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

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

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

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

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

reasoning_content:
*   Target lemma: "rather"
    *   Target surface form: "rather"
    *   Context: "They are based on dubious psychological and sociological theories <t>rather</t> than on educational experience."
    *   Candidate senses:
        1.  `rather%4:02:04::`: to some extent (kind of, sort of)
        2.  `rather%4:02:00::`: to a degree (quite)
        3.  `rather%4:02:01::`: more readily or willingly (preferably, sooner)
        4.  `rather%4:02:02::`: on the contrary (instead)

    *   The sentence is: "They are based on dubious psychological and sociological theories rather than on educational experience."
    *   The structure is "X rather than Y".
    *   This construction is used to express a preference or a contrast, indicating that X is the case and Y is not.
    *   In this context, "rather than" means "instead of".

    *   Sense 1: "to some extent" (e.g., "rather cold"). Doesn't fit.
    *   Sense 2: "to a degree" (e.g., "quite tasty"). Doesn't fit.
    *   Sense 3: "more readily or willingly" (e.g., "preferably"). While "rather than" can sometimes imply preference, the core meaning here is contrast/substitution.
    *   Sense 4: "on the contrary" (synonym: "instead"). Example: "rather than disappoint the children, he did two quick tricks". This matches the "X rather than Y" structure perfectly.

    *   The phrase "rather than" in "based on X rather than on Y" is a classic use of "rather" meaning "instead of" or "on the contrary".
    *   Sense 4 specifically lists "instead" as a synonym and provides an example "rather than disappoint the children...".

    *   Sense 4 is the best fit.


attempt_kind: initial

status: success

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

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

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

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

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

finish_reason: stop

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

role: assistant

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

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

    *   Sense 1: "relating to the process of education" (e.g., educational psychology). This fits perfectly. "Educational experience" here means experience related to the process of educating.
    *   Sense 2: "providing knowledge" (e.g., an educational film). This means "instructive." An "instructive experience" is different from "experience in the field of education." The author isn't saying the experience provides knowledge, but that the textbooks should be based on the experience of educators/the process of education.

    *   The context contrasts theories (psychological/sociological) with experience in the field of education.
    *   Sense 1 is the correct fit.

currency: USD

source: unavailable


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

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

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

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

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

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

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

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

    *   The context "based on... educational experience" clearly points to the accumulated knowledge gained from practice (Sense 1).


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

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

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

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

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

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

    *   Sense 1: `an explanation of the cause of some phenomenon` (Example: "the reason a steady state was never reached was that the back pressure built up too slowly")
    *   Sense 2: `the capacity for rational thought or inference or discrimination` (Synonyms: understanding, intellect)
    *   Sense 3: `a justification for something existing or happening` (Synonyms: cause, grounds)
    *   Sense 4: `a rational motive for a belief or action` (Synonyms: ground)
    *   Sense 5: `the state of having good sense and sound judgment` (Synonyms: rationality, reasonableness)
    *   Sense 6: `a fact that logically justifies some premise or conclusion`

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

    *   Sense 1: "an explanation of the cause of some phenomenon"
    *   Sense 3: "a justification for something existing or happening" (Synonyms: cause, grounds)
    *   In the context "One of the reasons American students do so poorly... is the influence of the 'New Math'", the "influence of the 'New Math'" is the *cause* of the poor performance.
    *   Sense 1 focuses on the *explanation* of the cause.
    *   Sense 3 focuses on the *cause* itself (justification/grounds).
    *   Looking at the example for Sense 1: "the reason a steady state was never reached was that the back pressure built up too slowly". This is very similar to the target sentence structure ("the reason [phenomenon] was [cause]").
    *   Looking at the example for Sense 3: "he had no cause to complain; they had good reason to rejoice". These are more about justification for an action or emotion.

    *   The target sentence: "One of the reasons [phenomenon: American students do so poorly] is [cause: the influence of the 'New Math']".
    *   This matches the pattern of Sense 1 ("the reason [phenomenon: a steady state was never reached] was [cause: the back pressure built up too slowly]").

    *   Sense 1: explanation of the cause of some phenomenon.
    *   Sense 3: justification for something existing or happening.
    *   In common usage, "the reason why X happens is Y" usually maps to the "explanation of the cause" sense.

    *   Sense 1: "an explanation of the cause of some phenomenon"
    *   Sense 3: "a justification for something existing or happening"
    *   The "influence of the 'New Math'" is the cause. The sentence is providing an explanation for the phenomenon of poor test scores.

    *   Wait, let me re-read Sense 3: "a justification for something existing or happening".
    *   Let me re-read Sense 1: "an explanation of the cause of some phenomenon".
    *   The poor performance is the phenomenon. The "New Math" is the cause. The sentence is explaining the cause.

    *   Let's check Sense 4: "a rational motive for a belief or action". (Not applicable).
    *   Let's check Sense 6: "a fact that logically justifies some premise or conclusion". (Not applicable).

    *   Comparing Sense 1 and Sense 3 again.
    *   Sense 1: "the reason a steady state was never reached was that the back pressure built up too slowly"
    *   Sense 3: "he had no cause to complain"
    *   The target sentence "One of the reasons American students do so poorly... is the influence of the 'New Math'" is almost identical in structure and meaning to the example for Sense 1.

    *   Target: "One of the reasons [phenomenon] is [cause]."
    *   Sense 1 Example: "the reason [phenomenon] was [cause]."
    *   Sense 3 Example: "he had no cause [reason] to complain."

    *   Sense 1 is the best fit.


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

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

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

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

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

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

    *   The sentence compares "American students" with "British, French, German or Japanese students".
    *   British, French, German, and Japanese are nationalities associated with specific countries.
    *   Therefore, "American" in this context refers to the United States of America, not the entire American continent (North and South America).

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

    *   The best sense is index 1.


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

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

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

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

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

reasoning_content:
*   Target lemma: `student`
    *   Target surface form: `students`
    *   Context: The text discusses education, academic potential, textbooks, and the performance of "American students" in math tests compared to students from other countries. It mentions students who cannot add or subtract.
    *   Candidate senses:
        1.  `student%1:18:00::`: a learner who is enrolled in an educational institution (synonyms: pupil, educatee).
        2.  `student%1:18:01::`: a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines (synonyms: scholar, scholarly person, bookman).

    *   The context refers to "American students" taking "math tests" and "students who cannot add or subtract."
    *   This clearly refers to people learning in schools (learners), not scholars who have mastered disciplines.

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

    *   The best sense is index 1.


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

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

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

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

raw_output:
```json
{"sense_index": 8}
```

content:
```json
{"sense_index": 8}
```

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

    *   The phrase is "do so poorly".
    *   "Poorly" is an adverb describing how they do in math tests.
    *   "So" modifies "poorly".
    *   It indicates the degree of poorness (to a great extent).

    *   Sense 1: "in a manner that facilitates" (purpose) - No.
    *   Sense 2: "logical conclusion" (therefore) - No.
    *   Sense 3: "in such a condition or manner" (as expressed/implied) - No.
    *   Sense 4: "to an extent or degree as expressed" (usually followed by 'that') - No (there is no 'that' clause here, though it's similar).
    *   Sense 5: "subsequently or soon afterward" (then) - No.
    *   Sense 6: "in the same way; also" - No.
    *   Sense 7: "in the way indicated" (thus) - No.
    *   Sense 8: "to a very great extent or degree" (e.g., "the idea is so obvious") - Yes. This fits "do so poorly".
    *   Sense 9: "in truth" (indeed) - No.
    *   Sense 10: "to a certain unspecified extent or degree" (e.g., "can only go so far") - No.

    *   "do so poorly" means "do very poorly".
    *   Sense 8: "to a very great extent or degree" matches perfectly.

    *   Sense 4 is "to an extent or degree as expressed" (usually followed by 'that').
    *   Sense 8 is "to a very great extent or degree".
    *   In "do so poorly", "so" is an intensifier meaning "very". This aligns with Sense 8.


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

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

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

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

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

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

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

    *   Sense 1: `be comparable` (e.g., "This car does not compare with our line of Mercedes"). This usually implies a quality of being equal or similar in value/quality.
    *   Sense 2: `consider or describe as similar, equal, or analogous` (synonyms: liken, equate). This is about making an analogy or claiming two things are the same.
    *   Sense 3: `examine and note the similarities or differences of` (e.g., "John compared his haircut to his friend's"). This is the general act of comparison to see how things differ or are similar.
    *   Sense 4: `to form the comparative or superlative form on an adjective or adverb`. (Grammatical sense).

    *   The phrase "as compared with" is a standard idiomatic expression used to highlight a difference or similarity between two or more groups (American students vs. British, French, German, or Japanese students).
    *   The author is noting the difference in performance on math tests.
    *   Sense 3 ("examine and note the similarities or differences of") fits best here, as the comparison is being used to contrast the performance of different groups.
    *   Sense 1 ("be comparable") doesn't fit because it's not saying American students *are* comparable to others, but rather that when you *look at* them side-by-side (compare them), the difference is evident.
    *   Sense 2 ("liken, equate") doesn't fit because the author isn't trying to say they are the same or analogous; they are contrasting them.
    *   Sense 4 is purely grammatical.

    *   "as compared with" is a very common way to introduce a contrast.
    *   Sense 3 is the most general sense of comparing two things to see how they differ.


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

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

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

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

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

reasoning_content:
*   Target lemma: `student`
    *   Target surface form: `students`
    *   Context: The text discusses education, academic potential, textbooks, and the performance of "American students" and "British, French, German or Japanese students" in math tests. It mentions students who cannot add or subtract.
    *   Candidate senses:
        1.  `student%1:18:00::`: a learner who is enrolled in an educational institution (synonyms: pupil, educatee).
        2.  `student%1:18:01::`: a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines (synonyms: scholar, scholarly person, bookman).

    *   The context refers to "American students" doing poorly in "math tests" and "students who cannot add or subtract."
    *   This clearly refers to people learning in schools (learners), not scholars who have mastered disciplines.

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

    *   The best sense is index 1.


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

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

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

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

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

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

    *   Sense 1: `causing something without any direct or apparent effort` (Abstract/General)
    *   Sense 2: `one having power to influence another` (Person/Entity)
    *   Sense 3: `the effect of one thing (or person) on another` (General effect/impact)
    *   Sense 4: `a cognitive factor that tends to have an effect on what you do` (Psychological/Cognitive)
    *   Sense 5: `a power to affect persons or events especially power based on prestige etc` (Social power/Clout)

    *   The sentence says: "...is the influence of the 'New Math' on American textbooks and teaching methods."
    *   "New Math" is a pedagogical approach/theory (a "thing").
    *   The "influence" here refers to the effect that "New Math" had on textbooks and methods.
    *   It's not a person (Sense 2).
    *   It's not specifically about social prestige or clout (Sense 5).
    *   It's not specifically a cognitive factor affecting an individual's actions (Sense 4).
    *   It's not "causing something without direct effort" (Sense 1).
    *   It fits best as "the effect of one thing (or person) on another" (Sense 3).

    *   Sense 3: `the effect of one thing (or person) on another`
    *   Example: `the influence of mechanical action`
    *   Context: `the influence of the "New Math" on American textbooks`
    *   This matches perfectly.


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

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

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

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

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

reasoning_content:
*   Target lemma: `american`
    *   Target surface form: `American`
    *   Context: "...One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the 'New Math' on <t>American</t> textbooks and teaching methods."
    *   Candidate senses:
        1.  `american%3:01:01::`: of or relating to the United States of America or its people or language or culture.
        2.  `american%3:01:00::`: of or relating to or characteristic of the continents and islands of the Americas.

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

    *   Sense 1: Relates to the USA. (Fits perfectly)
    *   Sense 2: Relates to the Americas (continents). (Too broad, doesn't fit the national comparison)

    *   The best sense is index 1.


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

[User]
Target lemma: want
Target surface form: wants
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.

Candidate senses:
1. sense_key=want%2:34:00:: | definition=have need of | synonyms=need, require | examples=This piano wants the attention of a competent tuner
2. sense_key=want%2:31:01:: | definition=wish or demand the presence of | examples=I want you here at noon!
3. sense_key=want%2:42:01:: | definition=be without, lack; be deficient in | examples=want courtesy; want the strength to go on living
4. sense_key=want%2:37:00:: | definition=feel or have a desire for; want strongly | synonyms=desire | examples=I want to go home now; I want my own room
5. sense_key=want%2:35:00:: | definition=hunt or look for; want for a particular reason | examples=Your former neighbor is wanted by the FBI; Uncle Sam wants you

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

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

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

reasoning_content:
*   Target lemma: `want`
    *   Target surface form: `wants`
    *   Context: "Anyone who <t>wants</t> to appreciate just how bizarre this situation is... should read the article by Caleb Nelson..."
    *   Candidate senses:
        1.  `have need of` (need, require) - e.g., "This piano wants the attention of a competent tuner"
        2.  `wish or demand the presence of` - e.g., "I want you here at noon!"
        3.  `be without, lack; be deficient in` - e.g., "want courtesy"
        4.  `feel or have a desire for; want strongly` (desire) - e.g., "I want to go home now"
        5.  `hunt or look for; want for a particular reason` - e.g., "wanted by the FBI"

    *   The sentence is: "Anyone who wants to appreciate just how bizarre this situation is... should read the article..."
    *   In this context, "wants to appreciate" means the person has a desire or wish to understand or appreciate the situation.

    *   Sense 1 (need/require) doesn't fit well here.
    *   Sense 2 (demand presence) doesn't fit.
    *   Sense 3 (lack/deficient) doesn't fit.
    *   Sense 4 (feel or have a desire for) fits perfectly. "Anyone who desires to appreciate..."
    *   Sense 5 (hunt/look for) doesn't fit.

    *   Sense 4: `feel or have a desire for; want strongly` (synonym: desire). Example: "I want to go home now". This matches the structure "wants to appreciate".


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

[User]
Target lemma: appreciate
Target surface form: appreciate
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.

Candidate senses:
1. sense_key=appreciate%2:30:00:: | definition=gain in value | synonyms=apprize, apprise, revalue | examples=The yen appreciated again!
2. sense_key=appreciate%2:31:00:: | definition=be fully aware of; realize fully | synonyms=take account | examples=Do you appreciate the full meaning of this letter?
3. sense_key=appreciate%2:37:00:: | definition=recognize with gratitude; be grateful for
4. sense_key=appreciate%2:40:00:: | definition=hold dear | synonyms=prize, value, treasure | examples=I prize these old photographs
5. sense_key=appreciate%2:30:01:: | definition=increase the value of | synonyms=apprize, apprise | examples=The Germans want to appreciate the Deutsche Mark

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

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

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

reasoning_content:
*   Target word: "appreciate"
    *   Context: "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..."
    *   Meaning in context: The author is suggesting that reading the article will help someone *fully understand* or *realize* the extent of the absurdity (bizarreness) of the situation.

    *   Sense 1: gain in value (financial/economic) - *Incorrect*
    *   Sense 2: be fully aware of; realize fully (e.g., "appreciate the full meaning") - *Matches*
    *   Sense 3: recognize with gratitude; be grateful for - *Incorrect*
    *   Sense 4: hold dear; prize, value, treasure - *Incorrect*
    *   Sense 5: increase the value of (financial/economic) - *Incorrect*

    *   The context "appreciate just how bizarre this situation is" aligns perfectly with "be fully aware of" or "realize fully". It's about understanding the magnitude or nature of a situation.


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

[User]
Target lemma: just
Target surface form: just
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.

Candidate senses:
1. sense_key=just%4:02:06:: | definition=exactly at this moment or the moment described | examples=we've just finished painting the walls, so don't touch them
2. sense_key=just%4:02:04:: | 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
3. sense_key=just%4:02:05:: | 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
4. sense_key=just%4:02:01:: | definition=only a moment ago | synonyms=just now | examples=he has just arrived; the sun just now came out
5. sense_key=just%4:02:00:: | definition=and nothing more | synonyms=merely, simply, only, but | examples=I was merely asking; it is simply a matter of time
6. sense_key=just%4:02:03:: | definition=absolutely | synonyms=simply | examples=I just can't take it anymore; he was just grand as Romeo

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

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

reasoning_content:
*   Target lemma: "just"
    *   Target surface form: "just"
    *   Context: "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..."

    *   Sense 1: exactly at this moment (temporal)
    *   Sense 2: only a very short time before (barely/hardly)
    *   Sense 3: indicating exactness or preciseness (precisely/exactly)
    *   Sense 4: only a moment ago (temporal)
    *   Sense 5: and nothing more (merely/simply/only)
    *   Sense 6: absolutely (simply - as in "I just can't take it")

    *   "Anyone who wants to appreciate <t>just</t> how bizarre this situation is..."
    *   Here, "just" is used to emphasize the degree of bizarreness.
    *   Does it mean "merely how bizarre"? (Sense 5) - No.
    *   Does it mean "precisely how bizarre"? (Sense 3) - Yes, it's used for emphasis on the extent/degree.
    *   Does it mean "absolutely how bizarre"? (Sense 6) - "Absolutely" usually modifies an adjective directly ("it was just grand"), whereas here it modifies the phrase "how bizarre this situation is".
    *   Let's re-evaluate Sense 3 vs Sense 6.
        *   Sense 3: "indicating exactness or preciseness" (precisely, exactly). "Appreciate precisely how bizarre this situation is." This fits well.
        *   Sense 6: "absolutely" (simply). "Appreciate absolutely how bizarre this situation is." This is less common in this specific syntactic structure ("just how...").

    *   "just how [adjective] [subject] [verb]" is a common construction used to emphasize the degree.
    *   Example: "You don't know just how much I love you." (You don't know *exactly* how much...)
    *   Example: "I realized just how far I had gone." (I realized *precisely* how far...)
    *   This aligns with Sense 3 (precisely, exactly).

    *   Sense 1: No (not temporal).
    *   Sense 2: No (not barely/hardly).
    *   Sense 3: Yes (precisely/exactly).
    *   Sense 4: No (not temporal).
    *   Sense 5: No (not merely/only).
    *   Sense 6: No (not absolutely in the sense of "simply").

    *   Sense 3: "indicating exactness or preciseness" | synonyms=precisely, exactly.
    *   Context: "appreciate just how bizarre this situation is" -> "appreciate precisely how bizarre this situation is". This fits perfectly.


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

[User]
Target lemma: situation
Target surface form: situation
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.

Candidate senses:
1. sense_key=situation%1:26:02:: | definition=a complex or critical or unusual difficulty | examples=the dangerous situation developed suddenly; that's quite a situation
2. sense_key=situation%1:26:01:: | 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. sense_key=situation%1:26:00:: | 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
4. sense_key=situation%1:15:00:: | definition=physical position in relation to the surroundings | synonyms=site | examples=the sites are determined by highly specific sequences of nucleotides
5. sense_key=situation%1:04:00:: | definition=a job in an organization | synonyms=position, post, berth, office, spot, billet | examples=he occupied a post in the treasury

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

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

reasoning_content:
*   Target word: "situation"
    *   Context: The author is discussing the decline of math education in America, specifically criticizing "New Math" and the use of modish textbooks. The sentence is: "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..."
    *   Meaning: The "situation" refers to the overall state of affairs regarding math education (students unable to do basic math while learning theory).

    *   Sense 1: "a complex or critical or unusual difficulty" (e.g., "the dangerous situation developed suddenly").
    *   Sense 2: "a condition or position in which you find yourself" (e.g., "the unpleasant situation of having to choose between two evils").
    *   Sense 3: "the general state of things; the combination of circumstances at a given time" (synonym: "state of affairs").
    *   Sense 4: "physical position in relation to the surroundings" (synonym: "site").
    *   Sense 5: "a job in an organization" (synonym: "position").

    *   The context describes a broad systemic issue (the state of math education in the US).
    *   "Bizarre this situation is" refers to the "state of affairs" where students can't add/subtract but learn conceptual theory.
    *   Sense 3 ("the general state of things; the combination of circumstances at a given time") fits perfectly.
    *   Sense 1 ("complex or critical or unusual difficulty") is close, but "bizarre" describes the *nature* of the state of affairs rather than the situation being a "difficulty" in the sense of a crisis or a specific problem to be solved immediately (though it is a problem, it's described as a state of affairs).
    *   Sense 2 is more about an individual's personal position.
    *   Senses 4 and 5 are completely irrelevant.

    *   Sense 3: "the general state of things; the combination of circumstances at a given time" / "state of affairs".
    *   The context "students who cannot add or subtract 'learning' the conceptual basis of mathematical theory" describes the "combination of circumstances" that makes the "situation" bizarre.


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

[User]
Target lemma: student
Target surface form: students
Context:
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.

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

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

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

reasoning_content:
*   Target lemma: `student`
    *   Target surface form: `students`
    *   Context: The text discusses academic potential, textbooks, math tests, and the comparison between American students and those from other countries (British, French, German, Japanese). It mentions "students who cannot add or subtract" and "student discipline."
    *   Candidate senses:
        1.  `student%1:18:01::`: a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines (synonyms: scholar, scholarly person, bookman).
        2.  `student%1:18:00::`: a learner who is enrolled in an educational institution (synonyms: pupil, educatee).

    *   The context refers to "American students" doing poorly in math tests, "students who cannot add or subtract," and "student discipline" in schools.
    *   This clearly refers to people enrolled in educational institutions (pupils/learners), not scholars who have gained mastery in a discipline.

    *   Sense 1: Scholar/learned person. (Incorrect)
    *   Sense 2: Learner enrolled in an institution. (Correct)


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

[User]
Target lemma: add
Target surface form: add
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.

Candidate senses:
1. sense_key=add%2:40:00:: | 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
2. sense_key=add%2:32:00:: | 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
3. sense_key=add%2:30:00:: | 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
4. sense_key=add%2:32:01:: | definition=state or say further | synonyms=append, supply | examples=`It doesn't matter,' he supplied
5. sense_key=add%2:42:00:: | definition=constitute an addition | examples=This paper will add to her reputation
6. sense_key=add%2:31:00:: | definition=make an addition by combining numbers | synonyms=add together | examples=Add 27 and 49, please!

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

raw_output:
```json
{"sense_index": 6}
```

content:
```json
{"sense_index": 6}
```

reasoning_content:
*   Target lemma: `add`
    *   Target surface form: `add`
    *   Context: "...with students who ca not <t>add</t> or subtract 'learning' the conceptual basis of mathematical theory..."
    *   Key phrase: "students who ca not add or subtract"

    *   Sense 1: bestow a quality on (e.g., "music added a lot to the play") - Incorrect.
    *   Sense 2: determine the sum of (e.g., "Add all the people in this town...") - This is about calculating a total.
    *   Sense 3: make an addition (to); join or combine or unite with others; increase quality/quantity/size (e.g., "added two students to that dorm room") - Incorrect.
    *   Sense 4: state or say further (e.g., "'It doesn't matter,' he supplied") - Incorrect.
    *   Sense 5: constitute an addition (e.g., "add to her reputation") - Incorrect.
    *   Sense 6: make an addition by combining numbers (e.g., "Add 27 and 49, please!") - This is the basic arithmetic operation.

    *   The context mentions "students who ca not add or subtract".
    *   This is clearly referring to basic arithmetic skills (addition and subtraction).
    *   Sense 2 ("determine the sum of") and Sense 6 ("make an addition by combining numbers") are very similar.
    *   Sense 2 focuses on the result (the sum), while Sense 6 focuses on the process of combining numbers.
    *   In the context of "students who cannot add or subtract", it refers to the basic mathematical operation of addition.
    *   Comparing Sense 2 and Sense 6:
        *   Sense 2: "determine the sum of" (synonyms: total, tot, sum). Example: "Add all the people in this town to those of the neighboring town."
        *   Sense 6: "make an addition by combining numbers" (synonyms: add together). Example: "Add 27 and 49, please!"
    *   Usually, "cannot add or subtract" refers to the basic skill of performing addition (Sense 6).

    *   Sense 2 is more about totaling a list or finding a sum of groups.
    *   Sense 6 is the fundamental arithmetic operation.
    *   The context "students who cannot add or subtract" is a classic way of describing a lack of basic arithmetic ability. Sense 6 fits this best.


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

[User]
Target lemma: subtract
Target surface form: subtract
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.

Candidate senses:
1. sense_key=subtract%2:30:00:: | definition=take off or away | examples=this prefix was subtracted when the word was borrowed from French
2. sense_key=subtract%2:31:00:: | definition=make a subtraction | synonyms=deduct, take off | examples=subtract this amount from my paycheck

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

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

reasoning_content:
*   Target lemma: `subtract`
    *   Target surface form: `subtract`
    *   Context: "...with students who ca not add or <t>subtract</t> 'learning 'the conceptual basis of mathematical theory..."
    *   Candidate senses:
        1.  `subtract%2:30:00::` | definition=take off or away | examples=this prefix was subtracted when the word was borrowed from French
        2.  `subtract%2:31:00::` | definition=make a subtraction | synonyms=deduct, take off | examples=subtract this amount from my paycheck

    *   The sentence discusses students' inability to "add or subtract" in the context of math tests and "New Math."
    *   "Add or subtract" is a common phrase referring to basic arithmetic operations.

    *   Sense 1: "take off or away" (e.g., a prefix being subtracted). This is more about removal or omission.
    *   Sense 2: "make a subtraction" (e.g., subtracting an amount from a paycheck). This refers to the mathematical operation of subtraction.

    *   The context is explicitly about math ("math tests", "add or subtract", "mathematical theory").
    *   Sense 2 is the mathematical operation.

    *   Sense 2 is the correct fit.


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

[User]
Target lemma: learn
Target surface form: learning
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.

Candidate senses:
1. sense_key=learn%2:31:00:: | definition=gain knowledge or skills | synonyms=larn, acquire | examples=She learned dancing from her sister; I learned Sanskrit
2. sense_key=learn%2:31:03:: | definition=commit to memory; learn by heart | synonyms=memorize, memorise, con | examples=Have you memorized your lines for the play yet?
3. sense_key=learn%2:31:01:: | 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
4. sense_key=learn%2:32:00:: | definition=impart skills or knowledge to | synonyms=teach, instruct | examples=I taught them French; He instructed me in building a boat
5. sense_key=learn%2:31:02:: | definition=be a student of a certain subject | synonyms=study, read, take | examples=She is reading for the bar exam
6. sense_key=learn%2:32:02:: | 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

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

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

reasoning_content:
*   Target lemma: `learn`
    *   Target surface form: `learning`
    *   Context: "...with students who cannot add or subtract 'learning' the conceptual basis of mathematical theory..."
    *   Meaning: The students are being taught/studying the "conceptual basis of mathematical theory" but cannot perform basic operations (add or subtract).

    *   Sense 1: gain knowledge or skills (acquire).
    *   Sense 2: commit to memory (memorize).
    *   Sense 3: get to know or become aware of (find out/hear).
    *   Sense 4: impart skills or knowledge to (teach).
    *   Sense 5: be a student of a certain subject (study).
    *   Sense 6: find out or determine with certainty (ascertain).

    *   The sentence describes students who are "learning the conceptual basis of mathematical theory."
    *   This refers to the process of acquiring knowledge or studying a subject.
    *   Sense 1 (gain knowledge or skills) and Sense 5 (be a student of a certain subject/study) are the closest.
    *   Sense 1 is a general term for acquiring knowledge.
    *   Sense 5 is specifically about being a student of a subject.
    *   In the context of "learning the conceptual basis of mathematical theory," it fits the general acquisition of knowledge/skills (Sense 1) or the act of studying (Sense 5).
    *   Looking at the examples:
        *   Sense 1: "She learned dancing from her sister; I learned Sanskrit" (Acquiring a skill or a language).
        *   Sense 5: "She is reading for the bar exam" (Studying a subject).
    *   "Learning the conceptual basis" is more about the process of acquiring that knowledge (Sense 1) than just being enrolled in a course (Sense 5).

    *   Sense 1: gain knowledge or skills.
    *   Sense 5: be a student of a certain subject.
    *   Usually, "learning [a concept/theory]" maps to Sense 1 (acquiring the knowledge).

    *   Sense 1: gain knowledge or skills.
    *   Sense 2: memorize. (No)
    *   Sense 3: find out/hear. (No)
    *   Sense 4: teach. (No)
    *   Sense 5: study. (Possible, but Sense 1 is more fundamental to the act of learning a concept).
    *   Sense 6: determine. (No)

    *   "learning the conceptual basis of mathematical theory" -> acquiring the knowledge of the conceptual basis. This is a classic use of "learn" as in "gain knowledge."

    *   Sense 1: gain knowledge or skills.
    *   Sense 5: be a student of a certain subject.
    *   Comparing "I learned Sanskrit" (Sense 1) with "She is reading for the bar exam" (Sense 5).
    *   "Learning the conceptual basis" is very similar to "learning Sanskrit" in terms of acquiring knowledge.

    *   Sense 1 is the most general and fitting sense for acquiring knowledge of a theory or concept.


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

[User]
Target lemma: basis
Target surface form: basis
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.

Candidate senses:
1. sense_key=basis%1:24:01:: | definition=the most important or necessary part of something | synonyms=base | examples=the basis of this drink is orange juice
2. sense_key=basis%1:24:00:: | 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
3. sense_key=basis%1:09:00:: | 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

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

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

reasoning_content:
*   Target lemma: `basis`
    *   Target surface form: `basis`
    *   Context: "...with students who ca not add or subtract 'learning 'the conceptual <t>basis</t> of mathematical theory -- should read the article..."
    *   Candidate senses:
        1.  `basis%1:24:01::`: the most important or necessary part of something (e.g., "the basis of this drink is orange juice").
        2.  `basis%1:24:00::`: a relation that provides the foundation for something (e.g., "on a friendly footing", "on an interim basis").
        3.  `basis%1:09:00::`: the fundamental assumptions from which something is begun or developed or calculated or explained (e.g., "the whole argument rested on a basis of conjecture").

    *   The phrase is "the conceptual basis of mathematical theory".
    *   This refers to the underlying principles, fundamental assumptions, or the theoretical foundation upon which mathematical theory is built.

    *   Sense 1: "the most important or necessary part of something" (like an ingredient). Not quite right for "conceptual basis of mathematical theory".
    *   Sense 2: "a relation that provides the foundation for something" (like "on a daily basis" or "on a friendly basis"). This refers to the *manner* or *nature* of a relationship/occurrence. Not applicable here.
    *   Sense 3: "the fundamental assumptions from which something is begun or developed or calculated or explained". This fits perfectly with "conceptual basis of mathematical theory".

    *   Sense 3 is the best fit.


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

[User]
Target lemma: mathematical
Target surface form: mathematical
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.

Candidate senses:
1. sense_key=mathematical%3:00:00:: | definition=relating to or having ability to think in or work with numbers | synonyms=numerical | examples=tests for rating numerical aptitude; a mathematical whiz
2. sense_key=mathematical%3:01:00:: | definition=of or pertaining to or of the nature of mathematics | examples=a mathematical textbook; slide rules and other mathematical instruments
3. sense_key=mathematical%5:00:00:exact:00 | definition=characterized by the exactness or precision of mathematics | examples=mathematical precision
4. sense_key=mathematical%5:00:00:unquestionable:00 | definition=beyond question | examples=a mathematical certainty
5. sense_key=mathematical%5:00:00:possible:00 | definition=statistically possible though highly improbable | examples=have a mathematical chance of making the playoffs

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

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

reasoning_content:
*   Target lemma: `mathematical`
    *   Target surface form: `mathematical`
    *   Context: "...with students who ca not add or subtract 'learning 'the conceptual basis of <t>mathematical</t> theory -- should read the article by Caleb Nelson..."
    *   Candidate senses:
        1.  `mathematical%3:00:00::`: relating to or having ability to think in or work with numbers (numerical).
        2.  `mathematical%3:01:00::`: of or pertaining to or of the nature of mathematics.
        3.  `mathematical%5:00:00:exact:00`: characterized by the exactness or precision of mathematics.
        4.  `mathematical%5:00:00:unquestionable:00`: beyond question.
        5.  `mathematical%5:00:00:possible:00`: statistically possible though highly improbable.

    *   The phrase is "the conceptual basis of mathematical theory".
    *   "Mathematical theory" refers to the theories and principles of the field of mathematics.
    *   It is not referring to a person's ability to work with numbers (Sense 1).
    *   It is not referring to precision (Sense 3).
    *   It is not referring to certainty (Sense 4).
    *   It is not referring to statistical possibility (Sense 5).
    *   It is referring to the nature of the theory as being part of the subject of mathematics (Sense 2).

    *   Sense 2: "of or pertaining to or of the nature of mathematics". Example: "a mathematical textbook".
    *   "Mathematical theory" fits perfectly here.

    *   Sense 1: Numerical aptitude. (Incorrect)
    *   Sense 2: Pertaining to mathematics. (Correct)
    *   Sense 3: Precision. (Incorrect)
    *   Sense 4: Certainty. (Incorrect)
    *   Sense 5: Statistical possibility. (Incorrect)


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

[User]
Target lemma: read
Target surface form: read
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.

Candidate senses:
1. sense_key=read%2:32:02:: | 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'
2. sense_key=read%2:31:01:: | definition=look at, interpret, and say out loud something that is written or printed | examples=The King will read the proclamation at noon
3. sense_key=read%2:31:09:: | 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?
4. sense_key=read%2:36:05:: | definition=audition for a stage role by reading parts of a role | examples=He is auditioning for `Julius Caesar' at Stratford this year
5. sense_key=read%2:31:06:: | definition=obtain data from magnetic tapes | synonyms=scan | examples=This dictionary can be read by the computer
6. sense_key=read%2:31:05:: | definition=be a student of a certain subject | synonyms=learn, study, take | examples=She is reading for the bar exam
7. sense_key=read%2:42:00:: | definition=have or contain a certain wording or form | synonyms=say | examples=The passage reads as follows; What does the law say?
8. sense_key=read%2:31:08:: | definition=to hear and understand | examples=I read you loud and clear!
9. sense_key=read%2:31:04:: | definition=make sense of a language | synonyms=understand, interpret, translate | examples=She understands French; Can you read Greek?
10. sense_key=read%2:31:02:: | 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
11. sense_key=read%2:31:00:: | definition=interpret something that is written or printed | examples=read the advertisement; Have you read Salman Rushdie?

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

raw_output:
```json
{"sense_index": 11}
```

content:
```json
{"sense_index": 11}
```

reasoning_content:
*   Target lemma: `read`
    *   Target surface form: `read`
    *   Context: "...Anyone who wants to appreciate just how bizarre this situation is... should <t>read</t> the article by Caleb Nelson..."
    *   Candidate senses:
        1.  `read%2:32:02::`: indicate a certain reading (gauges/instruments).
        2.  `read%2:31:01::`: look at, interpret, and say out loud.
        3.  `read%2:31:09::`: interpret something in a certain way.
        4.  `read%2:36:05::`: audition for a stage role.
        5.  `read%2:31:06::`: obtain data from magnetic tapes.
        6.  `read%2:31:05::`: be a student of a certain subject.
        7.  `read%2:42:00::`: have or contain a certain wording or form.
        8.  `read%2:31:08::`: hear and understand.
        9.  `read%2:31:04::`: make sense of a language.
        10. `read%2:31:02::`: interpret significance (palms, behavior).
        11. `read%2:31:00::`: interpret something that is written or printed.

    *   The sentence is: "Anyone who wants to appreciate just how bizarre this situation is... should read the article by Caleb Nelson..."
    *   The object of "read" is "the article by Caleb Nelson".
    *   Reading an article typically means interpreting the written text to understand its content.

    *   Sense 2: "look at, interpret, and say out loud" (Too specific; reading an article doesn't necessarily mean reading it aloud).
    *   Sense 11: "interpret something that is written or printed" (Fits perfectly; reading an article is interpreting written text).

    *   Sense 11 is the general sense of reading written material for comprehension.
    *   Sense 2 is specifically about reading aloud.
    *   The context "read the article" clearly points to Sense 11.


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

[User]
Target lemma: article
Target surface form: article
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.

Candidate senses:
1. sense_key=article%1:10:00:: | definition=nonfictional prose forming an independent part of a publication
2. sense_key=article%1:03:00:: | definition=one of a class of artifacts | examples=an article of clothing
3. sense_key=article%1:10:02:: | definition=a separate section of a legal document (as a statute or contract or will) | synonyms=clause
4. sense_key=article%1:10:01:: | definition=(grammar) a determiner that may indicate the specificity of reference of a noun phrase

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

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

reasoning_content:
*   Target lemma: "article"
    *   Target surface form: "article"
    *   Context: "...should read the <t>article</t> by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator."
    *   Candidate senses:
        1.  `article%1:10:00::` nonfictional prose forming an independent part of a publication.
        2.  `article%1:03:00::` one of a class of artifacts (e.g., article of clothing).
        3.  `article%1:10:02::` a separate section of a legal document (e.g., clause).
        4.  `article%1:10:01::` (grammar) a determiner.

    *   The context mentions "read the article by Caleb Nelson... in the November American Spectator."
    *   "American Spectator" is a publication (magazine).
    *   "Caleb Nelson" is the author.
    *   "Read the article" refers to a piece of writing in a publication.

    *   Sense 1: "nonfictional prose forming an independent part of a publication" - This fits perfectly.
    *   Sense 2: "one of a class of artifacts" - Does not fit.
    *   Sense 3: "separate section of a legal document" - Does not fit.
    *   Sense 4: "(grammar) a determiner" - Does not fit.

    *   The best sense is Sense 1.


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

[User]
Target lemma: recent
Target surface form: recent
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.

Candidate senses:
1. sense_key=recent%5:00:00:new:00 | definition=new | examples=recent graduates; a recent addition to the house
2. sense_key=recent%5:00:00:past:00 | definition=of the immediate past or just previous to the present time | synonyms=late | examples=a late development; their late quarrel

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

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

reasoning_content:
*   Target lemma: `recent`
    *   Target surface form: `recent`
    *   Context: "...should read the article by Caleb Nelson (himself a <t>recent</t> math major at Harvard) in the November American Spectator."
    *   Candidate senses:
        1.  `recent%5:00:00:new:00`: definition=new | examples=recent graduates; a recent addition to the house
        2.  `recent%5:00:00:past:00`: 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".
    *   In this context, "recent math major" means someone who has recently graduated or completed their studies as a math major.
    *   Comparing this to the examples:
        *   Sense 1: "recent graduates" (matches "recent math major" perfectly).
        *   Sense 2: "a late development", "their late quarrel" (refers to events that happened in the immediate past).

    *   Sense 1 specifically lists "recent graduates" as an example. A "recent math major" is essentially a recent graduate in that field.
    *   Sense 2 refers more to time periods or events ("late development").

    *   Sense 1 is the best fit.