests," and the explanation is "the influence of the 'New Math'."
    *   Sense 3 (intellect) doesn't fit.
    *   Sense 4 (rationality) doesn't fit.
    *   Sense 5 (justification for existing/happening) is close, but usually refers to a justification for a feeling or a right to do something (e.g., "reason to complain").
    *   Sense 6 (fact justifying a premise) doesn't fit.

    *   Sense 2: "an explanation of the cause of some phenomenon".
    *   Context: "One of the reasons [phenomenon] is [cause]."
    *   This matches exactly.


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

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.

Senses:
1. definition=of or relating to the United States of America or its people or language or culture | examples=American citizens; American English
2. definition=of or relating to or characteristic of the continents and islands of the Americas | examples=the American hemisphere; American flora and fauna

reasoning_content:
*   Context: A passage discussing education, textbooks, and the performance of "American students" in math tests compared to students from other countries (British, French, German, Japanese).
    *   Target word: "American" (in "American students").
    *   Senses:
        1.  Relating to the USA, its people, language, or culture.
        2.  Relating to the Americas (North and South America).

    *   The text mentions "American students" in contrast with "British, French, German or Japanese students".
    *   It mentions "American textbooks and teaching methods".
    *   It mentions a student at "Harvard" (a US university) and the "American Spectator" (a US publication).
    *   The context clearly refers to the United States of America, not the entire Western Hemisphere (the Americas).

    *   Sense 1: "of or relating to the United States of America or its people..." -> Fits perfectly.
    *   Sense 2: "of or relating to or characteristic of the continents and islands of the Americas" -> Too broad; the context is specifically about the US.


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

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.

Senses:
1. definition=a learner who is enrolled in an educational institution | synonyms=pupil, educatee
2. 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

reasoning_content:
*   Context: A passage discussing education, academic potential, textbooks, and the performance of "American students" in math tests compared to other countries.
    *   Target word: "students" (marked with `<t></t>`).
    *   Senses provided:
        1.  A learner enrolled in an educational institution (pupil, educatee).
        2.  A learned person/scholar (scholar, scholarly person).

    *   "One of the reasons American <t>students</t> do so poorly in math tests, as compared with British, French, German or Japanese students..."
    *   "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..."

    *   The text refers to people taking math tests and learning from textbooks in an educational setting.
    *   It contrasts American students with those from other countries.
    *   It mentions students who "cannot add or subtract," implying they are learners/pupils, not established scholars or learned persons.

    *   Sense 1: Learner enrolled in an educational institution. (Fits perfectly).
    *   Sense 2: A learned person/scholar. (Does not fit; the text describes them as struggling with basic math).

The correct sense is 1.


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

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.

Senses:
1. definition=to a very great extent or degree | examples=the idea is so obvious; never been so happy
2. 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. 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. 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. definition=in the same way; also | examples=I was offended and so was he; worked hard and so did she
6. definition=in the way indicated; ; ; (`thusly' is a nonstandard variant) | synonyms=thus, thusly | examples=hold the brush so; set up the pieces thus
7. 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. 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. 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. 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

reasoning_content:
*   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."
    *   Target word: "so" (in "do so poorly").

    *   1. to a very great extent or degree (e.g., "so obvious", "so happy")
    *   2. in a manner that facilitates (e.g., "so he could describe")
    *   3. in such a condition or manner (e.g., "remain so")
    *   4. to a certain unspecified extent or degree (e.g., "go so far")
    *   5. in the same way; also (e.g., "so was he")
    *   6. in the way indicated (e.g., "hold the brush so")
    *   7. (usually followed by 'that') to an extent or degree as expressed (e.g., "so tired that...")
    *   8. subsequently or soon afterward (e.g., "and so then")
    *   9. (logical conclusion) therefore (e.g., "and so X must be true")
    *   10. in truth; indeed (e.g., "indeed it did")

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

    *   Sense 1: "to a very great extent or degree" (Example: "the idea is so obvious"). This matches perfectly. "So poorly" = "very poorly".
    *   Sense 7: "(usually followed by 'that') to an extent or degree as expressed". There is no "that" clause following "so poorly" in this sentence.
    *   Other senses (2, 3, 4, 5, 6, 8, 9, 10) do not fit the grammatical usage of "so" as an intensifier for an adverb.

    *   "One of the reasons American students do [to a very great extent] poorly in math tests..."
    *   This fits Sense 1.


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

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.

Senses:
1. 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. definition=be comparable | examples=This car does not compare with our line of Mercedes
3. 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. definition=to form the comparative or superlative form on an adjective or adverb

reasoning_content:
*   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'..."
    *   Target word: "compared"

    *   Sense 1: examine and note the similarities or differences of (e.g., "John compared his haircut to his friend's").
    *   Sense 2: be comparable (e.g., "This car does not compare with our line of Mercedes").
    *   Sense 3: consider or describe as similar, equal, or analogous (e.g., "We can compare the Han dynasty to the Romans").
    *   Sense 4: to form the comparative or superlative form of an adjective or adverb.

    *   The phrase "as compared with" is used here to establish a point of reference for the performance of American students.
    *   It means that when you look at the results of American students and then look at the results of British, French, German, or Japanese students, you notice a difference (American students do poorly).
    *   This is the act of examining/noting differences/similarities between two or more groups.

    *   Sense 1: "examine and note the similarities or differences of". This fits perfectly. "As compared with" is a standard way to introduce a comparison of data or performance.
    *   Sense 2: "be comparable". This usually implies quality or status (e.g., "It doesn't compare"). The context isn't saying American students aren't *comparable* to others, but rather that their *performance* is different when compared.
    *   Sense 3: "consider or describe as similar, equal, or analogous". This is more about metaphor or equating two things (e.g., "comparing a man to a lion"). Not the case here.
    *   Sense 4: Grammatical formation. Not the case here.

    *   The usage "as compared with [X]" is a classic application of Sense 1 (examining/noting differences).


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

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.

Senses:
1. definition=a learner who is enrolled in an educational institution | synonyms=pupil, educatee
2. 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

reasoning_content:
*   Context: A passage discussing education, textbooks, and the performance of American students in math tests compared to students from other countries.
    *   Target word: "students" (marked with `<t></t>`).
    *   Sentence: "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."

    *   Sense 1: "a learner who is enrolled in an educational institution" (synonyms: pupil, educatee).
    *   Sense 2: "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 text mentions "American students" doing poorly in "math tests" compared to "British, French, German or Japanese students".
    *   It discusses "textbooks and teaching methods".
    *   It mentions students who "cannot add or subtract".
    *   This clearly refers to people learning in schools (pupils/learners), not established scholars or masters of a discipline.

    *   Sense 1 fits perfectly.
    *   Sense 2 does not fit.


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

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.

Senses:
1. definition=a power to affect persons or events especially power based on prestige etc | examples=used her parents' influence to get the job
2. definition=causing something without any direct or apparent effort
3. 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. definition=the effect of one thing (or person) on another | examples=the influence of mechanical action
5. 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

reasoning_content:
*   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."
    *   Target word: "influence"
    *   Meaning in context: The "New Math" (a specific approach/theory) had an effect on textbooks and teaching methods, which in turn affected student performance.

    *   Sense 1: "a power to affect persons or events especially power based on prestige etc" (e.g., using parents' influence to get a job). -> This is about social power/clout.
    *   Sense 2: "causing something without any direct or apparent effort" -> This is a very specific, almost subconscious or indirect causation.
    *   Sense 3: "a cognitive factor that tends to have an effect on what you do" (e.g., wishes influencing thinking). -> This is about internal mental factors.
    *   Sense 4: "the effect of one thing (or person) on another" (e.g., influence of mechanical action). -> This is a general description of one thing impacting another.
    *   Sense 5: "one having power to influence another" (e.g., a person who is a bad influence). -> This refers to a person.

    *   The "New Math" is a system/approach (a "thing").
    *   It affected "textbooks and teaching methods" (other "things").
    *   This fits the general definition of "the effect of one thing on another."

    *   Sense 1 is about social prestige/power. (Incorrect)
    *   Sense 2 is about lack of effort. (Incorrect)
    *   Sense 3 is about cognitive factors/thinking. (Incorrect)
    *   Sense 4 is about the effect of one thing on another. (Correct)
    *   Sense 5 is about a person. (Incorrect)


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

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.

Senses:
1. definition=of or relating to the United States of America or its people or language or culture | examples=American citizens; American English
2. definition=of or relating to or characteristic of the continents and islands of the Americas | examples=the American hemisphere; American flora and fauna

reasoning_content:
*   Context: A passage discussing education, textbooks, and the performance of students in math tests.
    *   Target word: "American" (marked with `<t></t>`).
    *   Specific phrase: "...the influence of the 'New Math' on <t>American</t> textbooks and teaching methods."
    *   Senses provided:
        1.  Relating to the United States of America (people, language, culture).
        2.  Relating to the continents/islands of the Americas (hemisphere, flora, fauna).

    *   The text compares "American students" with "British, French, German or Japanese students."
    *   It mentions "Harvard" (a US university).
    *   It mentions the "American Spectator" (a US publication).
    *   The context clearly refers to the United States of America, not the entire Western Hemisphere (North and South America).

    *   Sense 1: United States of America. (Matches)
    *   Sense 2: The Americas (continents). (Does not match)


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

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

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

reasoning_content:
*   Context: "Anyone who <t>wants</t> to appreciate just how bizarre this situation is... should read the article by Caleb Nelson..."
    *   Target word: "wants"
    *   Senses provided:
        1.  feel or have a desire for; want strongly (desire)
        2.  have need of (need, require)
        3.  hunt or look for (wanted by FBI)
        4.  wish or demand the presence of (I want you here)
        5.  be without, lack (deficient in)

    *   "Anyone who wants to appreciate just how bizarre this situation is..."
    *   In this sentence, "wants" means the person has a desire or a wish to understand or appreciate the situation.
    *   It's not about needing a tuner (Sense 2), being hunted by the FBI (Sense 3), demanding someone's presence (Sense 4), or lacking something (Sense 5).
    *   It fits the definition of "feel or have a desire for" (Sense 1).

    *   Sense 1: "feel or have a desire for; want strongly" -> "Anyone who [desires/wishes] to appreciate..." (Correct)
    *   Sense 2: "have need of" -> "Anyone who [needs] to appreciate..." (Possible, but "desire" is a better fit for "anyone who wants to [do something]").
    *   Sense 3: "hunt or look for" -> (Incorrect)
    *   Sense 4: "wish or demand the presence of" -> (Incorrect)
    *   Sense 5: "be without, lack" -> (Incorrect)

    *   "Anyone who wants to [verb]" is a standard construction for expressing a desire or wish to perform an action. This aligns perfectly with Sense 1.


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

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

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

reasoning_content:
*   Context: "Anyone who wants to <t>appreciate</t> just how bizarre this situation is -- with students who cannot add or subtract 'learning' the conceptual basis of mathematical theory -- should read the article by Caleb Nelson..."
    *   Target word: "appreciate"

    *   Sense 1: recognize with gratitude; be grateful for (e.g., "I appreciate your help").
    *   Sense 2: be fully aware of; realize fully (e.g., "Do you appreciate the full meaning of this letter?").
    *   Sense 3: hold dear; prize, value, treasure (e.g., "I prize these old photographs").
    *   Sense 4: gain in value (financial context, e.g., "The yen appreciated").
    *   Sense 5: increase the value of (financial context, e.g., "appreciate the Deutsche Mark").

    *   The sentence says: "Anyone who wants to appreciate just how bizarre this situation is..."
    *   In this context, "appreciate" means to understand, recognize, or be fully aware of the extent of the bizarreness of the situation.
    *   It does not mean gratitude (Sense 1), valuing something emotionally (Sense 3), or financial gain (Senses 4 and 5).
    *   It aligns perfectly with Sense 2: "be fully aware of; realize fully".

    *   Sense 2 matches the context.


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

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

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

reasoning_content:
*   Context: "Anyone who wants to appreciate <t>just</t> how bizarre this situation is... should read the article..."
    *   Target word: "just"

    *   Sense 1: and nothing more (merely, simply, only).
    *   Sense 2: indicating exactness or preciseness (precisely, exactly).
    *   Sense 3: only a moment ago (just now).
    *   Sense 4: absolutely (simply).
    *   Sense 5: only a very short time before (barely, hardly).
    *   Sense 6: exactly at this moment or the moment described.

    *   "Anyone who wants to appreciate *just* how bizarre this situation is..."
    *   Does it mean "merely how bizarre"? (No)
    *   Does it mean "precisely how bizarre"? (Yes, it emphasizes the degree or extent of the bizarreness).
    *   Does it mean "a moment ago how bizarre"? (No)
    *   Does it mean "absolutely how bizarre"? (No)
    *   Does it mean "barely how bizarre"? (No)
    *   Does it mean "exactly at this moment how bizarre"? (No)

    *   "Appreciate just how bizarre" $\approx$ "Appreciate exactly how bizarre" or "Appreciate precisely how bizarre".
    *   This matches Sense 2: "indicating exactness or preciseness | synonyms=precisely, exactly".

    *   Sense 1 (merely) doesn't fit the context of emphasizing the degree of bizarreness.
    *   Sense 2 (precisely/exactly) fits perfectly. "Just how [adjective]" is a common construction to emphasize the extent of something.


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

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

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

reasoning_content:
*   Context: "Anyone who wants to appreciate just how bizarre this <t>situation</t> is -- with students who ca not add or subtract 'learning' the conceptual basis of mathematical theory -- should read the article..."
    *   The "situation" refers to the state of affairs where students are learning conceptual math theory but cannot perform basic addition or subtraction, caused by "New Math" and certain textbook/teaching trends.

    *   Sense 1: "the general state of things; the combination of circumstances at a given time; state of affairs" (Example: "the present international situation is dangerous").
    *   Sense 2: "a condition or position in which you find yourself" (Example: "the unpleasant situation of having to choose between two evils").
    *   Sense 3: "a complex or critical or unusual difficulty" (Example: "the dangerous situation developed suddenly").
    *   Sense 4: "physical position in relation to the surroundings; site" (Example: "the sites are determined by...").
    *   Sense 5: "a job in an organization; position, post" (Example: "he occupied a post in the treasury").

    *   The text describes a "bizarre" state of affairs regarding education (New Math, textbooks, student performance).
    *   It's not a specific person's personal position (Sense 2).
    *   While "bizarre" suggests it's unusual, it's describing a general state of the educational system/circumstances rather than a sudden "critical difficulty" or "crisis" in the way Sense 3 usually implies (though there is overlap).
    *   It's definitely not a physical site (Sense 4) or a job (Sense 5).
    *   Comparing Sense 1 and Sense 3: Sense 1 is "the general state of things; the combination of circumstances." The author is talking about the general state of math education in America.

    *   Sense 1: "the general state of things; the combination of circumstances at a given time" -> "the present international situation is dangerous".
    *   The context "how bizarre this situation is -- with students who cannot add or subtract 'learning' the conceptual basis..." fits perfectly with "the general state of things" or "state of affairs".

    *   Sense 1: State of affairs.
    *   Sense 2: Personal predicament.
    *   Sense 3: Crisis/Difficulty.
    *   Sense 4: Location.
    *   Sense 5: Job.

    The author is describing the current state of American math education. This is a "state of affairs."

    *Self-Correction/Double Check:* Could it be Sense 3? "a complex or critical or unusual difficulty". The author calls it "bizarre," which is unusual. However, the core of the description is the *combination of circumstances* (New Math, textbooks, students' lack of basic skills). Sense 1 is the broader and more accurate fit for a systemic state of affairs.

    Let's look at the examples for Sense 1: "the present international situation is dangerous; wondered how such a state of affairs had come about". This matches the tone and usage of the context.


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

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

Senses:
1. definition=a learner who is enrolled in an educational institution | synonyms=pupil, educatee
2. 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

reasoning_content:
*   Context: A passage discussing academic potential, textbooks, math test performance of American students compared to others, and school administration.
    *   Target word: "students" (marked with `<t></t>`).
    *   Specific sentence: "Anyone who wants to appreciate just how bizarre this situation is -- with <t>students</t> who ca not add or subtract 'learning 'the conceptual basis of mathematical theory -- should read the article by Caleb Nelson..."

    *   Sense 1: "a learner who is enrolled in an educational institution" (synonyms: pupil, educatee).
    *   Sense 2: "a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines" (synonyms: scholar, scholarly person, bookman).

    *   The context mentions "American students do so poorly in math tests," "British, French, German or Japanese students," and "students who ca not add or subtract."
    *   These "students" are people learning math in schools, specifically those who are struggling with basic arithmetic while learning theory.
    *   This clearly aligns with Sense 1 (learners enrolled in an educational institution).
    *   It does not align with Sense 2 (learned persons/scholars).

    *   The correct sense is 1.


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

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

Senses:
1. definition=make an addition (to); join or combine or unite with others; increase the quality, quantity, size or scope of | examples=We added two students to that dorm room; She added a personal note to her letter
2. definition=state or say further | synonyms=append, supply | examples=`It doesn't matter,' he supplied
3. definition=bestow a quality on | synonyms=lend, impart, bestow, contribute, bring | examples=Her presence lends a certain cachet to the company; The music added a lot to the play
4. definition=make an addition by combining numbers | synonyms=add together | examples=Add 27 and 49, please!
5. definition=determine the sum of | synonyms=total, tot, tot up, sum, sum up, summate | examples=Add all the people in this town to those of the neighboring town
6. definition=constitute an addition | examples=This paper will add to her reputation

reasoning_content:
*   Context: "...with students who cannot <t>add</t> or subtract 'learning' the conceptual basis of mathematical theory..."
    *   The word "add" is used in the context of basic mathematical operations ("add or subtract").
    *   The sentence discusses students' poor performance in math tests and the failure to learn basic skills.

    *   Sense 1: make an addition (to); join or combine or unite with others; increase quality/quantity/size/scope. (e.g., adding students to a room).
    *   Sense 2: state or say further. (e.g., "It doesn't matter," he added).
    *   Sense 3: bestow a quality on. (e.g., music added to the play).
    *   Sense 4: make an addition by combining numbers. (e.g., Add 27 and 49).
    *   Sense 5: determine the sum of. (e.g., Add all the people in this town).
    *   Sense 6: constitute an addition. (e.g., add to her reputation).

    *   The context "cannot add or subtract" clearly refers to the basic arithmetic operation of combining numbers.
    *   Sense 4 ("make an addition by combining numbers") fits perfectly.
    *   Sense 5 ("determine the sum of") is very similar, but "add or subtract" is the classic pairing for basic arithmetic operations (Sense 4). Let's re-evaluate Sense 4 vs Sense 5.
    *   Sense 4: "make an addition by combining numbers" (e.g., Add 27 and 49).
    *   Sense 5: "determine the sum of" (e.g., Add all the people in this town to those of the neighboring town).
    *   In the phrase "cannot add or subtract," it refers to the general ability to perform the operation of addition. Sense 4 is the most direct description of the mathematical operation.

    *   Sense 4 is the standard definition for the arithmetic operation of addition.


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

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

Senses:
1. definition=make a subtraction | synonyms=deduct, take off | examples=subtract this amount from my paycheck
2. definition=take off or away | examples=this prefix was subtracted when the word was borrowed from French

reasoning_content:
*   Context: "...with students who cannot add or <t>subtract</t> 'learning' the conceptual basis of mathematical theory..."
    *   Target word: "subtract"
    *   Senses:
        1.  make a subtraction (deduct, take off) - e.g., subtract from a paycheck.
        2.  take off or away - e.g., a prefix subtracted when a word was borrowed.

    *   The sentence discusses students' inability to perform basic arithmetic ("cannot add or subtract") in the context of math tests and "New Math."
    *   "Add or subtract" is a common phrase referring to the basic mathematical operation of subtraction.

    *   Sense 1: "make a subtraction" (mathematical operation).
    *   Sense 2: "take off or away" (linguistic or physical removal).

    *   The context is clearly about basic arithmetic skills. Sense 1 fits perfectly.


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

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

Senses:
1. definition=gain knowledge or skills | synonyms=larn, acquire | examples=She learned dancing from her sister; I learned Sanskrit
2. definition=get to know or become aware of, usually accidentally | synonyms=hear, get word, get wind, pick up, find out, get a line | examples=I learned that she has two grown-up children; I see that you have been promoted
3. definition=commit to memory; learn by heart | synonyms=memorize, memorise, con | examples=Have you memorized your lines for the play yet?
4. definition=be a student of a certain subject | synonyms=study, read, take | examples=She is reading for the bar exam
5. definition=impart skills or knowledge to | synonyms=teach, instruct | examples=I taught them French; He instructed me in building a boat
6. definition=find out, learn, or determine with certainty, usually by making an inquiry or other effort | synonyms=determine, check, find out, see, ascertain, watch | examples=I want to see whether she speaks French; See whether it works

reasoning_content:
*   Context: "...with students who cannot add or subtract '<t>learning</t>' the conceptual basis of mathematical theory..."
    *   Target word: "learning" (from "learn").
    *   Meaning in context: The students are being taught or are studying the conceptual basis of mathematical theory, but they can't perform basic operations like addition or subtraction.

    *   Sense 1: gain knowledge or skills (e.g., learned dancing, learned Sanskrit).
    *   Sense 2: get to know or become aware of, usually accidentally (e.g., learned she has children).
    *   Sense 3: commit to memory; learn by heart (e.g., memorize lines).
    *   Sense 4: be a student of a certain subject (e.g., reading for the bar exam).
    *   Sense 5: impart skills or knowledge to (teach/instruct).
    *   Sense 6: find out, learn, or determine with certainty (e.g., see whether she speaks French).

    *   The phrase is "learning the conceptual basis of mathematical theory".
    *   This refers to the process of acquiring knowledge or skills regarding the conceptual basis of math.
    *   Sense 1 (gain knowledge or skills) fits best.
    *   Sense 4 (be a student of) is similar, but "learning the conceptual basis" is more about the act of acquiring the knowledge than the status of being a student of the subject.
    *   Sense 5 (teach) is the opposite (imparting knowledge).

    *   "students who cannot add or subtract [while] learning the conceptual basis..."
    *   Here, "learning" is used as a gerund/participle describing the process of acquiring knowledge.
    *   Sense 1: "gain knowledge or skills". This matches perfectly.


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

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

Senses:
1. definition=a relation that provides the foundation for something | synonyms=footing, ground | examples=they were on a friendly footing; he worked on an interim basis
2. definition=the fundamental assumptions from which something is begun or developed or calculated or explained | synonyms=base, foundation, fundament, groundwork, cornerstone | examples=the whole argument rested on a basis of conjecture
3. definition=the most important or necessary part of something | synonyms=base | examples=the basis of this drink is orange juice

reasoning_content:
*   Context: "...with students who cannot add or subtract 'learning' the conceptual <t>basis</t> of mathematical theory..."
    *   Target word: "basis"
    *   Surrounding words: "conceptual basis of mathematical theory"

    *   Sense 1: "a relation that provides the foundation for something" (e.g., "friendly footing", "interim basis"). This refers more to the *manner* or *terms* of a relationship or arrangement.
    *   Sense 2: "the fundamental assumptions from which something is begun or developed or calculated or explained" (e.g., "basis of conjecture"). This refers to the underlying principles, foundations, or theoretical groundwork.
    *   Sense 3: "the most important or necessary part of something" (e.g., "basis of this drink is orange juice"). This refers to the primary ingredient or component.

    *   The phrase is "conceptual basis of mathematical theory".
    *   This refers to the underlying principles, fundamental assumptions, or the theoretical foundation upon which mathematical theory is built.
    *   Comparing this to the senses:
        *   Sense 1 (relation/manner) doesn't fit.
        *   Sense 2 (fundamental assumptions/foundation/groundwork) fits perfectly.
        *   Sense 3 (primary ingredient/part) is too literal/material (like the orange juice example) and doesn't fit the "conceptual" nature of mathematical theory as well as Sense 2.

    *   The "conceptual basis" of a theory is the set of fundamental assumptions or principles it's built upon. This aligns exactly with Sense 2.


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

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

Senses:
1. definition=of or pertaining to or of the nature of mathematics | examples=a mathematical textbook; slide rules and other mathematical instruments
2. definition=relating to or having ability to think in or work with numbers | synonyms=numerical | examples=tests for rating numerical aptitude; a mathematical whiz
3. definition=beyond question | examples=a mathematical certainty
4. definition=statistically possible though highly improbable | examples=have a mathematical chance of making the playoffs
5. definition=characterized by the exactness or precision of mathematics | examples=mathematical precision

reasoning_content:
*   Context: "...with students who cannot add or subtract 'learning' the conceptual basis of <t>mathematical</t> theory..."
    *   Target word: "mathematical"
    *   Surrounding phrase: "conceptual basis of mathematical theory"

    *   Sense 1: "of or pertaining to or of the nature of mathematics" (e.g., mathematical textbook).
    *   Sense 2: "relating to or having ability to think in or work with numbers" (e.g., numerical aptitude).
    *   Sense 3: "beyond question" (e.g., mathematical certainty).
    *   Sense 4: "statistically possible though highly improbable" (e.g., mathematical chance).
    *   Sense 5: "characterized by the exactness or precision of mathematics" (e.g., mathematical precision).

    *   The phrase is "mathematical theory".
    *   The context discusses "math tests", "New Math", and students who "cannot add or subtract".
    *   "Mathematical theory" refers to the theories *of* mathematics.
    *   This fits Sense 1: "of or pertaining to or of the nature of mathematics".

    *   Sense 2 (numerical ability) describes a person's skill, not a theory.
    *   Sense 3 (beyond question) doesn't fit "theory" in this context.
    *   Sense 4 (statistically possible) doesn't fit "theory".
    *   Sense 5 (precision) describes a quality of an action or result, not the nature of a theory in this specific phrasing.


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

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

Senses:
1. definition=interpret something that is written or printed | examples=read the advertisement; Have you read Salman Rushdie?
2. definition=have or contain a certain wording or form | synonyms=say | examples=The passage reads as follows; What does the law say?
3. definition=look at, interpret, and say out loud something that is written or printed | examples=The King will read the proclamation at noon
4. definition=obtain data from magnetic tapes | synonyms=scan | examples=This dictionary can be read by the computer
5. definition=interpret the significance of, as of palms, tea leaves, intestines, the sky; also of human behavior | examples=She read the sky and predicted rain; I can't read his strange behavior
6. definition=interpret something in a certain way; convey a particular meaning or impression | synonyms=take | examples=I read this address as a satire; How should I take this message?
7. definition=be a student of a certain subject | synonyms=learn, study, take | examples=She is reading for the bar exam
8. definition=indicate a certain reading; of gauges and instruments | synonyms=register, show, record | examples=The thermometer showed thirteen degrees below zero; The gauge read `empty'
9. definition=audition for a stage role by reading parts of a role | examples=He is auditioning for `Julius Caesar' at Stratford this year
10. definition=to hear and understand | examples=I read you loud and clear!
11. definition=make sense of a language | synonyms=understand, interpret, translate | examples=She understands French; Can you read Greek?

reasoning_content:
*   Context: "...Anyone who wants to appreciate just how bizarre this situation is... should <t>read</t> the article by Caleb Nelson..."
    *   Target word: "read"
    *   Meaning in context: The author is suggesting that people should look at and understand the content of an article written by Caleb Nelson.

    *   Sense 1: interpret something that is written or printed (e.g., read the advertisement).
    *   Sense 2: have or contain a certain wording or form (e.g., The passage reads as follows).
    *   Sense 3: look at, interpret, and say out loud something that is written or printed (e.g., read the proclamation at noon).
    *   Sense 4: obtain data from magnetic tapes (e.g., read by the computer).
    *   Sense 5: interpret the significance of (e.g., read the sky).
    *   Sense 6: interpret something in a certain way (e.g., I read this address as a satire).
    *   Sense 7: be a student of a certain subject (e.g., reading for the bar exam).
    *   Sense 8: indicate a certain reading (e.g., The gauge read 'empty').
    *   Sense 9: audition for a stage role (e.g., auditioning for 'Julius Caesar').
    *   Sense 10: to hear and understand (e.g., I read you loud and clear!).
    *   Sense 11: make sense of a language (e.g., Can you read Greek?).

    *   The context "read the article" fits perfectly with Sense 1: "interpret something that is written or printed". It's the standard meaning of reading a text to gain information.

    *   Sense 3 involves reading *out loud*. There is no indication that the article must be read aloud.
    *   Sense 6 involves *interpreting* a specific meaning or impression. While reading involves interpretation, the primary action here is simply to read the article.
    *   Sense 11 is about the *ability* to understand a language.

Sense 1 is the correct fit.


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

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

Senses:
1. definition=nonfictional prose forming an independent part of a publication
2. definition=one of a class of artifacts | examples=an article of clothing
3. definition=a separate section of a legal document (as a statute or contract or will) | synonyms=clause
4. definition=(grammar) a determiner that may indicate the specificity of reference of a noun phrase

reasoning_content:
*   Context: "...should read the <t>article</t> by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator."
    *   Key clues: "read the article", "by Caleb Nelson", "in the November American Spectator".
    *   "American Spectator" is a publication (magazine/journal).
    *   Caleb Nelson is the author.
    *   The action is "reading".

    *   Sense 1: "nonfictional prose forming an independent part of a publication" (Matches: written piece in a magazine).
    *   Sense 2: "one of a class of artifacts | examples=an article of clothing" (Does not match).
    *   Sense 3: "a separate section of a legal document (as a statute or contract or will) | synonyms=clause" (Does not match).
    *   Sense 4: "(grammar) a determiner that may indicate the specificity of reference of a noun phrase" (Does not match).

    *   The context refers to a piece of writing in a publication. This aligns perfectly with Sense 1.


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

Context: No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this 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 <t>recent</t> math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Senses:
1. definition=new | examples=recent graduates; a recent addition to the house
2. definition=of the immediate past or just previous to the present time | synonyms=late | examples=a late development; their late quarrel

reasoning_content:
*   Context: "...should read the article by Caleb Nelson (himself a <t>recent</t> math major at Harvard) in the November American Spectator."
    *   Target word: "recent"
    *   Senses provided:
        1.  definition=new | examples=recent graduates; a recent addition to the house
        2.  definition=of the immediate past or just previous to the present time | synonyms=late | examples=a late development; their late quarrel

    *   The phrase is "a recent math major at Harvard".
    *   This means Caleb Nelson graduated as a math major not long ago.
    *   Comparing this to the examples: "recent graduates" (Sense 1) is almost identical in meaning to "recent math major".

    *   Sense 1: "new" (as in "recent graduates"). This fits perfectly.
    *   Sense 2: "of the immediate past or just previous to the present time" (as in "a late development"). This usually refers to events or developments rather than people's status/titles.

    *   "Recent math major" $\approx$ "Recent graduate".
    *   Sense 1 specifically lists "recent graduates" as an example.