├── references.bib ├── .gitignore ├── netlify.toml ├── references.qmd ├── index.qmd ├── package.json ├── chapters ├── syllogism-reasoning.qmd ├── completing-analogies.qmd ├── mathematical-word-problems.qmd ├── identifying-relationships.qmd ├── first-order-ignorance.qmd ├── deductive-logic-puzzles.qmd ├── identifying-anachronisms.qmd ├── estimating-duration.qmd ├── sequencing-events.qmd ├── lateral-thinking-puzzles.qmd ├── bias-mitigation.qmd ├── mental-rotation-tasks.qmd ├── equation-derivation.qmd ├── identifying-logical-fallacies.qmd ├── truth-table-completions.qmd ├── identifying-cause-and-effect-relationships.qmd ├── pattern-recognition-in-spatial-arrangements.qmd ├── towers-of-hanoi.qmd ├── understanding-time-zones-and-global-time-differences.qmd ├── describing-spatial-relationships.qmd ├── first-order-false-belief.qmd ├── calculating-probabilities.qmd ├── solving-riddles-and-word-puzzles.qmd ├── detecting-sarcasm-and-irony.qmd ├── predicting-outcomes-based-on-scenarios.qmd ├── recognizing-patterns-in-sequences.qmd ├── understanding-time-based-relationships.qmd ├── spatial-problem-solving.qmd ├── categorizing-information-into-hierarchies.qmd ├── proof-verification.qmd ├── critical-factor-identification-in-theory-of-mind.qmd ├── narrative-gap-filling.qmd ├── identifying-cognitive-biases.qmd ├── solving-word-problems-with-multiple-variables.qmd ├── higher-order-false-belief.qmd └── distinguishing-fact-from-opinion.qmd ├── task-template.md ├── tasks ├── completing-analogies.md ├── mathematical-word-problems.md ├── identifying-relationships.md ├── first-order-ignorance.md ├── deductive-logic-puzzles.md ├── identifying-anachronisms.md ├── lateral-thinking-puzzles.md ├── estimating-duration.md ├── sequencing-events.md ├── bias-mitigation.md ├── mental-rotation-tasks.md ├── equation-derivation.md ├── truth-table-completions.md ├── identifying-logical-fallacies.md ├── identifying-cause-and-effect-relationships.md ├── understanding-time-zones-and-global-time-differences.md ├── pattern-recognition-in-spatial-arrangements.md ├── towers-of-hanoi.md ├── describing-spatial-relationships.md ├── first-order-false-belief.md ├── calculating-probabilities.md ├── solving-riddles-and-word-puzzles.md ├── detecting-sarcasm-and-irony.md ├── recognizing-patterns-in-sequences.md ├── predicting-outcomes-based-on-scenarios.md ├── spatial-problem-solving.md ├── understanding-time-based-relationships.md ├── categorizing-information-into-hierarchies.md ├── critical-factor-identification-in-theory-of-mind.md ├── proof-verification.md ├── narrative-gap-filling.md ├── identifying-cognitive-biases.md ├── solving-word-problems-with-multiple-variables.md ├── higher-order-false-belief.md ├── distinguishing-fact-from-opinion.md ├── stack-based-reasoning.md ├── identifying-hallucination-prone-questions.md ├── deducing-rules-from-examples.md ├── interpreting-and-creating-timelines.md ├── hypothesis-formation.md ├── identifying-unstated-assumptions.md ├── interpreting-ambiguous-statements.md └── identifying-logical-inconsistencies.md ├── tasks-json ├── completing-analogies.json ├── mathematical-word-problems.json ├── first-order-ignorance.json ├── identifying-relationships.json ├── estimating-duration.json ├── sequencing-events.json ├── deductive-logic-puzzles.json ├── identifying-anachronisms.json ├── lateral-thinking-puzzles.json ├── bias-mitigation.json ├── mental-rotation-tasks.json ├── truth-table-completions.json ├── equation-derivation.json ├── identifying-logical-fallacies.json ├── identifying-cause-and-effect-relationships.json ├── understanding-time-zones-and-global-time-differences.json ├── pattern-recognition-in-spatial-arrangements.json ├── describing-spatial-relationships.json ├── calculating-probabilities.json ├── first-order-false-belief.json ├── solving-riddles-and-word-puzzles.json ├── recognizing-patterns-in-sequences.json ├── detecting-sarcasm-and-irony.json ├── categorizing-information-into-hierarchies.json ├── understanding-time-based-relationships.json ├── predicting-outcomes-based-on-scenarios.json ├── spatial-problem-solving.json ├── solving-word-problems-with-multiple-variables.json ├── proof-verification.json ├── critical-factor-identification-in-theory-of-mind.json ├── narrative-gap-filling.json ├── distinguishing-fact-from-opinion.json ├── identifying-cognitive-biases.json ├── deducing-rules-from-examples.json ├── identifying-hallucination-prone-questions.json ├── higher-order-false-belief.json ├── interpreting-and-creating-timelines.json ├── hypothesis-formation.json ├── identifying-unstated-assumptions.json └── interpreting-ambiguous-statements.json ├── generate-markdown.js ├── output_example.json └── generate-json.js /references.bib: -------------------------------------------------------------------------------- 1 | -------------------------------------------------------------------------------- /.gitignore: -------------------------------------------------------------------------------- 1 | .DS_Store 2 | /.quarto/ 3 | /_book/ -------------------------------------------------------------------------------- /netlify.toml: -------------------------------------------------------------------------------- 1 | [[plugins]] 2 | package = "@quarto/netlify-plugin-quarto" -------------------------------------------------------------------------------- /references.qmd: -------------------------------------------------------------------------------- 1 | # References {.unnumbered} 2 | 3 | ::: {#refs} 4 | ::: -------------------------------------------------------------------------------- /index.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | listing: 3 | contents: chapters 4 | type: table 5 | categories: true 6 | fields: [title, description, categories] 7 | field-display-names: 8 | title: "Task" 9 | categories: "Tags" 10 | sort: Task 11 | --- 12 | 13 | # Tasks List 14 | 15 | This is a collection of open reasoning tasks for language models. -------------------------------------------------------------------------------- /package.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "open-reasoning-tasks", 3 | "type": "module", 4 | "version": "1.0.0", 5 | "description": "![image](https://github.com/user-attachments/assets/2527a05e-afbc-4145-9daa-96f0229600f6)", 6 | "main": "index.js", 7 | "scripts": { 8 | "test": "echo \"Error: no test specified\" && exit 1", 9 | "build": "node generate-json.js && node generate-markdown.js" 10 | }, 11 | "author": "", 12 | "license": "ISC", 13 | "dependencies": { 14 | "@quarto/netlify-plugin-quarto": "^0.0.5" 15 | } 16 | } -------------------------------------------------------------------------------- /chapters/syllogism-reasoning.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Logic, 4 | Deductive Reasoning, 5 | Syllogisms, 6 | Critical Thinking, 7 | ] 8 | --- 9 | 10 | # Syllogism Reasoning 11 | 12 | ## Description: 13 | This task involves providing a series of syllogisms to the model to evaluate its logical reasoning capabilities. 14 | 15 | ## Modality: 16 | Text only 17 | 18 | ## Examples: 19 | 20 | ### Example 1: 21 | 22 | Input: 23 | 24 | ``` 25 | All men are mortal. Socrates is a man. What can we conclude? 26 | ``` 27 | 28 | 29 | Output: 30 | 31 | ``` 32 | Socrates is mortal. 33 | ``` 34 | 35 | --- 36 | 37 | ### Example 2: 38 | 39 | Input: 40 | 41 | ``` 42 | All fruits have seeds. An apple is a fruit. What can we conclude? 43 | ``` 44 | 45 | Output: 46 | 47 | ``` 48 | An apple has seeds. 49 | ``` 50 | 51 | ## Tags: 52 | - Logic 53 | - Deductive Reasoning 54 | - Syllogisms 55 | - Critical Thinking -------------------------------------------------------------------------------- /task-template.md: -------------------------------------------------------------------------------- 1 | 2 | # {Task Name} 3 | 4 | ## Description: 5 | {Task Description. Be as descriptive and specific as possible while keeping it to a few sentences} 6 | 7 | ## Modality: 8 | {The input and output modalities, i.e. Text only, Image -> Text, etc} 9 | 10 | ## Diagram (Optional): 11 | {An Image of a diagram explaining the task} 12 | 13 | ## Citations (Optional): 14 | - Citation 1 {A link to a paper, github project, dataset, etc} 15 | - Citation 2 {A link to a paper, github project, dataset, etc} 16 | 17 | ## Examples: 18 | 19 | ### Example 1: 20 | 21 | Input: 22 | 23 | ``` 24 | {The question, challenge, or task as a prompt} 25 | ``` 26 | 27 | Output: 28 | 29 | ``` 30 | {The response to the challenge} 31 | ``` 32 | 33 | --- 34 | 35 | ### Example 2: 36 | 37 | Input: 38 | 39 | ``` 40 | ... 41 | ``` 42 | 43 | Output: 44 | 45 | ``` 46 | ... 47 | ``` 48 | 49 | ## Tags: 50 | - {ex. Pattern Recognition} 51 | - ... -------------------------------------------------------------------------------- /tasks/completing-analogies.md: -------------------------------------------------------------------------------- 1 | # Completing Analogies 2 | 3 | ## Description: 4 | This task involves completing analogies in the form "A is to B as C is to ?" to evaluate the model's ability to recognize relationships between pairs of words and apply them to new contexts. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Complete the analogy: Tree is to forest as brick is to ? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | Building 23 | Explanation: A tree is a component of a forest, just as a brick is a component of a building. 24 | ``` 25 | 26 | --- 27 | 28 | ### Example 2: 29 | 30 | Input: 31 | 32 | ``` 33 | Complete the analogy: Pen is to writer as brush is to ? 34 | ``` 35 | 36 | Output: 37 | 38 | ``` 39 | Painter 40 | Explanation: A pen is the primary tool used by a writer, just as a brush is the primary tool used by a painter. 41 | ``` 42 | 43 | ## Tags: 44 | - Language 45 | - Reasoning 46 | - Analogies 47 | - Vocabulary 48 | - Relationships -------------------------------------------------------------------------------- /tasks-json/completing-analogies.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Completing Analogies", 3 | "description": "This task involves completing analogies in the form \"A is to B as C is to ?\" to evaluate the model's ability to recognize relationships between pairs of words and apply them to new contexts.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Complete the analogy: Tree is to forest as brick is to ?", 11 | "output": "Building\r\nExplanation: A tree is a component of a forest, just as a brick is a component of a building." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Complete the analogy: Pen is to writer as brush is to ?", 17 | "output": "Painter\r\nExplanation: A pen is the primary tool used by a writer, just as a brush is the primary tool used by a painter." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Language", 23 | "Reasoning", 24 | "Analogies", 25 | "Vocabulary", 26 | "Relationships" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks/mathematical-word-problems.md: -------------------------------------------------------------------------------- 1 | # Mathematical Word Problems 2 | 3 | ## Description: 4 | This task involves presenting the model with mathematical word problems to assess its ability to interpret, set up, and solve real-world scenarios using mathematical concepts. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Sarah has 24 cookies. She wants to distribute them equally among 6 friends. How many cookies will each friend receive? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | Each friend will receive 4 cookies. 23 | Calculation: 24 | 24 cookies ÷ 6 friends = 4 cookies per friend 25 | ``` 26 | 27 | --- 28 | 29 | ### Example 2: 30 | 31 | Input: 32 | 33 | ``` 34 | A train travels at a speed of 60 miles per hour. How far will it travel in 2.5 hours? 35 | ``` 36 | 37 | Output: 38 | 39 | ``` 40 | The train will travel 150 miles. 41 | Calculation: 42 | Distance = Speed × Time 43 | Distance = 60 miles/hour × 2.5 hours = 150 miles 44 | ``` 45 | 46 | ## Tags: 47 | - Mathematics 48 | - Problem Solving 49 | - Arithmetic 50 | - Word Problems 51 | - Applied Mathematics -------------------------------------------------------------------------------- /chapters/completing-analogies.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Language, 4 | Reasoning, 5 | Analogies, 6 | Vocabulary, 7 | Relationships, 8 | ] 9 | --- 10 | 11 | # Completing Analogies 12 | 13 | ## Description: 14 | This task involves completing analogies in the form "A is to B as C is to ?" to evaluate the model's ability to recognize relationships between pairs of words and apply them to new contexts. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Complete the analogy: Tree is to forest as brick is to ? 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | Building 33 | Explanation: A tree is a component of a forest, just as a brick is a component of a building. 34 | ``` 35 | 36 | --- 37 | 38 | ### Example 2: 39 | 40 | Input: 41 | 42 | ``` 43 | Complete the analogy: Pen is to writer as brush is to ? 44 | ``` 45 | 46 | Output: 47 | 48 | ``` 49 | Painter 50 | Explanation: A pen is the primary tool used by a writer, just as a brush is the primary tool used by a painter. 51 | ``` 52 | 53 | ## Tags: 54 | - Language 55 | - Reasoning 56 | - Analogies 57 | - Vocabulary 58 | - Relationships -------------------------------------------------------------------------------- /tasks-json/mathematical-word-problems.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Mathematical Word Problems", 3 | "description": "This task involves presenting the model with mathematical word problems to assess its ability to interpret, set up, and solve real-world scenarios using mathematical concepts.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Sarah has 24 cookies. She wants to distribute them equally among 6 friends. How many cookies will each friend receive?", 11 | "output": "Each friend will receive 4 cookies.\r\nCalculation:\r\n24 cookies ÷ 6 friends = 4 cookies per friend" 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "A train travels at a speed of 60 miles per hour. How far will it travel in 2.5 hours?", 17 | "output": "The train will travel 150 miles.\r\nCalculation:\r\nDistance = Speed × Time\r\nDistance = 60 miles/hour × 2.5 hours = 150 miles" 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Mathematics", 23 | "Problem Solving", 24 | "Arithmetic", 25 | "Word Problems", 26 | "Applied Mathematics" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks/identifying-relationships.md: -------------------------------------------------------------------------------- 1 | # Identifying Relationships 2 | 3 | ## Description: 4 | This task involves identifying the relationship between pairs of words or concepts to evaluate the model's ability to recognize various types of connections and articulate them clearly. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Identify the relationship between "doctor" and "patient". 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | The relationship between "doctor" and "patient" is that of a service provider and recipient. A doctor provides medical care and treatment to a patient who seeks health services. 23 | ``` 24 | 25 | --- 26 | 27 | ### Example 2: 28 | 29 | Input: 30 | 31 | ``` 32 | Identify the relationship between "cause" and "effect". 33 | ``` 34 | 35 | Output: 36 | 37 | ``` 38 | The relationship between "cause" and "effect" is one of consequence. A cause is an action, event, or condition that leads to or produces a result, which is the effect. This relationship is fundamental in many fields, including science, logic, and philosophy. 39 | ``` 40 | 41 | ## Tags: 42 | - Language 43 | - Conceptual Relationships 44 | - Critical Thinking 45 | - Vocabulary 46 | - Analysis -------------------------------------------------------------------------------- /tasks/first-order-ignorance.md: -------------------------------------------------------------------------------- 1 | # First-Order Ignorance 2 | 3 | ## Description: 4 | This task involves identifying why an agent may lack knowledge or awareness of certain facts or events. It evaluates the model's understanding of ignorance and its impact on decision-making. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | A cat hides behind a tree, preparing to ambush an approaching squirrel. Why isn't the squirrel scared? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | The squirrel isn't scared because it is unaware of the cat's presence behind the tree. The squirrel lacks knowledge of the cat's intentions or actions, so it doesn't perceive any threat. 23 | ``` 24 | 25 | --- 26 | 27 | ### Example 2: 28 | 29 | Input: 30 | 31 | ``` 32 | Mary's friends plan a surprise party for her. Why isn't Mary excited for the party? 33 | ``` 34 | 35 | Output: 36 | 37 | ``` 38 | Mary isn't excited for the party because she is ignorant of it, as it is a surprise. Since she doesn't know about the party, she doesn't anticipate or feel excitement for the event. 39 | ``` 40 | 41 | ## Tags: 42 | - Theory of Mind 43 | - Ignorance 44 | - Cognitive Psychology 45 | - Decision Making 46 | - Social Cognition -------------------------------------------------------------------------------- /chapters/mathematical-word-problems.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Mathematics, 4 | Problem Solving, 5 | Arithmetic, 6 | Word Problems, 7 | Applied Mathematics, 8 | ] 9 | --- 10 | 11 | # Mathematical Word Problems 12 | 13 | ## Description: 14 | This task involves presenting the model with mathematical word problems to assess its ability to interpret, set up, and solve real-world scenarios using mathematical concepts. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Sarah has 24 cookies. She wants to distribute them equally among 6 friends. How many cookies will each friend receive? 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | Each friend will receive 4 cookies. 33 | Calculation: 34 | 24 cookies ÷ 6 friends = 4 cookies per friend 35 | ``` 36 | 37 | --- 38 | 39 | ### Example 2: 40 | 41 | Input: 42 | 43 | ``` 44 | A train travels at a speed of 60 miles per hour. How far will it travel in 2.5 hours? 45 | ``` 46 | 47 | Output: 48 | 49 | ``` 50 | The train will travel 150 miles. 51 | Calculation: 52 | Distance = Speed × Time 53 | Distance = 60 miles/hour × 2.5 hours = 150 miles 54 | ``` 55 | 56 | ## Tags: 57 | - Mathematics 58 | - Problem Solving 59 | - Arithmetic 60 | - Word Problems 61 | - Applied Mathematics -------------------------------------------------------------------------------- /tasks-json/first-order-ignorance.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "First-Order Ignorance", 3 | "description": "This task involves identifying why an agent may lack knowledge or awareness of certain facts or events. It evaluates the model's understanding of ignorance and its impact on decision-making.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "A cat hides behind a tree, preparing to ambush an approaching squirrel. Why isn't the squirrel scared?", 11 | "output": "The squirrel isn't scared because it is unaware of the cat's presence behind the tree. The squirrel lacks knowledge of the cat's intentions or actions, so it doesn't perceive any threat." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Mary's friends plan a surprise party for her. Why isn't Mary excited for the party?", 17 | "output": "Mary isn't excited for the party because she is ignorant of it, as it is a surprise. Since she doesn't know about the party, she doesn't anticipate or feel excitement for the event." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Theory of Mind", 23 | "Ignorance", 24 | "Cognitive Psychology", 25 | "Decision Making", 26 | "Social Cognition" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks-json/identifying-relationships.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Identifying Relationships", 3 | "description": "This task involves identifying the relationship between pairs of words or concepts to evaluate the model's ability to recognize various types of connections and articulate them clearly.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Identify the relationship between \"doctor\" and \"patient\".", 11 | "output": "The relationship between \"doctor\" and \"patient\" is that of a service provider and recipient. A doctor provides medical care and treatment to a patient who seeks health services." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Identify the relationship between \"cause\" and \"effect\".", 17 | "output": "The relationship between \"cause\" and \"effect\" is one of consequence. A cause is an action, event, or condition that leads to or produces a result, which is the effect. This relationship is fundamental in many fields, including science, logic, and philosophy." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Language", 23 | "Conceptual Relationships", 24 | "Critical Thinking", 25 | "Vocabulary", 26 | "Analysis" 27 | ] 28 | } -------------------------------------------------------------------------------- /generate-markdown.js: -------------------------------------------------------------------------------- 1 | import fs from 'fs'; 2 | import path from 'path'; 3 | 4 | import { jsonToTaskString, parseTaskToJSON } from './parser.js'; 5 | const tasksJsonDir = './tasks-json'; 6 | const tasksMdDir = './tasks'; 7 | 8 | // Ensure the output directory exists 9 | if (!fs.existsSync(tasksMdDir)) { 10 | fs.mkdirSync(tasksMdDir); 11 | } 12 | 13 | const jsonFiles = fs.readdirSync(tasksJsonDir); 14 | 15 | jsonFiles.forEach(file => { 16 | if (path.extname(file) === '.json') { 17 | const jsonPath = path.join(tasksJsonDir, file); 18 | const mdPath = path.join(tasksMdDir, file.replace('.json', '.md')); 19 | 20 | // Read and parse the JSON file 21 | const jsonContent = fs.readFileSync(jsonPath, 'utf8'); 22 | const taskObject = JSON.parse(jsonContent); 23 | if (taskObject.examples.length === 0) { 24 | console.log(`Skipping ${file} because it has no examples`); 25 | console.log('Something has gone wrong with the parsing') 26 | return; 27 | } 28 | 29 | // Convert the JSON object to a markdown string 30 | const taskString = jsonToTaskString(taskObject); 31 | 32 | // Write the markdown string to a file 33 | fs.writeFileSync(mdPath, taskString); 34 | 35 | console.log(`Converted ${file} to markdown`); 36 | } 37 | }); 38 | 39 | console.log('Conversion complete!'); -------------------------------------------------------------------------------- /chapters/identifying-relationships.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Language, 4 | Conceptual Relationships, 5 | Critical Thinking, 6 | Vocabulary, 7 | Analysis, 8 | ] 9 | --- 10 | 11 | # Identifying Relationships 12 | 13 | ## Description: 14 | This task involves identifying the relationship between pairs of words or concepts to evaluate the model's ability to recognize various types of connections and articulate them clearly. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Identify the relationship between "doctor" and "patient". 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | The relationship between "doctor" and "patient" is that of a service provider and recipient. A doctor provides medical care and treatment to a patient who seeks health services. 33 | ``` 34 | 35 | --- 36 | 37 | ### Example 2: 38 | 39 | Input: 40 | 41 | ``` 42 | Identify the relationship between "cause" and "effect". 43 | ``` 44 | 45 | Output: 46 | 47 | ``` 48 | The relationship between "cause" and "effect" is one of consequence. A cause is an action, event, or condition that leads to or produces a result, which is the effect. This relationship is fundamental in many fields, including science, logic, and philosophy. 49 | ``` 50 | 51 | ## Tags: 52 | - Language 53 | - Conceptual Relationships 54 | - Critical Thinking 55 | - Vocabulary 56 | - Analysis -------------------------------------------------------------------------------- /chapters/first-order-ignorance.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Theory of Mind, 4 | Ignorance, 5 | Cognitive Psychology, 6 | Decision Making, 7 | Social Cognition, 8 | ] 9 | --- 10 | 11 | # First-Order Ignorance 12 | 13 | ## Description: 14 | This task involves identifying why an agent may lack knowledge or awareness of certain facts or events. It evaluates the model's understanding of ignorance and its impact on decision-making. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | A cat hides behind a tree, preparing to ambush an approaching squirrel. Why isn't the squirrel scared? 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | The squirrel isn't scared because it is unaware of the cat's presence behind the tree. The squirrel lacks knowledge of the cat's intentions or actions, so it doesn't perceive any threat. 33 | ``` 34 | 35 | --- 36 | 37 | ### Example 2: 38 | 39 | Input: 40 | 41 | ``` 42 | Mary's friends plan a surprise party for her. Why isn't Mary excited for the party? 43 | ``` 44 | 45 | Output: 46 | 47 | ``` 48 | Mary isn't excited for the party because she is ignorant of it, as it is a surprise. Since she doesn't know about the party, she doesn't anticipate or feel excitement for the event. 49 | ``` 50 | 51 | ## Tags: 52 | - Theory of Mind 53 | - Ignorance 54 | - Cognitive Psychology 55 | - Decision Making 56 | - Social Cognition -------------------------------------------------------------------------------- /tasks/deductive-logic-puzzles.md: -------------------------------------------------------------------------------- 1 | # Deductive Logic Puzzles 2 | 3 | ## Description: 4 | This task involves solving deductive logic puzzles to evaluate the model's ability to use given information, make logical inferences, and arrive at a correct conclusion. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | There are five houses in a row, each painted a different color. The English person lives in the red house. The Spaniard owns a dog. Coffee is drunk in the green house. The Ukrainian drinks tea. The green house is immediately to the right of the ivory house. Who owns the snail? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | The French person owns the snail. 23 | Explanation: This is a complex puzzle that requires multiple steps of deduction. The full solution involves creating a grid and eliminating possibilities based on the given clues. 24 | ``` 25 | 26 | --- 27 | 28 | ### Example 2: 29 | 30 | Input: 31 | 32 | ``` 33 | Alice, Bob, and Charlie are standing in a line. Alice is not last. Bob is not first. Who is in the middle? 34 | ``` 35 | 36 | Output: 37 | 38 | ``` 39 | Bob is in the middle. 40 | Explanation: If Alice is not last and Bob is not first, the only possible arrangement is: Charlie, Bob, Alice. 41 | ``` 42 | 43 | ## Tags: 44 | - Logic 45 | - Deductive Reasoning 46 | - Problem Solving 47 | - Critical Thinking 48 | - Inference -------------------------------------------------------------------------------- /tasks/identifying-anachronisms.md: -------------------------------------------------------------------------------- 1 | # Identifying Anachronisms 2 | 3 | ## Description: 4 | This task involves recognizing elements that are out of place in a given historical context. It evaluates the model's knowledge of historical periods and ability to detect temporal inconsistencies. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Identify the anachronism in this scenario: 17 | "In 1776, Thomas Jefferson used his smartphone to draft the Declaration of Independence." 18 | ``` 19 | 20 | Output: 21 | 22 | ``` 23 | The anachronism is the mention of a smartphone. Smartphones were not invented until the 21st century, more than 200 years after 1776 when the Declaration of Independence was written. 24 | ``` 25 | 26 | --- 27 | 28 | ### Example 2: 29 | 30 | Input: 31 | 32 | ``` 33 | Find the anachronism in this historical description: 34 | "During the Middle Ages, knights rode into battle on horseback while peasants tended to their fields with tractors." 35 | ``` 36 | 37 | Output: 38 | 39 | ``` 40 | The anachronism is the mention of tractors. Tractors were not invented until the late 19th/early 20th century, long after the Middle Ages (which typically refers to the 5th to 15th centuries). 41 | ``` 42 | 43 | ## Tags: 44 | - Historical Knowledge 45 | - Temporal Reasoning 46 | - Anachronism Detection 47 | - Critical Thinking 48 | - Context Analysis -------------------------------------------------------------------------------- /tasks/lateral-thinking-puzzles.md: -------------------------------------------------------------------------------- 1 | # Lateral Thinking Puzzles 2 | 3 | ## Description: 4 | This task involves solving lateral thinking puzzles to evaluate the model's ability to think creatively, consider unconventional scenarios, and ask relevant questions to reach the correct solution. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | A man pushes his car to a hotel and tells the owner he's bankrupt. Why? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | The man is playing Monopoly. 23 | Explanation: This puzzle requires thinking outside the box. The scenario described doesn't make sense in real life, but it's a common situation in the board game Monopoly. 24 | ``` 25 | 26 | --- 27 | 28 | ### Example 2: 29 | 30 | Input: 31 | 32 | ``` 33 | A woman shoots her husband, then holds him under water for five minutes. Next, she hangs him. But five minutes later they both go out and enjoy a wonderful dinner together. How can this be? 34 | ``` 35 | 36 | Output: 37 | 38 | ``` 39 | The woman is a photographer. She shot a picture of her husband, developed it in water, and hung it up to dry. 40 | Explanation: This puzzle relies on the multiple meanings of words like "shoot" and "hang" to create a misleading scenario. 41 | ``` 42 | 43 | ## Tags: 44 | - Creative Thinking 45 | - Problem Solving 46 | - Lateral Thinking 47 | - Word Play 48 | - Unconventional Scenarios -------------------------------------------------------------------------------- /tasks/estimating-duration.md: -------------------------------------------------------------------------------- 1 | # Estimating Duration 2 | 3 | ## Description: 4 | This task involves estimating the time required for various activities or processes. It evaluates the model's understanding of time scales and its ability to make reasonable time estimates. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Estimate the time it typically takes for these events: 17 | A) Boiling an egg 18 | B) Flying from New York to London 19 | C) Growing a tomato plant from seed to fruit 20 | ``` 21 | 22 | Output: 23 | 24 | ``` 25 | A) Boiling an egg: Approximately 7-10 minutes 26 | B) Flying from New York to London: About 7-8 hours 27 | C) Growing a tomato plant from seed to fruit: Roughly 60-80 days 28 | ``` 29 | 30 | --- 31 | 32 | ### Example 2: 33 | 34 | Input: 35 | 36 | ``` 37 | Rank these processes from shortest to longest duration: 38 | A) Continental drift 39 | B) Human pregnancy 40 | C) Brewing a cup of coffee 41 | D) A solar eclipse 42 | ``` 43 | 44 | Output: 45 | 46 | ``` 47 | From shortest to longest: 48 | 1. C) Brewing a cup of coffee (minutes) 49 | 2. D) A solar eclipse (minutes to hours) 50 | 3. B) Human pregnancy (about 9 months) 51 | 4. A) Continental drift (millions of years) 52 | ``` 53 | 54 | ## Tags: 55 | - Time Estimation 56 | - Temporal Reasoning 57 | - Process Understanding 58 | - Comparative Analysis 59 | - General Knowledge -------------------------------------------------------------------------------- /tasks-json/estimating-duration.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Estimating Duration", 3 | "description": "This task involves estimating the time required for various activities or processes. It evaluates the model's understanding of time scales and its ability to make reasonable time estimates.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Estimate the time it typically takes for these events:\r\nA) Boiling an egg\r\nB) Flying from New York to London\r\nC) Growing a tomato plant from seed to fruit", 11 | "output": "A) Boiling an egg: Approximately 7-10 minutes\r\nB) Flying from New York to London: About 7-8 hours\r\nC) Growing a tomato plant from seed to fruit: Roughly 60-80 days" 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Rank these processes from shortest to longest duration:\r\nA) Continental drift\r\nB) Human pregnancy\r\nC) Brewing a cup of coffee\r\nD) A solar eclipse", 17 | "output": "From shortest to longest:\r\n1. C) Brewing a cup of coffee (minutes)\r\n2. D) A solar eclipse (minutes to hours)\r\n3. B) Human pregnancy (about 9 months)\r\n4. A) Continental drift (millions of years)" 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Time Estimation", 23 | "Temporal Reasoning", 24 | "Process Understanding", 25 | "Comparative Analysis", 26 | "General Knowledge" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks-json/sequencing-events.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Sequencing Events", 3 | "description": "This task involves arranging a set of events in chronological order. It evaluates the model's ability to understand temporal relationships and logical sequences.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Arrange these events in the correct chronological order:\r\nA) World War II ends\r\nB) The first human lands on the moon\r\nC) The American Revolution begins\r\nD) The Berlin Wall falls", 11 | "output": "The correct chronological order is:\r\n1. C) The American Revolution begins (1775)\r\n2. A) World War II ends (1945)\r\n3. B) The first human lands on the moon (1969)\r\n4. D) The Berlin Wall falls (1989)" 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Put these steps of making a sandwich in the correct order:\r\nA) Add toppings\r\nB) Cut the sandwich\r\nC) Spread condiments on bread\r\nD) Place bread slices on a plate", 17 | "output": "The correct order is:\r\n1. D) Place bread slices on a plate\r\n2. C) Spread condiments on bread\r\n3. A) Add toppings\r\n4. B) Cut the sandwich" 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Temporal Reasoning", 23 | "Logical Sequencing", 24 | "Historical Knowledge", 25 | "Process Understanding", 26 | "Chronological Ordering" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks/sequencing-events.md: -------------------------------------------------------------------------------- 1 | # Sequencing Events 2 | 3 | ## Description: 4 | This task involves arranging a set of events in chronological order. It evaluates the model's ability to understand temporal relationships and logical sequences. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Arrange these events in the correct chronological order: 17 | A) World War II ends 18 | B) The first human lands on the moon 19 | C) The American Revolution begins 20 | D) The Berlin Wall falls 21 | ``` 22 | 23 | Output: 24 | 25 | ``` 26 | The correct chronological order is: 27 | 1. C) The American Revolution begins (1775) 28 | 2. A) World War II ends (1945) 29 | 3. B) The first human lands on the moon (1969) 30 | 4. D) The Berlin Wall falls (1989) 31 | ``` 32 | 33 | --- 34 | 35 | ### Example 2: 36 | 37 | Input: 38 | 39 | ``` 40 | Put these steps of making a sandwich in the correct order: 41 | A) Add toppings 42 | B) Cut the sandwich 43 | C) Spread condiments on bread 44 | D) Place bread slices on a plate 45 | ``` 46 | 47 | Output: 48 | 49 | ``` 50 | The correct order is: 51 | 1. D) Place bread slices on a plate 52 | 2. C) Spread condiments on bread 53 | 3. A) Add toppings 54 | 4. B) Cut the sandwich 55 | ``` 56 | 57 | ## Tags: 58 | - Temporal Reasoning 59 | - Logical Sequencing 60 | - Historical Knowledge 61 | - Process Understanding 62 | - Chronological Ordering -------------------------------------------------------------------------------- /tasks-json/deductive-logic-puzzles.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Deductive Logic Puzzles", 3 | "description": "This task involves solving deductive logic puzzles to evaluate the model's ability to use given information, make logical inferences, and arrive at a correct conclusion.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "There are five houses in a row, each painted a different color. The English person lives in the red house. The Spaniard owns a dog. Coffee is drunk in the green house. The Ukrainian drinks tea. The green house is immediately to the right of the ivory house. Who owns the snail?", 11 | "output": "The French person owns the snail.\r\nExplanation: This is a complex puzzle that requires multiple steps of deduction. The full solution involves creating a grid and eliminating possibilities based on the given clues." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Alice, Bob, and Charlie are standing in a line. Alice is not last. Bob is not first. Who is in the middle?", 17 | "output": "Bob is in the middle.\r\nExplanation: If Alice is not last and Bob is not first, the only possible arrangement is: Charlie, Bob, Alice." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Logic", 23 | "Deductive Reasoning", 24 | "Problem Solving", 25 | "Critical Thinking", 26 | "Inference" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks-json/identifying-anachronisms.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Identifying Anachronisms", 3 | "description": "This task involves recognizing elements that are out of place in a given historical context. It evaluates the model's knowledge of historical periods and ability to detect temporal inconsistencies.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Identify the anachronism in this scenario:\r\n\"In 1776, Thomas Jefferson used his smartphone to draft the Declaration of Independence.\"", 11 | "output": "The anachronism is the mention of a smartphone. Smartphones were not invented until the 21st century, more than 200 years after 1776 when the Declaration of Independence was written." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Find the anachronism in this historical description:\r\n\"During the Middle Ages, knights rode into battle on horseback while peasants tended to their fields with tractors.\"", 17 | "output": "The anachronism is the mention of tractors. Tractors were not invented until the late 19th/early 20th century, long after the Middle Ages (which typically refers to the 5th to 15th centuries)." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Historical Knowledge", 23 | "Temporal Reasoning", 24 | "Anachronism Detection", 25 | "Critical Thinking", 26 | "Context Analysis" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks-json/lateral-thinking-puzzles.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Lateral Thinking Puzzles", 3 | "description": "This task involves solving lateral thinking puzzles to evaluate the model's ability to think creatively, consider unconventional scenarios, and ask relevant questions to reach the correct solution.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "A man pushes his car to a hotel and tells the owner he's bankrupt. Why?", 11 | "output": "The man is playing Monopoly.\r\nExplanation: This puzzle requires thinking outside the box. The scenario described doesn't make sense in real life, but it's a common situation in the board game Monopoly." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "A woman shoots her husband, then holds him under water for five minutes. Next, she hangs him. But five minutes later they both go out and enjoy a wonderful dinner together. How can this be?", 17 | "output": "The woman is a photographer. She shot a picture of her husband, developed it in water, and hung it up to dry.\r\nExplanation: This puzzle relies on the multiple meanings of words like \"shoot\" and \"hang\" to create a misleading scenario." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Creative Thinking", 23 | "Problem Solving", 24 | "Lateral Thinking", 25 | "Word Play", 26 | "Unconventional Scenarios" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks/bias-mitigation.md: -------------------------------------------------------------------------------- 1 | # Bias Mitigation 2 | 3 | ## Description: 4 | Given a statement and the bias that led to it, this task involves constructing a statement as close to the ground truth as possible. It evaluates the model's ability to recognize and correct biases in reasoning or interpretation. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | I think that all people with hazel eyes are dishonest. Bias present: Overgeneralization 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | At one point, someone with hazel eyes lied to, or was dishonest with, me. 23 | ``` 24 | 25 | --- 26 | 27 | ### Example 2: 28 | 29 | Input: 30 | 31 | ``` 32 | Maria believes that all politicians are corrupt. Bias present: Confirmation bias 33 | ``` 34 | 35 | Output: 36 | 37 | ``` 38 | Maria was initially distrustful of politicians, and she chose to focus on examples of corruption that confirmed her existing beliefs. 39 | ``` 40 | 41 | --- 42 | 43 | ### Example 3: 44 | 45 | Input: 46 | 47 | ``` 48 | Joe conducted a variety of street interviews at the train station and concluded that modern women are too career-focused to be good mothers. Bias present: Sampling bias 49 | ``` 50 | 51 | Output: 52 | 53 | ``` 54 | Joe found that women at the train station tended to be more career-focused. 55 | ``` 56 | 57 | ## Tags: 58 | - Critical Thinking 59 | - Bias Correction 60 | - Logical Reasoning 61 | - Data Interpretation 62 | - Objective Analysis -------------------------------------------------------------------------------- /tasks-json/bias-mitigation.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Bias Mitigation", 3 | "description": "Given a statement and the bias that led to it, this task involves constructing a statement as close to the ground truth as possible. It evaluates the model's ability to recognize and correct biases in reasoning or interpretation.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "I think that all people with hazel eyes are dishonest. Bias present: Overgeneralization", 11 | "output": "At one point, someone with hazel eyes lied to, or was dishonest with, me." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Maria believes that all politicians are corrupt. Bias present: Confirmation bias", 17 | "output": "Maria was initially distrustful of politicians, and she chose to focus on examples of corruption that confirmed her existing beliefs." 18 | } 19 | ], 20 | [ 21 | { 22 | "input": "Joe conducted a variety of street interviews at the train station and concluded that modern women are too career-focused to be good mothers. Bias present: Sampling bias", 23 | "output": "Joe found that women at the train station tended to be more career-focused." 24 | } 25 | ] 26 | ], 27 | "tags": [ 28 | "Critical Thinking", 29 | "Bias Correction", 30 | "Logical Reasoning", 31 | "Data Interpretation", 32 | "Objective Analysis" 33 | ] 34 | } -------------------------------------------------------------------------------- /tasks/mental-rotation-tasks.md: -------------------------------------------------------------------------------- 1 | # Mental Rotation Tasks 2 | 3 | ## Description: 4 | This task involves mentally rotating objects or shapes and predicting their appearance from different angles. It evaluates the model's ability to manipulate spatial information mentally. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Imagine a cube with different symbols on each face: a star, a circle, a triangle, a square, a heart, and a diamond. If the star is on top and the circle is facing you, what symbol would be on the bottom face? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | The diamond would be on the bottom face. In a cube, opposite faces are always 180 degrees apart. Since the star is on top, its opposite face (the bottom) would have the diamond. 23 | ``` 24 | 25 | --- 26 | 27 | ### Example 2: 28 | 29 | Input: 30 | 31 | ``` 32 | Picture the letter 'F' in your mind. If you rotate it 90 degrees clockwise, then flip it horizontally, what would it look like? 33 | ``` 34 | 35 | Output: 36 | 37 | ``` 38 | After rotating 'F' 90 degrees clockwise, it would look like '⊥'. After flipping it horizontally, it would appear as '⊢'. The vertical line would be on the left, with the two horizontal lines extending to the right, the longer one at the top and the shorter one in the middle. 39 | ``` 40 | 41 | ## Tags: 42 | - Spatial Reasoning 43 | - Mental Imagery 44 | - Geometric Transformation 45 | - Visual-Spatial Skills 46 | - Cognitive Processing -------------------------------------------------------------------------------- /tasks/equation-derivation.md: -------------------------------------------------------------------------------- 1 | # Equation Derivation 2 | 3 | ## Description: 4 | This task involves deriving mathematical equations from given information or scenarios to evaluate the model's ability to translate word problems into mathematical expressions and manipulate them to reach a solution. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Derive an equation for the area of a circle given that the area is proportional to the square of its radius. 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | A = πr² 23 | Explanation: We know the area (A) is proportional to the square of the radius (r²). The constant of proportionality is π (pi). Therefore, the equation is A = πr². 24 | ``` 25 | 26 | --- 27 | 28 | ### Example 2: 29 | 30 | Input: 31 | 32 | ``` 33 | A rectangular pool is being filled with water at a constant rate. The length of the pool is twice its width. Derive an equation for the volume of water in the pool after t minutes, given that the height of the water increases by 0.5 cm per minute. 34 | ``` 35 | 36 | Output: 37 | 38 | ``` 39 | V = t * w * 2w * 0.5 40 | Explanation: 41 | - Volume = length * width * height 42 | - Length = 2 * width 43 | - Height after t minutes = 0.5t cm 44 | - Substituting: V = (2w) * w * (0.5t/100) = tw²/100 45 | - Final equation: V = 0.01tw², where V is in cubic meters, t in minutes, and w in meters. 46 | ``` 47 | 48 | ## Tags: 49 | - Mathematics 50 | - Algebra 51 | - Word Problems 52 | - Equation Formulation 53 | - Problem Solving -------------------------------------------------------------------------------- /tasks-json/mental-rotation-tasks.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Mental Rotation Tasks", 3 | "description": "This task involves mentally rotating objects or shapes and predicting their appearance from different angles. It evaluates the model's ability to manipulate spatial information mentally.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Imagine a cube with different symbols on each face: a star, a circle, a triangle, a square, a heart, and a diamond. If the star is on top and the circle is facing you, what symbol would be on the bottom face?", 11 | "output": "The diamond would be on the bottom face. In a cube, opposite faces are always 180 degrees apart. Since the star is on top, its opposite face (the bottom) would have the diamond." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Picture the letter 'F' in your mind. If you rotate it 90 degrees clockwise, then flip it horizontally, what would it look like?", 17 | "output": "After rotating 'F' 90 degrees clockwise, it would look like '⊥'. After flipping it horizontally, it would appear as '⊢'. The vertical line would be on the left, with the two horizontal lines extending to the right, the longer one at the top and the shorter one in the middle." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Spatial Reasoning", 23 | "Mental Imagery", 24 | "Geometric Transformation", 25 | "Visual-Spatial Skills", 26 | "Cognitive Processing" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks/truth-table-completions.md: -------------------------------------------------------------------------------- 1 | # Truth Table Completion 2 | 3 | ## Description: 4 | This task involves completing truth tables for given logical expressions to evaluate the model's understanding of Boolean logic and its ability to determine the truth value of complex statements. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Complete the truth table for the logical expression: (P AND Q) OR (NOT P) 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | | P | Q | P AND Q | NOT P | (P AND Q) OR (NOT P) | 23 | ||||-|-| 24 | | T | T | T | F | T | 25 | | T | F | F | F | F | 26 | | F | T | F | T | T | 27 | | F | F | F | T | T | 28 | Explanation: We evaluate each subexpression for all possible combinations of P and Q, then combine them according to the main expression. 29 | ``` 30 | 31 | --- 32 | 33 | ### Example 2: 34 | 35 | Input: 36 | 37 | ``` 38 | Complete the truth table for the logical expression: P XOR Q 39 | ``` 40 | 41 | Output: 42 | 43 | ``` 44 | | P | Q | P XOR Q | 45 | |||| 46 | | T | T | F | 47 | | T | F | T | 48 | | F | T | T | 49 | | F | F | F | 50 | Explanation: XOR (exclusive or) is true when P and Q have different truth values, and false when they have the same truth value. 51 | ``` 52 | 53 | ## Tags: 54 | - Logic 55 | - Boolean Algebra 56 | - Truth Tables 57 | - Logical Operators 58 | - Propositional Logic 59 | - -- -------------------------------------------------------------------------------- /tasks-json/truth-table-completions.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Truth Table Completion", 3 | "description": "This task involves completing truth tables for given logical expressions to evaluate the model's understanding of Boolean logic and its ability to determine the truth value of complex statements.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Complete the truth table for the logical expression: (P AND Q) OR (NOT P)", 11 | "output": "| P | Q | P AND Q | NOT P | (P AND Q) OR (NOT P) |\r\n||||-|-|\r\n| T | T | T | F | T |\r\n| T | F | F | F | F |\r\n| F | T | F | T | T |\r\n| F | F | F | T | T |\r\nExplanation: We evaluate each subexpression for all possible combinations of P and Q, then combine them according to the main expression." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Complete the truth table for the logical expression: P XOR Q", 17 | "output": "| P | Q | P XOR Q |\r\n||||\r\n| T | T | F |\r\n| T | F | T |\r\n| F | T | T |\r\n| F | F | F |\r\nExplanation: XOR (exclusive or) is true when P and Q have different truth values, and false when they have the same truth value." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Logic", 23 | "Boolean Algebra", 24 | "Truth Tables", 25 | "Logical Operators", 26 | "Propositional Logic", 27 | "--" 28 | ] 29 | } -------------------------------------------------------------------------------- /tasks-json/equation-derivation.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Equation Derivation", 3 | "description": "This task involves deriving mathematical equations from given information or scenarios to evaluate the model's ability to translate word problems into mathematical expressions and manipulate them to reach a solution.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Derive an equation for the area of a circle given that the area is proportional to the square of its radius.", 11 | "output": "A = πr²\r\nExplanation: We know the area (A) is proportional to the square of the radius (r²). The constant of proportionality is π (pi). Therefore, the equation is A = πr²." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "A rectangular pool is being filled with water at a constant rate. The length of the pool is twice its width. Derive an equation for the volume of water in the pool after t minutes, given that the height of the water increases by 0.5 cm per minute.", 17 | "output": "V = t * w * 2w * 0.5\r\nExplanation: \r\n- Volume = length * width * height\r\n- Length = 2 * width\r\n- Height after t minutes = 0.5t cm\r\n- Substituting: V = (2w) * w * (0.5t/100) = tw²/100\r\n- Final equation: V = 0.01tw², where V is in cubic meters, t in minutes, and w in meters." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Mathematics", 23 | "Algebra", 24 | "Word Problems", 25 | "Equation Formulation", 26 | "Problem Solving" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks/identifying-logical-fallacies.md: -------------------------------------------------------------------------------- 1 | # Identifying Logical Fallacies 2 | 3 | ## Description: 4 | This task involves identifying and explaining common logical fallacies in given arguments or statements to evaluate the model's ability to recognize flawed reasoning. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | "All birds can fly. Penguins are birds. Therefore, penguins can fly." What logical fallacy is present in this argument? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | This argument contains the fallacy of Hasty Generalization. 23 | Explanation: The premise "All birds can fly" is an overgeneralization. While many birds can fly, there are exceptions like penguins, ostriches, and emus. This fallacy occurs when a general conclusion is drawn from a small or unrepresentative sample. 24 | ``` 25 | 26 | --- 27 | 28 | ### Example 2: 29 | 30 | Input: 31 | 32 | ``` 33 | "If we allow same-sex marriage, next people will want to marry their pets!" What logical fallacy is present in this statement? 34 | ``` 35 | 36 | Output: 37 | 38 | ``` 39 | This statement contains the Slippery Slope fallacy. 40 | Explanation: The Slippery Slope fallacy assumes that a relatively small first step inevitably leads to a chain of related events resulting in a significant and often undesirable effect. It exaggerates the consequences of a proposed action without providing evidence for the alleged chain reaction. 41 | ``` 42 | 43 | ## Tags: 44 | - Logic 45 | - Critical Thinking 46 | - Argumentation 47 | - Fallacies 48 | - Reasoning -------------------------------------------------------------------------------- /chapters/deductive-logic-puzzles.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Logic, 4 | Deductive Reasoning, 5 | Problem Solving, 6 | Critical Thinking, 7 | Inference, 8 | ] 9 | --- 10 | 11 | # Deductive Logic Puzzles 12 | 13 | ## Description: 14 | This task involves solving deductive logic puzzles to evaluate the model's ability to use given information, make logical inferences, and arrive at a correct conclusion. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | There are five houses in a row, each painted a different color. The English person lives in the red house. The Spaniard owns a dog. Coffee is drunk in the green house. The Ukrainian drinks tea. The green house is immediately to the right of the ivory house. Who owns the snail? 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | The French person owns the snail. 33 | Explanation: This is a complex puzzle that requires multiple steps of deduction. The full solution involves creating a grid and eliminating possibilities based on the given clues. 34 | ``` 35 | 36 | --- 37 | 38 | ### Example 2: 39 | 40 | Input: 41 | 42 | ``` 43 | Alice, Bob, and Charlie are standing in a line. Alice is not last. Bob is not first. Who is in the middle? 44 | ``` 45 | 46 | 47 | Output: 48 | 49 | ``` 50 | Bob is in the middle. 51 | Explanation: If Alice is not last and Bob is not first, the only possible arrangement is: Charlie, Bob, Alice. 52 | ``` 53 | 54 | --- 55 | 56 | ## Tags: 57 | - Logic 58 | - Deductive Reasoning 59 | - Problem Solving 60 | - Critical Thinking 61 | - Inference -------------------------------------------------------------------------------- /chapters/identifying-anachronisms.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Historical Knowledge, 4 | Temporal Reasoning, 5 | Anachronism Detection, 6 | Critical Thinking, 7 | Context Analysis, 8 | ] 9 | --- 10 | 11 | # Identifying Anachronisms 12 | 13 | ## Description: 14 | This task involves recognizing elements that are out of place in a given historical context. It evaluates the model's knowledge of historical periods and ability to detect temporal inconsistencies. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Identify the anachronism in this scenario: 27 | "In 1776, Thomas Jefferson used his smartphone to draft the Declaration of Independence." 28 | ``` 29 | 30 | Output: 31 | 32 | ``` 33 | The anachronism is the mention of a smartphone. Smartphones were not invented until the 21st century, more than 200 years after 1776 when the Declaration of Independence was written. 34 | ``` 35 | 36 | --- 37 | 38 | ### Example 2: 39 | 40 | Input: 41 | 42 | ``` 43 | Find the anachronism in this historical description: 44 | "During the Middle Ages, knights rode into battle on horseback while peasants tended to their fields with tractors." 45 | ``` 46 | 47 | Output: 48 | 49 | ``` 50 | The anachronism is the mention of tractors. Tractors were not invented until the late 19th/early 20th century, long after the Middle Ages (which typically refers to the 5th to 15th centuries). 51 | ``` 52 | 53 | ## Tags: 54 | - Historical Knowledge 55 | - Temporal Reasoning 56 | - Anachronism Detection 57 | - Critical Thinking 58 | - Context Analysis -------------------------------------------------------------------------------- /chapters/estimating-duration.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Time Estimation, 4 | Temporal Reasoning, 5 | Process Understanding, 6 | Comparative Analysis, 7 | General Knowledge, 8 | ] 9 | --- 10 | 11 | # Estimating Duration 12 | 13 | ## Description: 14 | This task involves estimating the time required for various activities or processes. It evaluates the model's understanding of time scales and its ability to make reasonable time estimates. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Estimate the time it typically takes for these events: 27 | A) Boiling an egg 28 | B) Flying from New York to London 29 | C) Growing a tomato plant from seed to fruit 30 | ``` 31 | 32 | Output: 33 | 34 | ``` 35 | A) Boiling an egg: Approximately 7-10 minutes 36 | B) Flying from New York to London: About 7-8 hours 37 | C) Growing a tomato plant from seed to fruit: Roughly 60-80 days 38 | ``` 39 | 40 | --- 41 | 42 | ### Example 2: 43 | 44 | Input: 45 | 46 | ``` 47 | Rank these processes from shortest to longest duration: 48 | A) Continental drift 49 | B) Human pregnancy 50 | C) Brewing a cup of coffee 51 | D) A solar eclipse 52 | ``` 53 | 54 | Output: 55 | 56 | ``` 57 | From shortest to longest: 58 | 1. C) Brewing a cup of coffee (minutes) 59 | 2. D) A solar eclipse (minutes to hours) 60 | 3. B) Human pregnancy (about 9 months) 61 | 4. A) Continental drift (millions of years) 62 | ``` 63 | 64 | ## Tags: 65 | - Time Estimation 66 | - Temporal Reasoning 67 | - Process Understanding 68 | - Comparative Analysis 69 | - General Knowledge -------------------------------------------------------------------------------- /chapters/sequencing-events.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Temporal Reasoning, 4 | Logical Sequencing, 5 | Historical Knowledge, 6 | Process Understanding, 7 | Chronological Ordering, 8 | ] 9 | --- 10 | 11 | # Sequencing Events 12 | 13 | ## Description: 14 | This task involves arranging a set of events in chronological order. It evaluates the model's ability to understand temporal relationships and logical sequences. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Arrange these events in the correct chronological order: 27 | A) World War II ends 28 | B) The first human lands on the moon 29 | C) The American Revolution begins 30 | D) The Berlin Wall falls 31 | ``` 32 | 33 | Output: 34 | 35 | ``` 36 | The correct chronological order is: 37 | 1. C) The American Revolution begins (1775) 38 | 2. A) World War II ends (1945) 39 | 3. B) The first human lands on the moon (1969) 40 | 4. D) The Berlin Wall falls (1989) 41 | ``` 42 | 43 | --- 44 | 45 | ### Example 2: 46 | 47 | Input: 48 | 49 | ``` 50 | Put these steps of making a sandwich in the correct order: 51 | A) Add toppings 52 | B) Cut the sandwich 53 | C) Spread condiments on bread 54 | D) Place bread slices on a plate 55 | ``` 56 | 57 | Output: 58 | 59 | ``` 60 | The correct order is: 61 | 1. D) Place bread slices on a plate 62 | 2. C) Spread condiments on bread 63 | 3. A) Add toppings 64 | 4. B) Cut the sandwich 65 | ``` 66 | 67 | ## Tags: 68 | - Temporal Reasoning 69 | - Logical Sequencing 70 | - Historical Knowledge 71 | - Process Understanding 72 | - Chronological Ordering -------------------------------------------------------------------------------- /chapters/lateral-thinking-puzzles.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Creative Thinking, 4 | Problem Solving, 5 | Lateral Thinking, 6 | Word Play, 7 | Unconventional Scenarios, 8 | ] 9 | --- 10 | 11 | # Lateral Thinking Puzzles 12 | 13 | ## Description: 14 | This task involves solving lateral thinking puzzles to evaluate the model's ability to think creatively, consider unconventional scenarios, and ask relevant questions to reach the correct solution. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | A man pushes his car to a hotel and tells the owner he's bankrupt. Why? 27 | 28 | ``` 29 | 30 | Output: 31 | 32 | ``` 33 | The man is playing Monopoly. 34 | Explanation: This puzzle requires thinking outside the box. The scenario described doesn't make sense in real life, but it's a common situation in the board game Monopoly. 35 | ``` 36 | 37 | --- 38 | 39 | ### Example 2: 40 | 41 | Input: 42 | 43 | ``` 44 | A woman shoots her husband, then holds him under water for five minutes. Next, she hangs him. But five minutes later they both go out and enjoy a wonderful dinner together. How can this be? 45 | ``` 46 | 47 | Output: 48 | 49 | ``` 50 | The woman is a photographer. She shot a picture of her husband, developed it in water, and hung it up to dry. 51 | Explanation: This puzzle relies on the multiple meanings of words like "shoot" and "hang" to create a misleading scenario. 52 | ``` 53 | 54 | --- 55 | 56 | ## Tags: 57 | - Creative Thinking 58 | - Problem Solving 59 | - Lateral Thinking 60 | - Word Play 61 | - Unconventional Scenarios -------------------------------------------------------------------------------- /tasks/identifying-cause-and-effect-relationships.md: -------------------------------------------------------------------------------- 1 | # Identifying Cause and Effect Relationships 2 | 3 | ## Description: 4 | This task involves analyzing given scenarios or statements to identify and explain the cause and effect relationships present. It evaluates the model's ability to understand causal links and distinguish between causes and their consequences. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | "Due to heavy rainfall, the river overflowed its banks, causing widespread flooding in the nearby town." Identify the cause and effect in this statement. 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | Cause: Heavy rainfall 23 | Effect: Widespread flooding in the nearby town 24 | Explanation: The heavy rainfall led to the river overflowing, which in turn resulted in the flooding. This demonstrates a chain of cause and effect. 25 | ``` 26 | 27 | --- 28 | 29 | ### Example 2: 30 | 31 | Input: 32 | 33 | ``` 34 | "The company's profits increased after they launched a new marketing campaign." Identify the cause and effect in this statement. 35 | ``` 36 | 37 | Output: 38 | 39 | ``` 40 | Cause: Launching a new marketing campaign 41 | Effect: Increase in company's profits 42 | Explanation: The new marketing campaign is presented as the cause that led to the effect of increased profits. However, it's important to note that in real-world scenarios, there might be multiple factors contributing to such outcomes. 43 | ``` 44 | 45 | ## Tags: 46 | - Critical Thinking 47 | - Analysis 48 | - Causal Relationships 49 | - Logic 50 | - Reasoning -------------------------------------------------------------------------------- /tasks-json/identifying-logical-fallacies.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Identifying Logical Fallacies", 3 | "description": "This task involves identifying and explaining common logical fallacies in given arguments or statements to evaluate the model's ability to recognize flawed reasoning.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "\"All birds can fly. Penguins are birds. Therefore, penguins can fly.\" What logical fallacy is present in this argument?", 11 | "output": "This argument contains the fallacy of Hasty Generalization.\r\nExplanation: The premise \"All birds can fly\" is an overgeneralization. While many birds can fly, there are exceptions like penguins, ostriches, and emus. This fallacy occurs when a general conclusion is drawn from a small or unrepresentative sample." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "\"If we allow same-sex marriage, next people will want to marry their pets!\" What logical fallacy is present in this statement?", 17 | "output": "This statement contains the Slippery Slope fallacy.\r\nExplanation: The Slippery Slope fallacy assumes that a relatively small first step inevitably leads to a chain of related events resulting in a significant and often undesirable effect. It exaggerates the consequences of a proposed action without providing evidence for the alleged chain reaction." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Logic", 23 | "Critical Thinking", 24 | "Argumentation", 25 | "Fallacies", 26 | "Reasoning" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks/understanding-time-zones-and-global-time-differences.md: -------------------------------------------------------------------------------- 1 | # Understanding Time Zones and Global Time Differences 2 | 3 | ## Description: 4 | This task involves calculating time differences across various time zones and understanding how global time works. It evaluates the model's ability to work with time zone conversions and international date line concepts. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | If it's 3:00 PM on Tuesday in New York, what time and day is it in Tokyo? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | When it's 3:00 PM on Tuesday in New York, it's 4:00 AM on Wednesday in Tokyo. Tokyo is 13 hours ahead of New York, and the time difference crosses midnight, so the day changes as well. 23 | ``` 24 | 25 | --- 26 | 27 | ### Example 2: 28 | 29 | Input: 30 | 31 | ``` 32 | A flight departs from Los Angeles at 11:00 PM on Monday and arrives in Sydney 15 hours later. What day and time does it arrive in Sydney? 33 | ``` 34 | 35 | Output: 36 | 37 | ``` 38 | The flight arrives in Sydney at 5:00 PM on Wednesday. Here's the calculation: 39 | 1. Los Angeles to Sydney is approximately a 19-hour time difference (Sydney is ahead). 40 | 2. 15 hours of flight time + 19 hours of time zone difference = 34 hours. 41 | 3. 34 hours from Monday 11:00 PM brings us to Wednesday 5:00 PM. 42 | Note: This calculation doesn't account for potential seasonal time changes or the exact flight path. 43 | ``` 44 | 45 | ## Tags: 46 | - Time Zone Conversion 47 | - Global Time 48 | - International Date Line 49 | - Travel Time Calculation 50 | - Temporal Reasoning -------------------------------------------------------------------------------- /tasks/pattern-recognition-in-spatial-arrangements.md: -------------------------------------------------------------------------------- 1 | # Pattern Recognition in Spatial Arrangements 2 | 3 | ## Description: 4 | This task involves identifying patterns or rules in the spatial arrangement of objects or shapes. It evaluates the model's ability to recognize spatial regularities and apply them to new situations. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | In a grid of 3x3 squares, the following pattern is observed: 17 | Top row: Circle, Triangle, Square 18 | Middle row: Triangle, Square, Circle 19 | Bottom row: Square, Circle, ? 20 | What shape should replace the question mark to complete the pattern? 21 | ``` 22 | 23 | Output: 24 | 25 | ``` 26 | The shape that should replace the question mark is a Triangle. The pattern follows a rotation of shapes in each row, moving one position to the right each time. In the bottom row, the Square and Circle have already shifted, so the Triangle should complete the pattern. 27 | ``` 28 | 29 | --- 30 | 31 | ### Example 2: 32 | 33 | Input: 34 | 35 | ``` 36 | In a sequence of 3D shapes, you observe: Cube, Tetrahedron, Octahedron, Cube, Tetrahedron, ? 37 | What shape comes next in the sequence? 38 | ``` 39 | 40 | Output: 41 | 42 | ``` 43 | The shape that comes next in the sequence is an Octahedron. The pattern repeats every three shapes: Cube, Tetrahedron, Octahedron. This is the second repetition of the sequence, so it should follow the same order. 44 | ``` 45 | 46 | ## Tags: 47 | - Pattern Recognition 48 | - Spatial Reasoning 49 | - Sequence Completion 50 | - Logical Thinking 51 | - Visual-Spatial Skills -------------------------------------------------------------------------------- /tasks-json/identifying-cause-and-effect-relationships.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Identifying Cause and Effect Relationships", 3 | "description": "This task involves analyzing given scenarios or statements to identify and explain the cause and effect relationships present. It evaluates the model's ability to understand causal links and distinguish between causes and their consequences.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "\"Due to heavy rainfall, the river overflowed its banks, causing widespread flooding in the nearby town.\" Identify the cause and effect in this statement.", 11 | "output": "Cause: Heavy rainfall\r\nEffect: Widespread flooding in the nearby town\r\nExplanation: The heavy rainfall led to the river overflowing, which in turn resulted in the flooding. This demonstrates a chain of cause and effect." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "\"The company's profits increased after they launched a new marketing campaign.\" Identify the cause and effect in this statement.", 17 | "output": "Cause: Launching a new marketing campaign\r\nEffect: Increase in company's profits\r\nExplanation: The new marketing campaign is presented as the cause that led to the effect of increased profits. However, it's important to note that in real-world scenarios, there might be multiple factors contributing to such outcomes." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Critical Thinking", 23 | "Analysis", 24 | "Causal Relationships", 25 | "Logic", 26 | "Reasoning" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks/towers-of-hanoi.md: -------------------------------------------------------------------------------- 1 | # Towers of Hanoi 2 | 3 | ## Description: 4 | Solve the classic Towers of Hanoi puzzle. Given a number of disks and three pegs, move all disks from the first peg to the last peg following these rules: 1) Only one disk can be moved at a time. 2) Each move consists of taking the upper disk from one stack and placing it on top of another stack or on an empty peg. 3) No larger disk may be placed on top of a smaller disk. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Solve Towers of Hanoi for 3 disks. 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | Here's the solution for Towers of Hanoi with 3 disks: 23 | 24 | 1. Move disk 1 from A to C 25 | 2. Move disk 2 from A to B 26 | 3. Move disk 1 from C to B 27 | 4. Move disk 3 from A to C 28 | 5. Move disk 1 from B to A 29 | 6. Move disk 2 from B to C 30 | 7. Move disk 1 from A to C 31 | 32 | The puzzle is now solved with all disks moved from peg A to peg C. 33 | ``` 34 | 35 | --- 36 | 37 | ### Example 2: 38 | 39 | Input: 40 | 41 | ``` 42 | How many moves are required to solve Towers of Hanoi for 5 disks? 43 | ``` 44 | 45 | Output: 46 | 47 | ``` 48 | To solve the Towers of Hanoi puzzle with 5 disks, you need 31 moves. 49 | 50 | The number of moves required for n disks can be calculated using the formula: 51 | 52 | 2^n - 1 53 | 54 | For 5 disks: 55 | 2^5 - 1 = 32 - 1 = 31 moves 56 | 57 | This is the minimum number of moves required to solve the puzzle while following all the rules. 58 | ``` 59 | 60 | ## Tags: 61 | - Problem Solving 62 | - Recursion 63 | - Mathematical Puzzle 64 | - Algorithm 65 | - Game Theory -------------------------------------------------------------------------------- /chapters/bias-mitigation.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Critical Thinking, 4 | Bias Correction, 5 | Logical Reasoning, 6 | Data Interpretation, 7 | Objective Analysis, 8 | ] 9 | --- 10 | 11 | # Bias Mitigation 12 | 13 | ## Description: 14 | Given a statement and the bias that led to it, this task involves constructing a statement as close to the ground truth as possible. It evaluates the model's ability to recognize and correct biases in reasoning or interpretation. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | I think that all people with hazel eyes are dishonest. Bias present: Overgeneralization 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | At one point, someone with hazel eyes lied to, or was dishonest with, me. 33 | ``` 34 | 35 | --- 36 | 37 | ### Example 2: 38 | 39 | Input: 40 | 41 | ``` 42 | Maria believes that all politicians are corrupt. Bias present: Confirmation bias 43 | ``` 44 | 45 | Output: 46 | 47 | ``` 48 | Maria was initially distrustful of politicians, and she chose to focus on examples of corruption that confirmed her existing beliefs. 49 | ``` 50 | 51 | --- 52 | 53 | ### Example 3: 54 | 55 | Input: 56 | 57 | ``` 58 | Joe conducted a variety of street interviews at the train station and concluded that modern women are too career-focused to be good mothers. Bias present: Sampling bias 59 | ``` 60 | 61 | Output: 62 | 63 | ``` 64 | Joe found that women at the train station tended to be more career-focused. 65 | ``` 66 | 67 | ## Tags: 68 | - Critical Thinking 69 | - Bias Correction 70 | - Logical Reasoning 71 | - Data Interpretation 72 | - Objective Analysis -------------------------------------------------------------------------------- /tasks-json/understanding-time-zones-and-global-time-differences.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Understanding Time Zones and Global Time Differences", 3 | "description": "This task involves calculating time differences across various time zones and understanding how global time works. It evaluates the model's ability to work with time zone conversions and international date line concepts.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "If it's 3:00 PM on Tuesday in New York, what time and day is it in Tokyo?", 11 | "output": "When it's 3:00 PM on Tuesday in New York, it's 4:00 AM on Wednesday in Tokyo. Tokyo is 13 hours ahead of New York, and the time difference crosses midnight, so the day changes as well." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "A flight departs from Los Angeles at 11:00 PM on Monday and arrives in Sydney 15 hours later. What day and time does it arrive in Sydney?", 17 | "output": "The flight arrives in Sydney at 5:00 PM on Wednesday. Here's the calculation:\r\n1. Los Angeles to Sydney is approximately a 19-hour time difference (Sydney is ahead).\r\n2. 15 hours of flight time + 19 hours of time zone difference = 34 hours.\r\n3. 34 hours from Monday 11:00 PM brings us to Wednesday 5:00 PM.\r\nNote: This calculation doesn't account for potential seasonal time changes or the exact flight path." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Time Zone Conversion", 23 | "Global Time", 24 | "International Date Line", 25 | "Travel Time Calculation", 26 | "Temporal Reasoning" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks-json/pattern-recognition-in-spatial-arrangements.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Pattern Recognition in Spatial Arrangements", 3 | "description": "This task involves identifying patterns or rules in the spatial arrangement of objects or shapes. It evaluates the model's ability to recognize spatial regularities and apply them to new situations.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "In a grid of 3x3 squares, the following pattern is observed:\r\nTop row: Circle, Triangle, Square\r\nMiddle row: Triangle, Square, Circle\r\nBottom row: Square, Circle, ?\r\nWhat shape should replace the question mark to complete the pattern?", 11 | "output": "The shape that should replace the question mark is a Triangle. The pattern follows a rotation of shapes in each row, moving one position to the right each time. In the bottom row, the Square and Circle have already shifted, so the Triangle should complete the pattern." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "In a sequence of 3D shapes, you observe: Cube, Tetrahedron, Octahedron, Cube, Tetrahedron, ?\r\nWhat shape comes next in the sequence?", 17 | "output": "The shape that comes next in the sequence is an Octahedron. The pattern repeats every three shapes: Cube, Tetrahedron, Octahedron. This is the second repetition of the sequence, so it should follow the same order." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Pattern Recognition", 23 | "Spatial Reasoning", 24 | "Sequence Completion", 25 | "Logical Thinking", 26 | "Visual-Spatial Skills" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks/describing-spatial-relationships.md: -------------------------------------------------------------------------------- 1 | # Describing Spatial Relationships 2 | 3 | ## Description: 4 | This task involves accurately describing the relative positions and orientations of objects in space. It evaluates the model's ability to understand and communicate spatial concepts clearly. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Describe the spatial relationship between the Sun, Earth, and Moon. 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | The Earth orbits around the Sun in an elliptical path. The Moon, in turn, orbits around the Earth. From the perspective of an observer on Earth, the Sun appears much larger than the Moon, despite the Moon being much closer to Earth. The Moon's orbit around Earth causes it to go through phases as its position relative to the Sun and Earth changes. 23 | ``` 24 | 25 | --- 26 | 27 | ### Example 2: 28 | 29 | Input: 30 | 31 | ``` 32 | Describe the spatial arrangement of keys on a standard QWERTY keyboard. 33 | ``` 34 | 35 | Output: 36 | 37 | ``` 38 | On a standard QWERTY keyboard, the keys are arranged in staggered horizontal rows. The top row contains number keys, with letter keys occupying the next three rows. The letter keys are not in alphabetical order; instead, they follow the QWERTY layout (named after the first six letters in the top letter row). The space bar, typically the largest key, is centered at the bottom. Special character keys are often located on the right side and top row. 39 | ``` 40 | 41 | ## Tags: 42 | - Spatial Reasoning 43 | - Descriptive Skills 44 | - Object Orientation 45 | - Visual-Spatial Awareness 46 | - Communication -------------------------------------------------------------------------------- /chapters/mental-rotation-tasks.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Spatial Reasoning, 4 | Mental Imagery, 5 | Geometric Transformation, 6 | Visual-Spatial Skills, 7 | Cognitive Processing, 8 | ] 9 | --- 10 | 11 | # Mental Rotation Tasks 12 | 13 | ## Description: 14 | This task involves mentally rotating objects or shapes and predicting their appearance from different angles. It evaluates the model's ability to manipulate spatial information mentally. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Imagine a cube with different symbols on each face: a star, a circle, a triangle, a square, a heart, and a diamond. If the star is on top and the circle is facing you, what symbol would be on the bottom face? 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | The diamond would be on the bottom face. In a cube, opposite faces are always 180 degrees apart. Since the star is on top, its opposite face (the bottom) would have the diamond. 33 | ``` 34 | 35 | --- 36 | 37 | ### Example 2: 38 | 39 | Input: 40 | 41 | ``` 42 | Picture the letter 'F' in your mind. If you rotate it 90 degrees clockwise, then flip it horizontally, what would it look like? 43 | ``` 44 | 45 | Output: 46 | 47 | ``` 48 | After rotating 'F' 90 degrees clockwise, it would look like '⊥'. After flipping it horizontally, it would appear as '⊢'. The vertical line would be on the left, with the two horizontal lines extending to the right, the longer one at the top and the shorter one in the middle. 49 | ``` 50 | 51 | ## Tags: 52 | - Spatial Reasoning 53 | - Mental Imagery 54 | - Geometric Transformation 55 | - Visual-Spatial Skills 56 | - Cognitive Processing -------------------------------------------------------------------------------- /output_example.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Describing Spatial Relationships", 3 | "description": "This task involves accurately describing the relative positions and orientations of objects in space. It evaluates the model's ability to understand and communicate spatial concepts clearly.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Describe the spatial relationship between the Sun, Earth, and Moon.", 11 | "output": "The Earth orbits around the Sun in an elliptical path. The Moon, in turn, orbits around the Earth. From the perspective of an observer on Earth, the Sun appears much larger than the Moon, despite the Moon being much closer to Earth. The Moon's orbit around Earth causes it to go through phases as its position relative to the Sun and Earth changes." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Describe the spatial arrangement of keys on a standard QWERTY keyboard.", 17 | "output": "On a standard QWERTY keyboard, the keys are arranged in staggered horizontal rows. The top row contains number keys, with letter keys occupying the next three rows. The letter keys are not in alphabetical order; instead, they follow the QWERTY layout (named after the first six letters in the top letter row). The space bar, typically the largest key, is centered at the bottom. Special character keys are often located on the right side and top row." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Spatial Reasoning", 23 | "Descriptive Skills", 24 | "Object Orientation", 25 | "Visual-Spatial Awareness", 26 | "Communication" 27 | ] 28 | } -------------------------------------------------------------------------------- /chapters/equation-derivation.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Mathematics, 4 | Algebra, 5 | Word Problems, 6 | Equation Formulation, 7 | Problem Solving, 8 | ] 9 | --- 10 | 11 | # Equation Derivation 12 | 13 | ## Description: 14 | This task involves deriving mathematical equations from given information or scenarios to evaluate the model's ability to translate word problems into mathematical expressions and manipulate them to reach a solution. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Derive an equation for the area of a circle given that the area is proportional to the square of its radius. 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | A = πr² 33 | Explanation: We know the area (A) is proportional to the square of the radius (r²). The constant of proportionality is π (pi). Therefore, the equation is A = πr². 34 | ``` 35 | 36 | --- 37 | 38 | ### Example 2: 39 | 40 | Input: 41 | 42 | ``` 43 | A rectangular pool is being filled with water at a constant rate. The length of the pool is twice its width. Derive an equation for the volume of water in the pool after t minutes, given that the height of the water increases by 0.5 cm per minute. 44 | ``` 45 | 46 | Output: 47 | 48 | ``` 49 | V = t * w * 2w * 0.5 50 | Explanation: 51 | - Volume = length * width * height 52 | - Length = 2 * width 53 | - Height after t minutes = 0.5t cm 54 | - Substituting: V = (2w) * w * (0.5t/100) = tw²/100 55 | - Final equation: V = 0.01tw², where V is in cubic meters, t in minutes, and w in meters. 56 | ``` 57 | 58 | ## Tags: 59 | - Mathematics 60 | - Algebra 61 | - Word Problems 62 | - Equation Formulation 63 | - Problem Solving -------------------------------------------------------------------------------- /tasks/first-order-false-belief.md: -------------------------------------------------------------------------------- 1 | # First-Order False Belief 2 | 3 | ## Description: 4 | This task involves identifying why a misinformed agent may behave contrary to reality due to inaccurate beliefs. It evaluates the model's theory of mind ability and understanding of false beliefs. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Paul and Jane are working to debug code. Paul thinks the bug is in the file *server.js*, and Jane agrees. Jane then goes out to lunch. While Jane is at lunch, Paul realizes the problem is instead in the file *tableloader.js*. He then goes on his lunch break. When Jane gets back from lunch, which file will she start debugging? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | Jane will start debugging the file *server.js*. Even though Paul discovered the bug is in *tableloader.js*, Jane is unaware of this new information. She still believes the bug is in *server.js* based on her last conversation with Paul. 23 | ``` 24 | 25 | --- 26 | 27 | ### Example 2: 28 | 29 | Input: 30 | 31 | ``` 32 | A wife tells her husband she's going to improve the brakes of his car, but instead dismantles them. He then drives off a cliff, unable to slow down. Why would he have driven in the car if the breaks didn't work? 33 | ``` 34 | 35 | Output: 36 | 37 | ``` 38 | The husband drove the car because he had been told that the brakes were improved, not dismantled. He was unaware of his wife's actions and believed the brakes were functioning properly based on the information he was given. 39 | ``` 40 | 41 | ## Tags: 42 | - Theory of Mind 43 | - False Beliefs 44 | - Cognitive Psychology 45 | - Reasoning 46 | - Social Cognition -------------------------------------------------------------------------------- /tasks-json/describing-spatial-relationships.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Describing Spatial Relationships", 3 | "description": "This task involves accurately describing the relative positions and orientations of objects in space. It evaluates the model's ability to understand and communicate spatial concepts clearly.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Describe the spatial relationship between the Sun, Earth, and Moon.", 11 | "output": "The Earth orbits around the Sun in an elliptical path. The Moon, in turn, orbits around the Earth. From the perspective of an observer on Earth, the Sun appears much larger than the Moon, despite the Moon being much closer to Earth. The Moon's orbit around Earth causes it to go through phases as its position relative to the Sun and Earth changes." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Describe the spatial arrangement of keys on a standard QWERTY keyboard.", 17 | "output": "On a standard QWERTY keyboard, the keys are arranged in staggered horizontal rows. The top row contains number keys, with letter keys occupying the next three rows. The letter keys are not in alphabetical order; instead, they follow the QWERTY layout (named after the first six letters in the top letter row). The space bar, typically the largest key, is centered at the bottom. Special character keys are often located on the right side and top row." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Spatial Reasoning", 23 | "Descriptive Skills", 24 | "Object Orientation", 25 | "Visual-Spatial Awareness", 26 | "Communication" 27 | ] 28 | } -------------------------------------------------------------------------------- /chapters/identifying-logical-fallacies.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Logic, 4 | Critical Thinking, 5 | Argumentation, 6 | Fallacies, 7 | Reasoning, 8 | ] 9 | --- 10 | 11 | # Identifying Logical Fallacies 12 | 13 | ## Description: 14 | This task involves identifying and explaining common logical fallacies in given arguments or statements to evaluate the model's ability to recognize flawed reasoning. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | "All birds can fly. Penguins are birds. Therefore, penguins can fly." What logical fallacy is present in this argument? 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | This argument contains the fallacy of Hasty Generalization. 33 | Explanation: The premise "All birds can fly" is an overgeneralization. While many birds can fly, there are exceptions like penguins, ostriches, and emus. This fallacy occurs when a general conclusion is drawn from a small or unrepresentative sample. 34 | ``` 35 | 36 | --- 37 | 38 | ### Example 2: 39 | 40 | Input: 41 | 42 | ``` 43 | "If we allow same-sex marriage, next people will want to marry their pets!" What logical fallacy is present in this statement? 44 | ``` 45 | 46 | Output: 47 | 48 | ``` 49 | This statement contains the Slippery Slope fallacy. 50 | Explanation: The Slippery Slope fallacy assumes that a relatively small first step inevitably leads to a chain of related events resulting in a significant and often undesirable effect. It exaggerates the consequences of a proposed action without providing evidence for the alleged chain reaction. 51 | ``` 52 | 53 | ## Tags: 54 | - Logic 55 | - Critical Thinking 56 | - Argumentation 57 | - Fallacies 58 | - Reasoning -------------------------------------------------------------------------------- /tasks/calculating-probabilities.md: -------------------------------------------------------------------------------- 1 | # Calculating Probabilities 2 | 3 | ## Description: 4 | This task involves calculating probabilities for various scenarios, including simple and compound events. It evaluates the model's ability to apply probability theory, use appropriate formulas, and reason about likelihood in different contexts. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | A standard deck of 52 cards contains 4 aces. If you draw two cards without replacement, what is the probability of drawing two aces? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | The probability of drawing two aces is 1/221 or approximately 0.45%. 23 | Explanation: 24 | 1. Probability of drawing first ace: 4/52 = 1/13 25 | 2. Probability of drawing second ace, given first was an ace: 3/51 26 | 3. Probability of both events occurring: (1/13) * (3/51) = 3/663 = 1/221 27 | 4. 1/221 ≈ 0.0045 or 0.45% 28 | ``` 29 | 30 | --- 31 | 32 | ### Example 2: 33 | 34 | Input: 35 | 36 | ``` 37 | In a group of 100 people, 60 like chocolate, 50 like vanilla, and 30 like both flavors. What is the probability that a randomly selected person likes either chocolate or vanilla (or both)? 38 | ``` 39 | 40 | Output: 41 | 42 | ``` 43 | The probability is 80% or 0.8. 44 | Explanation: 45 | 1. Use the addition rule of probability: P(A or B) = P(A) + P(B) - P(A and B) 46 | 2. P(Chocolate) = 60/100 = 0.6 47 | 3. P(Vanilla) = 50/100 = 0.5 48 | 4. P(Both) = 30/100 = 0.3 49 | 5. P(Chocolate or Vanilla) = 0.6 + 0.5 - 0.3 = 0.8 50 | 6. 0.8 = 80% 51 | ``` 52 | 53 | ## Tags: 54 | - Mathematics 55 | - Probability Theory 56 | - Statistical Reasoning 57 | - Problem Solving 58 | - Quantitative Analysis -------------------------------------------------------------------------------- /tasks-json/calculating-probabilities.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Calculating Probabilities", 3 | "description": "This task involves calculating probabilities for various scenarios, including simple and compound events. It evaluates the model's ability to apply probability theory, use appropriate formulas, and reason about likelihood in different contexts.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "A standard deck of 52 cards contains 4 aces. If you draw two cards without replacement, what is the probability of drawing two aces?", 11 | "output": "The probability of drawing two aces is 1/221 or approximately 0.45%.\r\nExplanation:\r\n1. Probability of drawing first ace: 4/52 = 1/13\r\n2. Probability of drawing second ace, given first was an ace: 3/51\r\n3. Probability of both events occurring: (1/13) * (3/51) = 3/663 = 1/221\r\n4. 1/221 ≈ 0.0045 or 0.45%" 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "In a group of 100 people, 60 like chocolate, 50 like vanilla, and 30 like both flavors. What is the probability that a randomly selected person likes either chocolate or vanilla (or both)?", 17 | "output": "The probability is 80% or 0.8.\r\nExplanation:\r\n1. Use the addition rule of probability: P(A or B) = P(A) + P(B) - P(A and B)\r\n2. P(Chocolate) = 60/100 = 0.6\r\n3. P(Vanilla) = 50/100 = 0.5\r\n4. P(Both) = 30/100 = 0.3\r\n5. P(Chocolate or Vanilla) = 0.6 + 0.5 - 0.3 = 0.8\r\n6. 0.8 = 80%" 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Mathematics", 23 | "Probability Theory", 24 | "Statistical Reasoning", 25 | "Problem Solving", 26 | "Quantitative Analysis" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks-json/first-order-false-belief.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "First-Order False Belief", 3 | "description": "This task involves identifying why a misinformed agent may behave contrary to reality due to inaccurate beliefs. It evaluates the model's theory of mind ability and understanding of false beliefs.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Paul and Jane are working to debug code. Paul thinks the bug is in the file *server.js*, and Jane agrees. Jane then goes out to lunch. While Jane is at lunch, Paul realizes the problem is instead in the file *tableloader.js*. He then goes on his lunch break. When Jane gets back from lunch, which file will she start debugging?", 11 | "output": "Jane will start debugging the file *server.js*. Even though Paul discovered the bug is in *tableloader.js*, Jane is unaware of this new information. She still believes the bug is in *server.js* based on her last conversation with Paul." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "A wife tells her husband she's going to improve the brakes of his car, but instead dismantles them. He then drives off a cliff, unable to slow down. Why would he have driven in the car if the breaks didn't work?", 17 | "output": "The husband drove the car because he had been told that the brakes were improved, not dismantled. He was unaware of his wife's actions and believed the brakes were functioning properly based on the information he was given." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Theory of Mind", 23 | "False Beliefs", 24 | "Cognitive Psychology", 25 | "Reasoning", 26 | "Social Cognition" 27 | ] 28 | } -------------------------------------------------------------------------------- /chapters/truth-table-completions.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Logic, 4 | Boolean Algebra, 5 | Truth Tables, 6 | Logical Operators, 7 | Propositional Logic, 8 | ] 9 | --- 10 | 11 | # Truth Table Completion 12 | 13 | ## Description: 14 | This task involves completing truth tables for given logical expressions to evaluate the model's understanding of Boolean logic and its ability to determine the truth value of complex statements. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Complete the truth table for the logical expression: (P AND Q) OR (NOT P) 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | | P | Q | P AND Q | NOT P | (P AND Q) OR (NOT P) | 33 | |---|---|---------|-------|----------------------| 34 | | T | T | T | F | T | 35 | | T | F | F | F | F | 36 | | F | T | F | T | T | 37 | | F | F | F | T | T | 38 | Explanation: We evaluate each subexpression for all possible combinations of P and Q, then combine them according to the main expression. 39 | ``` 40 | 41 | --- 42 | 43 | ### Example 2: 44 | 45 | Input: 46 | 47 | ``` 48 | Complete the truth table for the logical expression: P XOR Q 49 | ``` 50 | 51 | Output: 52 | 53 | ``` 54 | | P | Q | P XOR Q | 55 | |---|---|---------| 56 | | T | T | F | 57 | | T | F | T | 58 | | F | T | T | 59 | | F | F | F | 60 | Explanation: XOR (exclusive or) is true when P and Q have different truth values, and false when they have the same truth value. 61 | ``` 62 | 63 | ## Tags: 64 | - Logic 65 | - Boolean Algebra 66 | - Truth Tables 67 | - Logical Operators 68 | - Propositional Logic 69 | 70 | --- -------------------------------------------------------------------------------- /chapters/identifying-cause-and-effect-relationships.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Critical Thinking, 4 | Analysis, 5 | Causal Relationships, 6 | Logic, 7 | Reasoning, 8 | ] 9 | --- 10 | 11 | # Identifying Cause and Effect Relationships 12 | 13 | ## Description: 14 | This task involves analyzing given scenarios or statements to identify and explain the cause and effect relationships present. It evaluates the model's ability to understand causal links and distinguish between causes and their consequences. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | "Due to heavy rainfall, the river overflowed its banks, causing widespread flooding in the nearby town." Identify the cause and effect in this statement. 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | Cause: Heavy rainfall 33 | Effect: Widespread flooding in the nearby town 34 | Explanation: The heavy rainfall led to the river overflowing, which in turn resulted in the flooding. This demonstrates a chain of cause and effect. 35 | ``` 36 | 37 | --- 38 | 39 | ### Example 2: 40 | 41 | Input: 42 | 43 | ``` 44 | "The company's profits increased after they launched a new marketing campaign." Identify the cause and effect in this statement. 45 | ``` 46 | 47 | Output: 48 | 49 | ``` 50 | Cause: Launching a new marketing campaign 51 | Effect: Increase in company's profits 52 | Explanation: The new marketing campaign is presented as the cause that led to the effect of increased profits. However, it's important to note that in real-world scenarios, there might be multiple factors contributing to such outcomes. 53 | ``` 54 | 55 | ## Tags: 56 | - Critical Thinking 57 | - Analysis 58 | - Causal Relationships 59 | - Logic 60 | - Reasoning -------------------------------------------------------------------------------- /chapters/pattern-recognition-in-spatial-arrangements.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Pattern Recognition, 4 | Spatial Reasoning, 5 | Sequence Completion, 6 | Logical Thinking, 7 | Visual-Spatial Skills, 8 | ] 9 | --- 10 | 11 | # Pattern Recognition in Spatial Arrangements 12 | 13 | ## Description: 14 | This task involves identifying patterns or rules in the spatial arrangement of objects or shapes. It evaluates the model's ability to recognize spatial regularities and apply them to new situations. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | In a grid of 3x3 squares, the following pattern is observed: 26 | Top row: Circle, Triangle, Square 27 | Middle row: Triangle, Square, Circle 28 | Bottom row: Square, Circle, ? 29 | What shape should replace the question mark to complete the pattern? 30 | 31 | Output: 32 | 33 | The shape that should replace the question mark is a Triangle. The pattern follows a rotation of shapes in each row, moving one position to the right each time. In the bottom row, the Square and Circle have already shifted, so the Triangle should complete the pattern. 34 | 35 | --- 36 | 37 | ### Example 2: 38 | 39 | Input: 40 | 41 | ``` 42 | In a sequence of 3D shapes, you observe: Cube, Tetrahedron, Octahedron, Cube, Tetrahedron, ? 43 | What shape comes next in the sequence? 44 | ``` 45 | 46 | Output: 47 | 48 | ``` 49 | The shape that comes next in the sequence is an Octahedron. The pattern repeats every three shapes: Cube, Tetrahedron, Octahedron. This is the second repetition of the sequence, so it should follow the same order. 50 | ``` 51 | ## Tags: 52 | - Pattern Recognition 53 | - Spatial Reasoning 54 | - Sequence Completion 55 | - Logical Thinking 56 | - Visual-Spatial Skills -------------------------------------------------------------------------------- /tasks-json/solving-riddles-and-word-puzzles.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Solving Riddles and Word Puzzles", 3 | "description": "This task involves deciphering and solving various types of riddles and word puzzles. It evaluates the model's ability to think creatively, interpret figurative language, and make logical deductions based on given clues.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "I speak without a mouth and hear without ears. I have no body, but I come alive with wind. What am I?", 11 | "output": "The answer is: An echo.\n\nExplanation:\n- \"I speak without a mouth\": An echo produces sound without having a physical mouth.\n- \"I hear without ears\": An echo seems to 'hear' the original sound and repeat it.\n- \"I have no body\": An echo is intangible.\n- \"I come alive with wind\": Sound waves, which are essentially moving air (wind), create echoes." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "What 8 letter word can have a letter taken away and it still makes a word. Take another letter away and it still makes a word. Keep on doing that until you have one letter left. What is the word?", 17 | "output": "The answer is: Starting\n\nExplanation:\nStarting (8 letters)\nStaring (7 letters)\nString (6 letters)\nSting (5 letters)\nSing (4 letters)\nSin (3 letters)\nIn (2 letters)\nI (1 letter)\n\nEach step removes one letter while still forming a valid English word, until we're left with the single letter 'I'." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Problem Solving", 23 | "Lateral Thinking", 24 | "Language Skills", 25 | "Deductive Reasoning", 26 | "Creative Thinking", 27 | "Synthetic" 28 | ] 29 | } -------------------------------------------------------------------------------- /tasks/solving-riddles-and-word-puzzles.md: -------------------------------------------------------------------------------- 1 | # Solving Riddles and Word Puzzles 2 | 3 | ## Description: 4 | This task involves deciphering and solving various types of riddles and word puzzles. It evaluates the model's ability to think creatively, interpret figurative language, and make logical deductions based on given clues. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | I speak without a mouth and hear without ears. I have no body, but I come alive with wind. What am I? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | The answer is: An echo. 23 | 24 | Explanation: 25 | - "I speak without a mouth": An echo produces sound without having a physical mouth. 26 | - "I hear without ears": An echo seems to 'hear' the original sound and repeat it. 27 | - "I have no body": An echo is intangible. 28 | - "I come alive with wind": Sound waves, which are essentially moving air (wind), create echoes. 29 | ``` 30 | 31 | --- 32 | 33 | ### Example 2: 34 | 35 | Input: 36 | 37 | ``` 38 | What 8 letter word can have a letter taken away and it still makes a word. Take another letter away and it still makes a word. Keep on doing that until you have one letter left. What is the word? 39 | ``` 40 | 41 | Output: 42 | 43 | ``` 44 | The answer is: Starting 45 | 46 | Explanation: 47 | Starting (8 letters) 48 | Staring (7 letters) 49 | String (6 letters) 50 | Sting (5 letters) 51 | Sing (4 letters) 52 | Sin (3 letters) 53 | In (2 letters) 54 | I (1 letter) 55 | 56 | Each step removes one letter while still forming a valid English word, until we're left with the single letter 'I'. 57 | ``` 58 | 59 | ## Tags: 60 | - Problem Solving 61 | - Lateral Thinking 62 | - Language Skills 63 | - Deductive Reasoning 64 | - Creative Thinking 65 | - Synthetic -------------------------------------------------------------------------------- /chapters/towers-of-hanoi.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Problem Solving, 4 | Recursion, 5 | Mathematical Puzzle, 6 | Algorithm, 7 | Game Theory, 8 | ] 9 | --- 10 | # Towers of Hanoi 11 | 12 | ## Description: 13 | Solve the classic Towers of Hanoi puzzle. Given a number of disks and three pegs, move all disks from the first peg to the last peg following these rules: 1) Only one disk can be moved at a time. 2) Each move consists of taking the upper disk from one stack and placing it on top of another stack or on an empty peg. 3) No larger disk may be placed on top of a smaller disk. 14 | 15 | ## Modality: 16 | Text only 17 | 18 | ## Examples: 19 | 20 | ### Example 1: 21 | 22 | Input: 23 | 24 | ``` 25 | Solve Towers of Hanoi for 3 disks. 26 | ``` 27 | 28 | Output: 29 | 30 | ``` 31 | Here's the solution for Towers of Hanoi with 3 disks: 32 | 33 | 1. Move disk 1 from A to C 34 | 2. Move disk 2 from A to B 35 | 3. Move disk 1 from C to B 36 | 4. Move disk 3 from A to C 37 | 5. Move disk 1 from B to A 38 | 6. Move disk 2 from B to C 39 | 7. Move disk 1 from A to C 40 | 41 | The puzzle is now solved with all disks moved from peg A to peg C. 42 | ``` 43 | 44 | --- 45 | 46 | ### Example 2: 47 | 48 | Input: 49 | 50 | ``` 51 | How many moves are required to solve Towers of Hanoi for 5 disks? 52 | ``` 53 | 54 | Output: 55 | 56 | ``` 57 | To solve the Towers of Hanoi puzzle with 5 disks, you need 31 moves. 58 | 59 | The number of moves required for n disks can be calculated using the formula: 60 | 61 | 2^n - 1 62 | 63 | For 5 disks: 64 | 2^5 - 1 = 32 - 1 = 31 moves 65 | 66 | This is the minimum number of moves required to solve the puzzle while following all the rules. 67 | ``` 68 | 69 | ## Tags: 70 | - Problem Solving 71 | - Recursion 72 | - Mathematical Puzzle 73 | - Algorithm 74 | - Game Theory 75 | -------------------------------------------------------------------------------- /tasks-json/recognizing-patterns-in-sequences.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Recognizing Patterns in Sequences", 3 | "description": "This task involves identifying and extending patterns in numerical, alphabetical, or symbolic sequences. It evaluates the model's ability to recognize underlying rules and apply them to predict subsequent elements in a sequence.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Identify the next number in the sequence: 2, 4, 8, 16, 32, ?", 11 | "output": "The next number in the sequence is 64.\nExplanation: Each number in the sequence is doubling (multiplied by 2) from the previous number. The pattern is:\n2 * 2 = 4\n4 * 2 = 8\n8 * 2 = 16\n16 * 2 = 32\n32 * 2 = 64" 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "What comes next in this sequence? A, C, F, J, O, ?", 17 | "output": "The next letter in the sequence is U.\nExplanation: The pattern is based on the alphabetical position of each letter, with the difference between positions increasing by 1 each time:\nA to C: 2 positions\nC to F: 3 positions\nF to J: 4 positions\nJ to O: 5 positions\nO to U: 6 positions" 18 | } 19 | ], 20 | [ 21 | { 22 | "input": "Continue this pattern: 1, 1, 2, 3, 5, 8, 13, ?", 23 | "output": "The next number in the sequence is 21.\nExplanation: This is the Fibonacci sequence, where each number is the sum of the two preceding ones:\n1 + 1 = 2\n1 + 2 = 3\n2 + 3 = 5\n3 + 5 = 8\n5 + 8 = 13\n8 + 13 = 21" 24 | } 25 | ] 26 | ], 27 | "tags": [ 28 | "Pattern Recognition", 29 | "Sequence Analysis", 30 | "Logical Reasoning", 31 | "Mathematical Thinking", 32 | "Problem Solving", 33 | "Synthetic" 34 | ] 35 | } -------------------------------------------------------------------------------- /tasks/detecting-sarcasm-and-irony.md: -------------------------------------------------------------------------------- 1 | # Detecting Sarcasm and Irony 2 | 3 | ## Description: 4 | This task involves identifying and explaining instances of sarcasm or irony in given statements or scenarios. It evaluates the model's ability to recognize subtle linguistic cues, understand context, and interpret meaning that contradicts the literal words used. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Detect any sarcasm or irony in this statement: 17 | "Oh great, it's raining. Just what I needed on my wedding day." 18 | ``` 19 | 20 | Output: 21 | 22 | ``` 23 | This statement is sarcastic. The speaker is using positive words ("Oh great" and "Just what I needed") to express a negative sentiment. Rain on a wedding day is typically considered unfortunate, so the speaker is ironically pretending to be pleased about something they actually find disappointing. 24 | ``` 25 | 26 | --- 27 | 28 | ### Example 2: 29 | 30 | Input: 31 | 32 | ``` 33 | Identify any sarcasm or irony in this scenario: 34 | A student who never studies brags to his friends, "I'm so prepared for this exam, I didn't even open a book!" 35 | ``` 36 | 37 | Output: 38 | 39 | ``` 40 | This scenario contains irony. The student's statement is sarcastic because they are claiming to be prepared for the exam while simultaneously admitting to not studying at all. The irony lies in the contradiction between being prepared and not studying, as these typically don't go together. The student is likely using this sarcastic statement to mask their lack of preparation or to appear nonchalant about the exam. 41 | ``` 42 | 43 | ## Tags: 44 | - Language Comprehension 45 | - Context Analysis 46 | - Figurative Language 47 | - Social Intelligence 48 | - Linguistic Nuance 49 | - Synthetic -------------------------------------------------------------------------------- /chapters/understanding-time-zones-and-global-time-differences.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Time Zone Conversion, 4 | Global Time, 5 | International Date Line, 6 | Travel Time Calculation, 7 | Temporal Reasoning, 8 | ] 9 | --- 10 | 11 | # Understanding Time Zones and Global Time Differences 12 | 13 | ## Description: 14 | This task involves calculating time differences across various time zones and understanding how global time works. It evaluates the model's ability to work with time zone conversions and international date line concepts. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | If it's 3:00 PM on Tuesday in New York, what time and day is it in Tokyo? 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | When it's 3:00 PM on Tuesday in New York, it's 4:00 AM on Wednesday in Tokyo. Tokyo is 13 hours ahead of New York, and the time difference crosses midnight, so the day changes as well. 33 | ``` 34 | 35 | --- 36 | 37 | ### Example 2: 38 | 39 | Input: 40 | 41 | ``` 42 | A flight departs from Los Angeles at 11:00 PM on Monday and arrives in Sydney 15 hours later. What day and time does it arrive in Sydney? 43 | ``` 44 | 45 | Output: 46 | 47 | ``` 48 | The flight arrives in Sydney at 5:00 PM on Wednesday. Here's the calculation: 49 | 1. Los Angeles to Sydney is approximately a 19-hour time difference (Sydney is ahead). 50 | 2. 15 hours of flight time + 19 hours of time zone difference = 34 hours. 51 | 3. 34 hours from Monday 11:00 PM brings us to Wednesday 5:00 PM. 52 | Note: This calculation doesn't account for potential seasonal time changes or the exact flight path. 53 | ``` 54 | 55 | ## Tags: 56 | - Time Zone Conversion 57 | - Global Time 58 | - International Date Line 59 | - Travel Time Calculation 60 | - Temporal Reasoning -------------------------------------------------------------------------------- /chapters/describing-spatial-relationships.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Spatial Reasoning, 4 | Descriptive Skills, 5 | Object Orientation, 6 | Visual-Spatial Awareness, 7 | Communication, 8 | ] 9 | --- 10 | 11 | # Describing Spatial Relationships 12 | 13 | ## Description: 14 | This task involves accurately describing the relative positions and orientations of objects in space. It evaluates the model's ability to understand and communicate spatial concepts clearly. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Describe the spatial relationship between the Sun, Earth, and Moon. 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | The Earth orbits around the Sun in an elliptical path. The Moon, in turn, orbits around the Earth. From the perspective of an observer on Earth, the Sun appears much larger than the Moon, despite the Moon being much closer to Earth. The Moon's orbit around Earth causes it to go through phases as its position relative to the Sun and Earth changes. 33 | ``` 34 | 35 | --- 36 | 37 | ### Example 2: 38 | 39 | Input: 40 | 41 | ``` 42 | Describe the spatial arrangement of keys on a standard QWERTY keyboard. 43 | ``` 44 | 45 | Output: 46 | 47 | ``` 48 | On a standard QWERTY keyboard, the keys are arranged in staggered horizontal rows. The top row contains number keys, with letter keys occupying the next three rows. The letter keys are not in alphabetical order; instead, they follow the QWERTY layout (named after the first six letters in the top letter row). The space bar, typically the largest key, is centered at the bottom. Special character keys are often located on the right side and top row. 49 | ``` 50 | 51 | ## Tags: 52 | - Spatial Reasoning 53 | - Descriptive Skills 54 | - Object Orientation 55 | - Visual-Spatial Awareness 56 | - Communication -------------------------------------------------------------------------------- /tasks-json/detecting-sarcasm-and-irony.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Detecting Sarcasm and Irony", 3 | "description": "This task involves identifying and explaining instances of sarcasm or irony in given statements or scenarios. It evaluates the model's ability to recognize subtle linguistic cues, understand context, and interpret meaning that contradicts the literal words used.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Detect any sarcasm or irony in this statement:\n\"Oh great, it's raining. Just what I needed on my wedding day.\"", 11 | "output": "This statement is sarcastic. The speaker is using positive words (\"Oh great\" and \"Just what I needed\") to express a negative sentiment. Rain on a wedding day is typically considered unfortunate, so the speaker is ironically pretending to be pleased about something they actually find disappointing." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Identify any sarcasm or irony in this scenario:\nA student who never studies brags to his friends, \"I'm so prepared for this exam, I didn't even open a book!\"", 17 | "output": "This scenario contains irony. The student's statement is sarcastic because they are claiming to be prepared for the exam while simultaneously admitting to not studying at all. The irony lies in the contradiction between being prepared and not studying, as these typically don't go together. The student is likely using this sarcastic statement to mask their lack of preparation or to appear nonchalant about the exam." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Language Comprehension", 23 | "Context Analysis", 24 | "Figurative Language", 25 | "Social Intelligence", 26 | "Linguistic Nuance", 27 | "Synthetic" 28 | ] 29 | } -------------------------------------------------------------------------------- /chapters/first-order-false-belief.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Theory of Mind, 4 | False Beliefs, 5 | Cognitive Psychology, 6 | Reasoning, 7 | Social Cognition, 8 | ] 9 | --- 10 | 11 | # First-Order False Belief 12 | 13 | ## Description: 14 | This task involves identifying why a misinformed agent may behave contrary to reality due to inaccurate beliefs. It evaluates the model's theory of mind ability and understanding of false beliefs. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Paul and Jane are working to debug code. Paul thinks the bug is in the file *server.js*, and Jane agrees. Jane then goes out to lunch. While Jane is at lunch, Paul realizes the problem is instead in the file *tableloader.js*. He then goes on his lunch break. When Jane gets back from lunch, which file will she start debugging? 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | Jane will start debugging the file *server.js*. Even though Paul discovered the bug is in *tableloader.js*, Jane is unaware of this new information. She still believes the bug is in *server.js* based on her last conversation with Paul. 33 | ``` 34 | 35 | --- 36 | 37 | ### Example 2: 38 | 39 | Input: 40 | 41 | ``` 42 | A wife tells her husband she's going to improve the brakes of his car, but instead dismantles them. He then drives off a cliff, unable to slow down. Why would he have driven in the car if the breaks didn't work? 43 | ``` 44 | 45 | Output: 46 | 47 | ``` 48 | The husband drove the car because he had been told that the brakes were improved, not dismantled. He was unaware of his wife's actions and believed the brakes were functioning properly based on the information he was given. 49 | ``` 50 | 51 | ## Tags: 52 | - Theory of Mind 53 | - False Beliefs 54 | - Cognitive Psychology 55 | - Reasoning 56 | - Social Cognition -------------------------------------------------------------------------------- /tasks/recognizing-patterns-in-sequences.md: -------------------------------------------------------------------------------- 1 | # Recognizing Patterns in Sequences 2 | 3 | ## Description: 4 | This task involves identifying and extending patterns in numerical, alphabetical, or symbolic sequences. It evaluates the model's ability to recognize underlying rules and apply them to predict subsequent elements in a sequence. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Identify the next number in the sequence: 2, 4, 8, 16, 32, ? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | The next number in the sequence is 64. 23 | Explanation: Each number in the sequence is doubling (multiplied by 2) from the previous number. The pattern is: 24 | 2 * 2 = 4 25 | 4 * 2 = 8 26 | 8 * 2 = 16 27 | 16 * 2 = 32 28 | 32 * 2 = 64 29 | ``` 30 | 31 | --- 32 | 33 | ### Example 2: 34 | 35 | Input: 36 | 37 | ``` 38 | What comes next in this sequence? A, C, F, J, O, ? 39 | ``` 40 | 41 | Output: 42 | 43 | ``` 44 | The next letter in the sequence is U. 45 | Explanation: The pattern is based on the alphabetical position of each letter, with the difference between positions increasing by 1 each time: 46 | A to C: 2 positions 47 | C to F: 3 positions 48 | F to J: 4 positions 49 | J to O: 5 positions 50 | O to U: 6 positions 51 | ``` 52 | 53 | --- 54 | 55 | ### Example 3: 56 | 57 | Input: 58 | 59 | ``` 60 | Continue this pattern: 1, 1, 2, 3, 5, 8, 13, ? 61 | ``` 62 | 63 | Output: 64 | 65 | ``` 66 | The next number in the sequence is 21. 67 | Explanation: This is the Fibonacci sequence, where each number is the sum of the two preceding ones: 68 | 1 + 1 = 2 69 | 1 + 2 = 3 70 | 2 + 3 = 5 71 | 3 + 5 = 8 72 | 5 + 8 = 13 73 | 8 + 13 = 21 74 | ``` 75 | 76 | ## Tags: 77 | - Pattern Recognition 78 | - Sequence Analysis 79 | - Logical Reasoning 80 | - Mathematical Thinking 81 | - Problem Solving 82 | - Synthetic -------------------------------------------------------------------------------- /chapters/calculating-probabilities.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Mathematics, 4 | Probability Theory, 5 | Statistical Reasoning, 6 | Problem Solving, 7 | Quantitative Analysis, 8 | ] 9 | --- 10 | 11 | # Calculating Probabilities 12 | 13 | ## Description: 14 | This task involves calculating probabilities for various scenarios, including simple and compound events. It evaluates the model's ability to apply probability theory, use appropriate formulas, and reason about likelihood in different contexts. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | A standard deck of 52 cards contains 4 aces. If you draw two cards without replacement, what is the probability of drawing two aces? 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | The probability of drawing two aces is 1/221 or approximately 0.45%. 33 | Explanation: 34 | 1. Probability of drawing first ace: 4/52 = 1/13 35 | 2. Probability of drawing second ace, given first was an ace: 3/51 36 | 3. Probability of both events occurring: (1/13) * (3/51) = 3/663 = 1/221 37 | 4. 1/221 ≈ 0.0045 or 0.45% 38 | ``` 39 | 40 | --- 41 | 42 | ### Example 2: 43 | 44 | Input: 45 | 46 | ``` 47 | In a group of 100 people, 60 like chocolate, 50 like vanilla, and 30 like both flavors. What is the probability that a randomly selected person likes either chocolate or vanilla (or both)? 48 | ``` 49 | 50 | Output: 51 | 52 | ``` 53 | The probability is 80% or 0.8. 54 | Explanation: 55 | 1. Use the addition rule of probability: P(A or B) = P(A) + P(B) - P(A and B) 56 | 2. P(Chocolate) = 60/100 = 0.6 57 | 3. P(Vanilla) = 50/100 = 0.5 58 | 4. P(Both) = 30/100 = 0.3 59 | 5. P(Chocolate or Vanilla) = 0.6 + 0.5 - 0.3 = 0.8 60 | 6. 0.8 = 80% 61 | ``` 62 | 63 | ## Tags: 64 | - Mathematics 65 | - Probability Theory 66 | - Statistical Reasoning 67 | - Problem Solving 68 | - Quantitative Analysis -------------------------------------------------------------------------------- /tasks-json/categorizing-information-into-hierarchies.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Categorizing Information into Hierarchies", 3 | "description": "This task involves organizing information into hierarchical structures based on relationships, properties, or other logical criteria. It evaluates the model's ability to recognize patterns, understand relationships between concepts, and create meaningful categorizations.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Categorize the following animals into a hierarchical structure:\nLion, Sparrow, Salmon, Eagle, Shark, Trout, Tiger, Robin, Tuna", 11 | "output": "Animals\n├── Mammals\n│ ├── Felines\n│ │ ├── Lion\n│ │ └── Tiger\n├── Birds\n│ ├── Birds of Prey\n│ │ └── Eagle\n│ └── Songbirds\n│ ├── Sparrow\n│ └── Robin\n└── Fish\n ├── Cartilaginous Fish\n │ └── Shark\n └── Bony Fish\n ├── Salmon\n └── Trout\n └── Tuna" 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Create a hierarchical categorization for the following programming concepts:\nVariables, For Loop, If-Else Statement, Integer, String, While Loop, Boolean, Float, Switch Statement", 17 | "output": "Programming Concepts\n├── Data Types\n│ ├── Primitive Types\n│ │ ├── Integer\n│ │ ├── Float\n│ │ └── Boolean\n│ └── Reference Types\n│ └── String\n├── Control Structures\n│ ├── Conditional Statements\n│ │ ├── If-Else Statement\n│ │ └── Switch Statement\n│ └── Loops\n│ ├── For Loop\n│ └── While Loop\n└── Variables" 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Classification", 23 | "Hierarchical Thinking", 24 | "Conceptual Organization", 25 | "Pattern Recognition", 26 | "Logical Structuring", 27 | "Synthetic" 28 | ] 29 | } -------------------------------------------------------------------------------- /tasks/predicting-outcomes-based-on-scenarios.md: -------------------------------------------------------------------------------- 1 | # Predicting Outcomes Based on Scenarios 2 | 3 | ## Description: 4 | This task involves analyzing given scenarios and predicting potential outcomes based on the information provided. It evaluates the model's ability to apply logical reasoning, consider various factors, and make informed predictions. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Scenario: A city implements a new policy requiring all businesses to use renewable energy sources within the next five years. Predict two potential outcomes of this policy. 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | 1. Reduced carbon emissions: As businesses switch to renewable energy sources, the city's overall carbon footprint is likely to decrease significantly. 23 | 2. Economic impact on businesses: Some businesses may face initial financial challenges due to the costs of transitioning to renewable energy sources. However, in the long term, they might benefit from reduced energy costs. 24 | ``` 25 | 26 | --- 27 | 28 | ### Example 2: 29 | 30 | Input: 31 | 32 | ``` 33 | Scenario: A social media platform introduces a new algorithm that prioritizes posts from close friends and family over those from businesses and celebrities. Predict two potential outcomes of this change. 34 | ``` 35 | 36 | Output: 37 | 38 | ``` 39 | 1. Increased user engagement: Users may spend more time on the platform as they see more relevant and personal content from their close connections. 40 | 2. Reduced reach for businesses and influencers: Companies and public figures may see a decrease in their organic reach, potentially leading to increased spending on paid advertising to maintain visibility. 41 | ``` 42 | 43 | ## Tags: 44 | - Critical Thinking 45 | - Scenario Analysis 46 | - Prediction 47 | - Logical Reasoning 48 | - Problem Solving -------------------------------------------------------------------------------- /tasks-json/understanding-time-based-relationships.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Understanding Time-Based Relationships", 3 | "description": "This task involves analyzing and explaining relationships between events based on their timing. It evaluates the model's ability to understand concepts like causality, simultaneity, and temporal dependencies.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Explain the time-based relationship between these events:\r\nA) A tree falls in the forest\r\nB) A loud crash is heard\r\nC) Birds fly away from the area", 11 | "output": "The time-based relationship is likely:\r\n1. A) A tree falls in the forest (initial event)\r\n2. B) A loud crash is heard (immediate consequence, almost simultaneous with A)\r\n3. C) Birds fly away from the area (slightly delayed reaction to A and B)\r\nThis sequence suggests a causal relationship where the falling tree causes the crash, which in turn startles the birds, causing them to fly away." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Describe the time-based relationship between these economic events:\r\nA) Interest rates increase\r\nB) Housing prices decrease\r\nC) Mortgage applications decline", 17 | "output": "The time-based relationship is:\r\n1. A) Interest rates increase (initial event)\r\n2. C) Mortgage applications decline (short-term consequence)\r\n3. B) Housing prices decrease (longer-term consequence)\r\nThis sequence shows a chain of events where the increase in interest rates makes mortgages more expensive, leading to fewer applications. Over time, this reduced demand can cause housing prices to decrease." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Causal Reasoning", 23 | "Temporal Analysis", 24 | "Event Sequencing", 25 | "Cause and Effect", 26 | "Systems Thinking" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks/spatial-problem-solving.md: -------------------------------------------------------------------------------- 1 | # Spatial Problem-Solving 2 | 3 | ## Description: 4 | This task involves using spatial reasoning to solve practical problems or puzzles. It evaluates the model's ability to apply spatial concepts to real-world scenarios and find creative solutions. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | You have a 10-liter jug and a 6-liter jug, and an unlimited supply of water. How can you measure exactly 4 liters of water? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | Here's how to measure exactly 4 liters: 23 | 1. Fill the 6-liter jug completely. 24 | 2. Pour water from the 6-liter jug into the 10-liter jug until it's full (which takes 6 liters). 25 | 3. The 6-liter jug now contains 0 liters, and the 10-liter jug contains 10 liters. 26 | 4. Pour water from the 10-liter jug back into the 6-liter jug until it's full. 27 | 5. The 10-liter jug now contains exactly 4 liters of water. 28 | ``` 29 | 30 | --- 31 | 32 | ### Example 2: 33 | 34 | Input: 35 | 36 | ``` 37 | You have a rectangular room that is 15 feet long and 10 feet wide. You want to place a circular rug in the center of the room, leaving at least 2 feet of space between the edge of the rug and the walls on all sides. What is the maximum diameter the rug can be? 38 | ``` 39 | 40 | Output: 41 | 42 | ``` 43 | To find the maximum diameter of the rug: 44 | 1. Available space: 45 | Length: 15 - (2 * 2) = 11 feet 46 | Width: 10 - (2 * 2) = 6 feet 47 | 2. The rug must fit within both dimensions, so we use the smaller dimension (6 feet). 48 | 3. The maximum diameter of the rug is 6 feet. 49 | 50 | This ensures the rug fits within the room while maintaining at least 2 feet of space from all walls. 51 | ``` 52 | 53 | ## Tags: 54 | - Problem Solving 55 | - Spatial Reasoning 56 | - Practical Application 57 | - Geometric Thinking 58 | - Logical Deduction -------------------------------------------------------------------------------- /tasks/understanding-time-based-relationships.md: -------------------------------------------------------------------------------- 1 | # Understanding Time-Based Relationships 2 | 3 | ## Description: 4 | This task involves analyzing and explaining relationships between events based on their timing. It evaluates the model's ability to understand concepts like causality, simultaneity, and temporal dependencies. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Explain the time-based relationship between these events: 17 | A) A tree falls in the forest 18 | B) A loud crash is heard 19 | C) Birds fly away from the area 20 | ``` 21 | 22 | Output: 23 | 24 | ``` 25 | The time-based relationship is likely: 26 | 1. A) A tree falls in the forest (initial event) 27 | 2. B) A loud crash is heard (immediate consequence, almost simultaneous with A) 28 | 3. C) Birds fly away from the area (slightly delayed reaction to A and B) 29 | This sequence suggests a causal relationship where the falling tree causes the crash, which in turn startles the birds, causing them to fly away. 30 | ``` 31 | 32 | --- 33 | 34 | ### Example 2: 35 | 36 | Input: 37 | 38 | ``` 39 | Describe the time-based relationship between these economic events: 40 | A) Interest rates increase 41 | B) Housing prices decrease 42 | C) Mortgage applications decline 43 | ``` 44 | 45 | Output: 46 | 47 | ``` 48 | The time-based relationship is: 49 | 1. A) Interest rates increase (initial event) 50 | 2. C) Mortgage applications decline (short-term consequence) 51 | 3. B) Housing prices decrease (longer-term consequence) 52 | This sequence shows a chain of events where the increase in interest rates makes mortgages more expensive, leading to fewer applications. Over time, this reduced demand can cause housing prices to decrease. 53 | ``` 54 | 55 | ## Tags: 56 | - Causal Reasoning 57 | - Temporal Analysis 58 | - Event Sequencing 59 | - Cause and Effect 60 | - Systems Thinking -------------------------------------------------------------------------------- /tasks-json/predicting-outcomes-based-on-scenarios.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Predicting Outcomes Based on Scenarios", 3 | "description": "This task involves analyzing given scenarios and predicting potential outcomes based on the information provided. It evaluates the model's ability to apply logical reasoning, consider various factors, and make informed predictions.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Scenario: A city implements a new policy requiring all businesses to use renewable energy sources within the next five years. Predict two potential outcomes of this policy.", 11 | "output": "1. Reduced carbon emissions: As businesses switch to renewable energy sources, the city's overall carbon footprint is likely to decrease significantly.\r\n2. Economic impact on businesses: Some businesses may face initial financial challenges due to the costs of transitioning to renewable energy sources. However, in the long term, they might benefit from reduced energy costs." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Scenario: A social media platform introduces a new algorithm that prioritizes posts from close friends and family over those from businesses and celebrities. Predict two potential outcomes of this change.", 17 | "output": "1. Increased user engagement: Users may spend more time on the platform as they see more relevant and personal content from their close connections.\r\n2. Reduced reach for businesses and influencers: Companies and public figures may see a decrease in their organic reach, potentially leading to increased spending on paid advertising to maintain visibility." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Critical Thinking", 23 | "Scenario Analysis", 24 | "Prediction", 25 | "Logical Reasoning", 26 | "Problem Solving" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks-json/spatial-problem-solving.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Spatial Problem-Solving", 3 | "description": "This task involves using spatial reasoning to solve practical problems or puzzles. It evaluates the model's ability to apply spatial concepts to real-world scenarios and find creative solutions.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "You have a 10-liter jug and a 6-liter jug, and an unlimited supply of water. How can you measure exactly 4 liters of water?", 11 | "output": "Here's how to measure exactly 4 liters:\r\n1. Fill the 6-liter jug completely.\r\n2. Pour water from the 6-liter jug into the 10-liter jug until it's full (which takes 6 liters).\r\n3. The 6-liter jug now contains 0 liters, and the 10-liter jug contains 10 liters.\r\n4. Pour water from the 10-liter jug back into the 6-liter jug until it's full.\r\n5. The 10-liter jug now contains exactly 4 liters of water." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "You have a rectangular room that is 15 feet long and 10 feet wide. You want to place a circular rug in the center of the room, leaving at least 2 feet of space between the edge of the rug and the walls on all sides. What is the maximum diameter the rug can be?", 17 | "output": "To find the maximum diameter of the rug:\r\n1. Available space: \r\n Length: 15 - (2 * 2) = 11 feet\r\n Width: 10 - (2 * 2) = 6 feet\r\n2. The rug must fit within both dimensions, so we use the smaller dimension (6 feet).\r\n3. The maximum diameter of the rug is 6 feet.\r\n\r\nThis ensures the rug fits within the room while maintaining at least 2 feet of space from all walls." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Problem Solving", 23 | "Spatial Reasoning", 24 | "Practical Application", 25 | "Geometric Thinking", 26 | "Logical Deduction" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks/categorizing-information-into-hierarchies.md: -------------------------------------------------------------------------------- 1 | # Categorizing Information into Hierarchies 2 | 3 | ## Description: 4 | This task involves organizing information into hierarchical structures based on relationships, properties, or other logical criteria. It evaluates the model's ability to recognize patterns, understand relationships between concepts, and create meaningful categorizations. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Categorize the following animals into a hierarchical structure: 17 | Lion, Sparrow, Salmon, Eagle, Shark, Trout, Tiger, Robin, Tuna 18 | ``` 19 | 20 | Output: 21 | 22 | ``` 23 | Animals 24 | ├── Mammals 25 | │ ├── Felines 26 | │ │ ├── Lion 27 | │ │ └── Tiger 28 | ├── Birds 29 | │ ├── Birds of Prey 30 | │ │ └── Eagle 31 | │ └── Songbirds 32 | │ ├── Sparrow 33 | │ └── Robin 34 | └── Fish 35 | ├── Cartilaginous Fish 36 | │ └── Shark 37 | └── Bony Fish 38 | ├── Salmon 39 | └── Trout 40 | └── Tuna 41 | ``` 42 | 43 | --- 44 | 45 | ### Example 2: 46 | 47 | Input: 48 | 49 | ``` 50 | Create a hierarchical categorization for the following programming concepts: 51 | Variables, For Loop, If-Else Statement, Integer, String, While Loop, Boolean, Float, Switch Statement 52 | ``` 53 | 54 | Output: 55 | 56 | ``` 57 | Programming Concepts 58 | ├── Data Types 59 | │ ├── Primitive Types 60 | │ │ ├── Integer 61 | │ │ ├── Float 62 | │ │ └── Boolean 63 | │ └── Reference Types 64 | │ └── String 65 | ├── Control Structures 66 | │ ├── Conditional Statements 67 | │ │ ├── If-Else Statement 68 | │ │ └── Switch Statement 69 | │ └── Loops 70 | │ ├── For Loop 71 | │ └── While Loop 72 | └── Variables 73 | ``` 74 | 75 | ## Tags: 76 | - Classification 77 | - Hierarchical Thinking 78 | - Conceptual Organization 79 | - Pattern Recognition 80 | - Logical Structuring 81 | - Synthetic -------------------------------------------------------------------------------- /chapters/solving-riddles-and-word-puzzles.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Problem Solving, 4 | Lateral Thinking, 5 | Language Skills, 6 | Deductive Reasoning, 7 | Creative Thinking, 8 | Synthetic, 9 | ] 10 | --- 11 | 12 | # Solving Riddles and Word Puzzles 13 | 14 | ## Description: 15 | This task involves deciphering and solving various types of riddles and word puzzles. It evaluates the model's ability to think creatively, interpret figurative language, and make logical deductions based on given clues. 16 | 17 | ## Modality: 18 | Text only 19 | 20 | ## Examples: 21 | 22 | ### Example 1: 23 | 24 | Input: 25 | 26 | ``` 27 | I speak without a mouth and hear without ears. I have no body, but I come alive with wind. What am I? 28 | ``` 29 | 30 | Output: 31 | 32 | ``` 33 | The answer is: An echo. 34 | 35 | Explanation: 36 | - "I speak without a mouth": An echo produces sound without having a physical mouth. 37 | - "I hear without ears": An echo seems to 'hear' the original sound and repeat it. 38 | - "I have no body": An echo is intangible. 39 | - "I come alive with wind": Sound waves, which are essentially moving air (wind), create echoes. 40 | ``` 41 | 42 | --- 43 | 44 | ### Example 2: 45 | 46 | Input: 47 | 48 | ``` 49 | What 8 letter word can have a letter taken away and it still makes a word. Take another letter away and it still makes a word. Keep on doing that until you have one letter left. What is the word? 50 | ``` 51 | 52 | Output: 53 | 54 | ``` 55 | The answer is: Starting 56 | 57 | Explanation: 58 | Starting (8 letters) 59 | Staring (7 letters) 60 | String (6 letters) 61 | Sting (5 letters) 62 | Sing (4 letters) 63 | Sin (3 letters) 64 | In (2 letters) 65 | I (1 letter) 66 | 67 | Each step removes one letter while still forming a valid English word, until we're left with the single letter 'I'. 68 | ``` 69 | 70 | ## Tags: 71 | - Problem Solving 72 | - Lateral Thinking 73 | - Language Skills 74 | - Deductive Reasoning 75 | - Creative Thinking 76 | - Synthetic -------------------------------------------------------------------------------- /chapters/detecting-sarcasm-and-irony.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Language Comprehension, 4 | Context Analysis, 5 | Figurative Language, 6 | Social Intelligence, 7 | Linguistic Nuance, 8 | Synthetic, 9 | ] 10 | --- 11 | 12 | # Detecting Sarcasm and Irony 13 | 14 | ## Description: 15 | This task involves identifying and explaining instances of sarcasm or irony in given statements or scenarios. It evaluates the model's ability to recognize subtle linguistic cues, understand context, and interpret meaning that contradicts the literal words used. 16 | 17 | ## Modality: 18 | Text only 19 | 20 | ## Examples: 21 | 22 | ### Example 1: 23 | 24 | Input: 25 | 26 | ``` 27 | Detect any sarcasm or irony in this statement: 28 | "Oh great, it's raining. Just what I needed on my wedding day." 29 | ``` 30 | 31 | Output: 32 | 33 | ``` 34 | This statement is sarcastic. The speaker is using positive words ("Oh great" and "Just what I needed") to express a negative sentiment. Rain on a wedding day is typically considered unfortunate, so the speaker is ironically pretending to be pleased about something they actually find disappointing. 35 | ``` 36 | 37 | --- 38 | 39 | ### Example 2: 40 | 41 | Input: 42 | 43 | ``` 44 | Identify any sarcasm or irony in this scenario: 45 | A student who never studies brags to his friends, "I'm so prepared for this exam, I didn't even open a book!" 46 | ``` 47 | 48 | Output: 49 | 50 | ``` 51 | This scenario contains irony. The student's statement is sarcastic because they are claiming to be prepared for the exam while simultaneously admitting to not studying at all. The irony lies in the contradiction between being prepared and not studying, as these typically don't go together. The student is likely using this sarcastic statement to mask their lack of preparation or to appear nonchalant about the exam. 52 | ``` 53 | 54 | ## Tags: 55 | - Language Comprehension 56 | - Context Analysis 57 | - Figurative Language 58 | - Social Intelligence 59 | - Linguistic Nuance 60 | - Synthetic -------------------------------------------------------------------------------- /tasks-json/solving-word-problems-with-multiple-variables.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Solving Word Problems with Multiple Variables", 3 | "description": "This task involves interpreting word problems, identifying relevant variables, and constructing equations to solve complex scenarios. It evaluates the model's ability to translate real-world situations into mathematical expressions and solve systems of equations.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "A farm has chickens and cows. If there are 50 heads and 140 legs in total, how many chickens and cows are there?", 11 | "output": "Let's solve this step by step:\n\n1. Define variables:\n x = number of chickens\n y = number of cows\n\n2. Set up equations:\n Equation 1 (heads): x + y = 50\n Equation 2 (legs): 2x + 4y = 140\n\n3. Solve the system of equations:\n From Equation 1: y = 50 - x\n Substitute into Equation 2: 2x + 4(50 - x) = 140\n Simplify: 2x + 200 - 4x = 140\n -2x = -60\n x = 30\n\n4. Find y:\n y = 50 - 30 = 20\n\nTherefore, there are 30 chickens and 20 cows." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "A rectangle's length is 5 cm more than twice its width. If the perimeter of the rectangle is 70 cm, what are its dimensions?", 17 | "output": "Let's solve this step-by-step:\n\n1. Define variables:\n w = width of the rectangle\n l = length of the rectangle\n\n2. Express length in terms of width:\n l = 2w + 5\n\n3. Set up equation using perimeter formula:\n 2l + 2w = 70\n 2(2w + 5) + 2w = 70\n\n4. Solve for w:\n 4w + 10 + 2w = 70\n 6w = 60\n w = 10 cm\n\n5. Calculate length:\n l = 2(10) + 5 = 25 cm\n\nTherefore, the rectangle's dimensions are 10 cm wide and 25 cm long." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Mathematics", 23 | "Algebra", 24 | "Word Problems", 25 | "System of Equations", 26 | "Problem Solving", 27 | "Synthetic" 28 | ] 29 | } -------------------------------------------------------------------------------- /chapters/predicting-outcomes-based-on-scenarios.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Critical Thinking, 4 | Scenario Analysis, 5 | Prediction, 6 | Logical Reasoning, 7 | Problem Solving, 8 | ] 9 | --- 10 | 11 | # Predicting Outcomes Based on Scenarios 12 | 13 | ## Description: 14 | This task involves analyzing given scenarios and predicting potential outcomes based on the information provided. It evaluates the model's ability to apply logical reasoning, consider various factors, and make informed predictions. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Scenario: A city implements a new policy requiring all businesses to use renewable energy sources within the next five years. Predict two potential outcomes of this policy. 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | 1. Reduced carbon emissions: As businesses switch to renewable energy sources, the city's overall carbon footprint is likely to decrease significantly. 33 | 2. Economic impact on businesses: Some businesses may face initial financial challenges due to the costs of transitioning to renewable energy sources. However, in the long term, they might benefit from reduced energy costs. 34 | ``` 35 | 36 | --- 37 | 38 | ### Example 2: 39 | 40 | Input: 41 | 42 | ``` 43 | Scenario: A social media platform introduces a new algorithm that prioritizes posts from close friends and family over those from businesses and celebrities. Predict two potential outcomes of this change. 44 | ``` 45 | 46 | Output: 47 | 48 | ``` 49 | 1. Increased user engagement: Users may spend more time on the platform as they see more relevant and personal content from their close connections. 50 | 2. Reduced reach for businesses and influencers: Companies and public figures may see a decrease in their organic reach, potentially leading to increased spending on paid advertising to maintain visibility. 51 | ``` 52 | ## Tags: 53 | - Critical Thinking 54 | - Scenario Analysis 55 | - Prediction 56 | - Logical Reasoning 57 | - Problem Solving -------------------------------------------------------------------------------- /tasks-json/proof-verification.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Proof Verification", 3 | "description": "This task involves verifying mathematical proofs to evaluate the model's ability to understand logical arguments, identify correct steps in a proof, and spot errors or gaps in reasoning.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Verify the following proof that the square root of 2 is irrational:\r\n1. Assume √2 is rational.\r\n2. Then √2 = a/b, where a and b are integers with no common factors.\r\n3. Squaring both sides: 2 = a²/b²\r\n4. Multiply both sides by b²: 2b² = a²\r\n5. Therefore, a² is even, so a must be even.\r\n6. Let a = 2k for some integer k.\r\n7. Substituting: 2b² = (2k)² = 4k²\r\n8. Simplifying: b² = 2k²\r\n9. Therefore, b² is even, so b must be even.\r\n10. But this contradicts that a and b have no common factors.\r\n11. Therefore, our initial assumption must be false, and √2 is irrational.", 11 | "output": "The proof is correct. It uses the method of contradiction and follows logical steps to show that assuming √2 is rational leads to a contradiction, thereby proving that √2 must be irrational." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Verify the following proof that for any integer n, if n² is even, then n is even:\r\n1. Assume n is odd.\r\n2. Then n = 2k + 1 for some integer k.\r\n3. n² = (2k + 1)² = 4k² + 4k + 1 = 2(2k² + 2k) + 1\r\n4. Therefore, n² is odd.\r\n5. This contradicts the given that n² is even.\r\n6. So, our assumption must be false, and n must be even.", 17 | "output": "The proof is correct. It uses proof by contradiction effectively. By assuming n is odd and showing that this leads to n² being odd (which contradicts the given information), the proof logically concludes that n must be even." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Mathematics", 23 | "Logic", 24 | "Proof Verification", 25 | "Number Theory", 26 | "Reasoning" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks/critical-factor-identification-in-theory-of-mind.md: -------------------------------------------------------------------------------- 1 | # Critical Factor Identification in Theory of Mind 2 | 3 | ## Description: 4 | Understand that similar agents may act differently, or different agents may act similarly, based on a third factor. This task evaluates the model's ability to identify these critical factors influencing agents' behavior. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Alex is a devout Christian and Nathan is a devout Jew. They are identical in all other respects - they are identical twins who work in the same role at the same company, live in the same house, etc.. They both split a piece of meatloaf. They then check the ingredients list and see that pork is on it. Alex reacts with indifference. How does Nathan react? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | Nathan reacts with disgust. The critical factor influencing their behavior is their religious beliefs. Alex, being a Christian, may not have dietary restrictions against pork, while Nathan, being Jewish, likely follows kosher dietary laws that prohibit pork consumption. 23 | ``` 24 | 25 | --- 26 | 27 | ### Example 2: 28 | 29 | Input: 30 | 31 | ``` 32 | A pack of wolves is aggressively hunting a deer. The deer is running, terrified, and the wolves are aggressively pursuing. Suddenly, a tank bursts through the undergrowth, firing shells through the forest. The deer runs. How do the wolves react? 33 | ``` 34 | 35 | Output: 36 | 37 | ``` 38 | The wolves run away. The critical factor influencing their behavior is the perceived threat from the tank. While the wolves were hunting the deer, the sudden appearance of a tank and the loud noises and explosions from the shells create a new immediate threat that causes the wolves to flee, just as the deer does. The shared response is driven by the external danger posed by the tank. 39 | ``` 40 | 41 | ## Tags: 42 | - Theory of Mind 43 | - Behavioral Analysis 44 | - Critical Thinking 45 | - Comparative Psychology 46 | - Social Cognition -------------------------------------------------------------------------------- /chapters/recognizing-patterns-in-sequences.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Pattern Recognition, 4 | Sequence Analysis, 5 | Logical Reasoning, 6 | Mathematical Thinking, 7 | Problem Solving, 8 | Synthetic, 9 | ] 10 | --- 11 | 12 | # Recognizing Patterns in Sequences 13 | 14 | ## Description: 15 | This task involves identifying and extending patterns in numerical, alphabetical, or symbolic sequences. It evaluates the model's ability to recognize underlying rules and apply them to predict subsequent elements in a sequence. 16 | 17 | ## Modality: 18 | Text only 19 | 20 | ## Examples: 21 | 22 | ### Example 1: 23 | 24 | Input: 25 | 26 | ``` 27 | Identify the next number in the sequence: 2, 4, 8, 16, 32, ? 28 | ``` 29 | 30 | Output: 31 | 32 | ``` 33 | The next number in the sequence is 64. 34 | Explanation: Each number in the sequence is doubling (multiplied by 2) from the previous number. The pattern is: 35 | 2 * 2 = 4 36 | 4 * 2 = 8 37 | 8 * 2 = 16 38 | 16 * 2 = 32 39 | 32 * 2 = 64 40 | ``` 41 | 42 | --- 43 | 44 | ### Example 2: 45 | 46 | Input: 47 | 48 | ``` 49 | What comes next in this sequence? A, C, F, J, O, ? 50 | ``` 51 | 52 | Output: 53 | 54 | ``` 55 | The next letter in the sequence is U. 56 | Explanation: The pattern is based on the alphabetical position of each letter, with the difference between positions increasing by 1 each time: 57 | A to C: 2 positions 58 | C to F: 3 positions 59 | F to J: 4 positions 60 | J to O: 5 positions 61 | O to U: 6 positions 62 | ``` 63 | 64 | --- 65 | 66 | ### Example 3: 67 | 68 | Input: 69 | 70 | ``` 71 | Continue this pattern: 1, 1, 2, 3, 5, 8, 13, ? 72 | ``` 73 | 74 | Output: 75 | 76 | ``` 77 | The next number in the sequence is 21. 78 | Explanation: This is the Fibonacci sequence, where each number is the sum of the two preceding ones: 79 | 1 + 1 = 2 80 | 1 + 2 = 3 81 | 2 + 3 = 5 82 | 3 + 5 = 8 83 | 5 + 8 = 13 84 | 8 + 13 = 21 85 | ``` 86 | 87 | ## Tags: 88 | - Pattern Recognition 89 | - Sequence Analysis 90 | - Logical Reasoning 91 | - Mathematical Thinking 92 | - Problem Solving 93 | - Synthetic -------------------------------------------------------------------------------- /tasks/proof-verification.md: -------------------------------------------------------------------------------- 1 | # Proof Verification 2 | 3 | ## Description: 4 | This task involves verifying mathematical proofs to evaluate the model's ability to understand logical arguments, identify correct steps in a proof, and spot errors or gaps in reasoning. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Verify the following proof that the square root of 2 is irrational: 17 | 1. Assume √2 is rational. 18 | 2. Then √2 = a/b, where a and b are integers with no common factors. 19 | 3. Squaring both sides: 2 = a²/b² 20 | 4. Multiply both sides by b²: 2b² = a² 21 | 5. Therefore, a² is even, so a must be even. 22 | 6. Let a = 2k for some integer k. 23 | 7. Substituting: 2b² = (2k)² = 4k² 24 | 8. Simplifying: b² = 2k² 25 | 9. Therefore, b² is even, so b must be even. 26 | 10. But this contradicts that a and b have no common factors. 27 | 11. Therefore, our initial assumption must be false, and √2 is irrational. 28 | ``` 29 | 30 | Output: 31 | 32 | ``` 33 | The proof is correct. It uses the method of contradiction and follows logical steps to show that assuming √2 is rational leads to a contradiction, thereby proving that √2 must be irrational. 34 | ``` 35 | 36 | --- 37 | 38 | ### Example 2: 39 | 40 | Input: 41 | 42 | ``` 43 | Verify the following proof that for any integer n, if n² is even, then n is even: 44 | 1. Assume n is odd. 45 | 2. Then n = 2k + 1 for some integer k. 46 | 3. n² = (2k + 1)² = 4k² + 4k + 1 = 2(2k² + 2k) + 1 47 | 4. Therefore, n² is odd. 48 | 5. This contradicts the given that n² is even. 49 | 6. So, our assumption must be false, and n must be even. 50 | ``` 51 | 52 | Output: 53 | 54 | ``` 55 | The proof is correct. It uses proof by contradiction effectively. By assuming n is odd and showing that this leads to n² being odd (which contradicts the given information), the proof logically concludes that n must be even. 56 | ``` 57 | 58 | ## Tags: 59 | - Mathematics 60 | - Logic 61 | - Proof Verification 62 | - Number Theory 63 | - Reasoning -------------------------------------------------------------------------------- /chapters/understanding-time-based-relationships.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Causal Reasoning, 4 | Temporal Analysis, 5 | Event Sequencing, 6 | Cause and Effect, 7 | Systems Thinking, 8 | ] 9 | --- 10 | 11 | # Understanding Time-Based Relationships 12 | 13 | ## Description: 14 | This task involves analyzing and explaining relationships between events based on their timing. It evaluates the model's ability to understand concepts like causality, simultaneity, and temporal dependencies. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Explain the time-based relationship between these events: 27 | A) A tree falls in the forest 28 | B) A loud crash is heard 29 | C) Birds fly away from the area 30 | ``` 31 | 32 | Output: 33 | 34 | ``` 35 | The time-based relationship is likely: 36 | 1. A) A tree falls in the forest (initial event) 37 | 2. B) A loud crash is heard (immediate consequence, almost simultaneous with A) 38 | 3. C) Birds fly away from the area (slightly delayed reaction to A and B) 39 | This sequence suggests a causal relationship where the falling tree causes the crash, which in turn startles the birds, causing them to fly away. 40 | ``` 41 | 42 | --- 43 | 44 | ### Example 2: 45 | 46 | Input: 47 | 48 | ``` 49 | Describe the time-based relationship between these economic events: 50 | A) Interest rates increase 51 | B) Housing prices decrease 52 | C) Mortgage applications decline 53 | ``` 54 | 55 | Output: 56 | 57 | ``` 58 | The time-based relationship is: 59 | 1. A) Interest rates increase (initial event) 60 | 2. C) Mortgage applications decline (short-term consequence) 61 | 3. B) Housing prices decrease (longer-term consequence) 62 | This sequence shows a chain of events where the increase in interest rates makes mortgages more expensive, leading to fewer applications. Over time, this reduced demand can cause housing prices to decrease. 63 | ``` 64 | 65 | ## Tags: 66 | - Causal Reasoning 67 | - Temporal Analysis 68 | - Event Sequencing 69 | - Cause and Effect 70 | - Systems Thinking -------------------------------------------------------------------------------- /chapters/spatial-problem-solving.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Problem Solving, 4 | Spatial Reasoning, 5 | Practical Application, 6 | Geometric Thinking, 7 | Logical Deduction, 8 | ] 9 | --- 10 | 11 | # Spatial Problem-Solving 12 | 13 | ## Description: 14 | This task involves using spatial reasoning to solve practical problems or puzzles. It evaluates the model's ability to apply spatial concepts to real-world scenarios and find creative solutions. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | You have a 10-liter jug and a 6-liter jug, and an unlimited supply of water. How can you measure exactly 4 liters of water? 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | Here's how to measure exactly 4 liters: 33 | 1. Fill the 6-liter jug completely. 34 | 2. Pour water from the 6-liter jug into the 10-liter jug until it's full (which takes 6 liters). 35 | 3. The 6-liter jug now contains 0 liters, and the 10-liter jug contains 10 liters. 36 | 4. Pour water from the 10-liter jug back into the 6-liter jug until it's full. 37 | 5. The 10-liter jug now contains exactly 4 liters of water. 38 | ``` 39 | 40 | --- 41 | 42 | ### Example 2: 43 | 44 | Input: 45 | 46 | ``` 47 | You have a rectangular room that is 15 feet long and 10 feet wide. You want to place a circular rug in the center of the room, leaving at least 2 feet of space between the edge of the rug and the walls on all sides. What is the maximum diameter the rug can be? 48 | ``` 49 | 50 | Output: 51 | 52 | ``` 53 | To find the maximum diameter of the rug: 54 | 1. Available space: 55 | Length: 15 - (2 * 2) = 11 feet 56 | Width: 10 - (2 * 2) = 6 feet 57 | 2. The rug must fit within both dimensions, so we use the smaller dimension (6 feet). 58 | 3. The maximum diameter of the rug is 6 feet. 59 | 60 | This ensures the rug fits within the room while maintaining at least 2 feet of space from all walls. 61 | ``` 62 | 63 | ## Tags: 64 | - Problem Solving 65 | - Spatial Reasoning 66 | - Practical Application 67 | - Geometric Thinking 68 | - Logical Deduction -------------------------------------------------------------------------------- /tasks/narrative-gap-filling.md: -------------------------------------------------------------------------------- 1 | # Narrative Gap Filling 2 | 3 | ## Description: 4 | This task involves filling in missing information or events in a narrative to create a coherent story. It evaluates the model's ability to understand context, make logical inferences, and create plausible scenarios that connect given plot points. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Fill in the narrative gap: 17 | Beginning: Sarah enters a coffee shop, ordering her usual latte. 18 | Ending: Sarah leaves the coffee shop, clutching a business card and smiling excitedly. 19 | ``` 20 | 21 | Output: 22 | 23 | ``` 24 | Possible narrative gap fill: 25 | While waiting for her latte, Sarah overhears a conversation at the next table about a job opening in her field of interest. Intrigued, she politely introduces herself to the speakers. They have a brief but engaging conversation about the position, and one of them, impressed by Sarah's enthusiasm and knowledge, hands her a business card, encouraging her to apply for the job. 26 | ``` 27 | 28 | --- 29 | 30 | ### Example 2: 31 | 32 | Input: 33 | 34 | ``` 35 | Fill in the narrative gap: 36 | Beginning: John boards a flight to Paris, looking forward to his vacation. 37 | Ending: John finds himself in a small village in rural Spain, unable to speak the local language. 38 | ``` 39 | 40 | Output: 41 | 42 | ``` 43 | Possible narrative gap fill: 44 | During the flight, severe weather forces an emergency landing in Madrid. With all flights grounded indefinitely, John decides to make the best of the situation and explore Spain instead. He rents a car, intending to drive to Barcelona, but gets lost due to misreading road signs. His phone dies, leaving him without GPS or translation apps. After hours of driving, he finds himself in a remote Spanish village, realizing he's far off course and unable to communicate with the locals. 45 | ``` 46 | 47 | ## Tags: 48 | - Creative Writing 49 | - Logical Reasoning 50 | - Storytelling 51 | - Context Understanding 52 | - Inference 53 | - Synthetic -------------------------------------------------------------------------------- /tasks-json/critical-factor-identification-in-theory-of-mind.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Critical Factor Identification in Theory of Mind", 3 | "description": "Understand that similar agents may act differently, or different agents may act similarly, based on a third factor. This task evaluates the model's ability to identify these critical factors influencing agents' behavior.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Alex is a devout Christian and Nathan is a devout Jew. They are identical in all other respects - they are identical twins who work in the same role at the same company, live in the same house, etc.. They both split a piece of meatloaf. They then check the ingredients list and see that pork is on it. Alex reacts with indifference. How does Nathan react?", 11 | "output": "Nathan reacts with disgust. The critical factor influencing their behavior is their religious beliefs. Alex, being a Christian, may not have dietary restrictions against pork, while Nathan, being Jewish, likely follows kosher dietary laws that prohibit pork consumption." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "A pack of wolves is aggressively hunting a deer. The deer is running, terrified, and the wolves are aggressively pursuing. Suddenly, a tank bursts through the undergrowth, firing shells through the forest. The deer runs. How do the wolves react?", 17 | "output": "The wolves run away. The critical factor influencing their behavior is the perceived threat from the tank. While the wolves were hunting the deer, the sudden appearance of a tank and the loud noises and explosions from the shells create a new immediate threat that causes the wolves to flee, just as the deer does. The shared response is driven by the external danger posed by the tank." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Theory of Mind", 23 | "Behavioral Analysis", 24 | "Critical Thinking", 25 | "Comparative Psychology", 26 | "Social Cognition" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks/identifying-cognitive-biases.md: -------------------------------------------------------------------------------- 1 | # Identifying Cognitive Biases 2 | 3 | ## Description: 4 | This task involves recognizing and explaining various cognitive biases in given scenarios or decision-making processes. It evaluates the model's ability to understand how these biases can influence human thinking and behavior. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | A company continues to invest money in a failing project because they've already spent so much on it. What cognitive bias is this an example of? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | This is an example of the Sunk Cost Fallacy. 23 | 24 | Explanation: The Sunk Cost Fallacy occurs when people continue a behavior or endeavor as a result of previously invested resources (time, money, effort). In this case, the company is making the irrational decision to continue investing in a failing project simply because they've already spent a lot on it, rather than cutting their losses and moving on to more promising ventures. 25 | ``` 26 | 27 | --- 28 | 29 | ### Example 2: 30 | 31 | Input: 32 | 33 | ``` 34 | After learning about a rare disease, a person starts noticing symptoms of it everywhere. What cognitive bias might this represent? 35 | ``` 36 | 37 | Output: 38 | 39 | ``` 40 | This is likely an example of the Baader-Meinhof Phenomenon, also known as Frequency Illusion. 41 | 42 | Explanation: The Baader-Meinhof Phenomenon occurs when something you've just learned about suddenly seems to appear everywhere. It's a combination of two processes: selective attention (paying more attention to something after becoming aware of it) and confirmation bias (looking for things that support your recent awareness). In this case, after learning about the rare disease, the person is more likely to notice and remember things that seem related to it, creating an illusion that it's suddenly more common. 43 | ``` 44 | 45 | ## Tags: 46 | - Cognitive Psychology 47 | - Critical Thinking 48 | - Decision Making 49 | - Behavioral Economics 50 | - Psychological Biases 51 | - Synthetic -------------------------------------------------------------------------------- /tasks-json/narrative-gap-filling.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Narrative Gap Filling", 3 | "description": "This task involves filling in missing information or events in a narrative to create a coherent story. It evaluates the model's ability to understand context, make logical inferences, and create plausible scenarios that connect given plot points.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Fill in the narrative gap:\nBeginning: Sarah enters a coffee shop, ordering her usual latte.\nEnding: Sarah leaves the coffee shop, clutching a business card and smiling excitedly.", 11 | "output": "Possible narrative gap fill:\nWhile waiting for her latte, Sarah overhears a conversation at the next table about a job opening in her field of interest. Intrigued, she politely introduces herself to the speakers. They have a brief but engaging conversation about the position, and one of them, impressed by Sarah's enthusiasm and knowledge, hands her a business card, encouraging her to apply for the job." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Fill in the narrative gap:\nBeginning: John boards a flight to Paris, looking forward to his vacation.\nEnding: John finds himself in a small village in rural Spain, unable to speak the local language.", 17 | "output": "Possible narrative gap fill:\nDuring the flight, severe weather forces an emergency landing in Madrid. With all flights grounded indefinitely, John decides to make the best of the situation and explore Spain instead. He rents a car, intending to drive to Barcelona, but gets lost due to misreading road signs. His phone dies, leaving him without GPS or translation apps. After hours of driving, he finds himself in a remote Spanish village, realizing he's far off course and unable to communicate with the locals." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Creative Writing", 23 | "Logical Reasoning", 24 | "Storytelling", 25 | "Context Understanding", 26 | "Inference", 27 | "Synthetic" 28 | ] 29 | } -------------------------------------------------------------------------------- /tasks/solving-word-problems-with-multiple-variables.md: -------------------------------------------------------------------------------- 1 | # Solving Word Problems with Multiple Variables 2 | 3 | ## Description: 4 | This task involves interpreting word problems, identifying relevant variables, and constructing equations to solve complex scenarios. It evaluates the model's ability to translate real-world situations into mathematical expressions and solve systems of equations. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | A farm has chickens and cows. If there are 50 heads and 140 legs in total, how many chickens and cows are there? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | Let's solve this step by step: 23 | 24 | 1. Define variables: 25 | x = number of chickens 26 | y = number of cows 27 | 28 | 2. Set up equations: 29 | Equation 1 (heads): x + y = 50 30 | Equation 2 (legs): 2x + 4y = 140 31 | 32 | 3. Solve the system of equations: 33 | From Equation 1: y = 50 - x 34 | Substitute into Equation 2: 2x + 4(50 - x) = 140 35 | Simplify: 2x + 200 - 4x = 140 36 | -2x = -60 37 | x = 30 38 | 39 | 4. Find y: 40 | y = 50 - 30 = 20 41 | 42 | Therefore, there are 30 chickens and 20 cows. 43 | ``` 44 | 45 | --- 46 | 47 | ### Example 2: 48 | 49 | Input: 50 | 51 | ``` 52 | A rectangle's length is 5 cm more than twice its width. If the perimeter of the rectangle is 70 cm, what are its dimensions? 53 | ``` 54 | 55 | Output: 56 | 57 | ``` 58 | Let's solve this step-by-step: 59 | 60 | 1. Define variables: 61 | w = width of the rectangle 62 | l = length of the rectangle 63 | 64 | 2. Express length in terms of width: 65 | l = 2w + 5 66 | 67 | 3. Set up equation using perimeter formula: 68 | 2l + 2w = 70 69 | 2(2w + 5) + 2w = 70 70 | 71 | 4. Solve for w: 72 | 4w + 10 + 2w = 70 73 | 6w = 60 74 | w = 10 cm 75 | 76 | 5. Calculate length: 77 | l = 2(10) + 5 = 25 cm 78 | 79 | Therefore, the rectangle's dimensions are 10 cm wide and 25 cm long. 80 | ``` 81 | 82 | ## Tags: 83 | - Mathematics 84 | - Algebra 85 | - Word Problems 86 | - System of Equations 87 | - Problem Solving 88 | - Synthetic -------------------------------------------------------------------------------- /tasks/higher-order-false-belief.md: -------------------------------------------------------------------------------- 1 | # Higher Order False Belief 2 | 3 | ## Description: 4 | This task involves handling a complex chain of agent's beliefs about the knowledge (and accuracy of the knowledge) of other agents - to ultimately predict the behavior of an agent. It evaluates the model's ability to reason about multiple layers of beliefs and their impact on actions. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Alice, Bob, and Charlie are friends. Alice is planning a surprise party for Bob's birthday (which is very close to Charlie's). She tells Charlie about the plan, asking him to keep it a secret. Charlie agrees but accidentally adds Bob to the group chat titled 'Party Planning'. He quickly removes him, but now assumes that the jig is up: Bob found out about the surprise party. Bob, however, assumes the party is for Charlie's coming birthday - and is offended he was removed from the planning process. He then vents to Alice that he feels excluded from the planning of the party, and feels very upset at Charlie and wants her to talk to him. Alice does as she's asked - she walks across the room to Charlie, and loudly reprimands him for ruining the party they were planning by telling Bob about it. She doesn't mention the party is a surprise. Bob still thinks the party is for Charlie. How is Bob likely to feel? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | Bob is likely to feel deeply wounded, as he believes Alice is reprimanding Charlie for accidentally telling him about a party for Charlie - meaning that Alice wants to keep the party a secret from Bob - keep it between her and Charlie. Bob is unaware that the party is actually for him, and he interprets Alice's actions as excluding him from the planning process, and her reprimand of Charlie is interpreted as brutal mockery by Bob - who had just asked to be included in the planning process. Bob is likely to feel deeply hurt and excluded by Alice's actions. 23 | ``` 24 | 25 | ## Tags: 26 | - Theory of Mind 27 | - Complex Reasoning 28 | - Social Cognition 29 | - False Beliefs 30 | - Interpersonal Dynamics -------------------------------------------------------------------------------- /tasks-json/distinguishing-fact-from-opinion.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Distinguishing Fact from Opinion", 3 | "description": "This task involves differentiating between factual statements and opinions in given texts or scenarios. It evaluates the model's ability to recognize objective, verifiable information versus subjective beliefs or judgments.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Classify each statement as fact or opinion:\n1. The Earth orbits the Sun.\n2. Summer is the best season of the year.\n3. Water boils at 100 degrees Celsius at sea level.\n4. Classical music is more sophisticated than pop music.", 11 | "output": "1. Fact: The Earth orbits the Sun.\n This is a scientifically proven and observable phenomenon.\n\n2. Opinion: Summer is the best season of the year.\n This is a subjective preference that varies from person to person.\n\n3. Fact: Water boils at 100 degrees Celsius at sea level.\n This is a verifiable scientific observation under standard conditions.\n\n4. Opinion: Classical music is more sophisticated than pop music.\n This is a subjective judgment about musical genres, not an objective truth." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Determine whether the following statement is a fact or an opinion:\n\"The Mona Lisa, painted by Leonardo da Vinci, is the most beautiful artwork ever created.\"", 17 | "output": "This statement is an opinion.\n\nWhile it's a fact that Leonardo da Vinci painted the Mona Lisa, the claim that it is \"the most beautiful artwork ever created\" is subjective. Beauty is in the eye of the beholder, and people's opinions on art can vary greatly. What one person considers the most beautiful may not be the same for another. Therefore, this statement expresses a personal judgment rather than an objective, verifiable fact." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Critical Thinking", 23 | "Information Literacy", 24 | "Objectivity", 25 | "Media Analysis", 26 | "Reasoning", 27 | "Synthetic" 28 | ] 29 | } -------------------------------------------------------------------------------- /tasks-json/identifying-cognitive-biases.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Identifying Cognitive Biases", 3 | "description": "This task involves recognizing and explaining various cognitive biases in given scenarios or decision-making processes. It evaluates the model's ability to understand how these biases can influence human thinking and behavior.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "A company continues to invest money in a failing project because they've already spent so much on it. What cognitive bias is this an example of?", 11 | "output": "This is an example of the Sunk Cost Fallacy.\n\nExplanation: The Sunk Cost Fallacy occurs when people continue a behavior or endeavor as a result of previously invested resources (time, money, effort). In this case, the company is making the irrational decision to continue investing in a failing project simply because they've already spent a lot on it, rather than cutting their losses and moving on to more promising ventures." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "After learning about a rare disease, a person starts noticing symptoms of it everywhere. What cognitive bias might this represent?", 17 | "output": "This is likely an example of the Baader-Meinhof Phenomenon, also known as Frequency Illusion.\n\nExplanation: The Baader-Meinhof Phenomenon occurs when something you've just learned about suddenly seems to appear everywhere. It's a combination of two processes: selective attention (paying more attention to something after becoming aware of it) and confirmation bias (looking for things that support your recent awareness). In this case, after learning about the rare disease, the person is more likely to notice and remember things that seem related to it, creating an illusion that it's suddenly more common." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Cognitive Psychology", 23 | "Critical Thinking", 24 | "Decision Making", 25 | "Behavioral Economics", 26 | "Psychological Biases", 27 | "Synthetic" 28 | ] 29 | } -------------------------------------------------------------------------------- /tasks/distinguishing-fact-from-opinion.md: -------------------------------------------------------------------------------- 1 | # Distinguishing Fact from Opinion 2 | 3 | ## Description: 4 | This task involves differentiating between factual statements and opinions in given texts or scenarios. It evaluates the model's ability to recognize objective, verifiable information versus subjective beliefs or judgments. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Classify each statement as fact or opinion: 17 | 1. The Earth orbits the Sun. 18 | 2. Summer is the best season of the year. 19 | 3. Water boils at 100 degrees Celsius at sea level. 20 | 4. Classical music is more sophisticated than pop music. 21 | ``` 22 | 23 | Output: 24 | 25 | ``` 26 | 1. Fact: The Earth orbits the Sun. 27 | This is a scientifically proven and observable phenomenon. 28 | 29 | 2. Opinion: Summer is the best season of the year. 30 | This is a subjective preference that varies from person to person. 31 | 32 | 3. Fact: Water boils at 100 degrees Celsius at sea level. 33 | This is a verifiable scientific observation under standard conditions. 34 | 35 | 4. Opinion: Classical music is more sophisticated than pop music. 36 | This is a subjective judgment about musical genres, not an objective truth. 37 | ``` 38 | 39 | --- 40 | 41 | ### Example 2: 42 | 43 | Input: 44 | 45 | ``` 46 | Determine whether the following statement is a fact or an opinion: 47 | "The Mona Lisa, painted by Leonardo da Vinci, is the most beautiful artwork ever created." 48 | ``` 49 | 50 | Output: 51 | 52 | ``` 53 | This statement is an opinion. 54 | 55 | While it's a fact that Leonardo da Vinci painted the Mona Lisa, the claim that it is "the most beautiful artwork ever created" is subjective. Beauty is in the eye of the beholder, and people's opinions on art can vary greatly. What one person considers the most beautiful may not be the same for another. Therefore, this statement expresses a personal judgment rather than an objective, verifiable fact. 56 | ``` 57 | 58 | ## Tags: 59 | - Critical Thinking 60 | - Information Literacy 61 | - Objectivity 62 | - Media Analysis 63 | - Reasoning 64 | - Synthetic -------------------------------------------------------------------------------- /tasks/stack-based-reasoning.md: -------------------------------------------------------------------------------- 1 | # Stack-Based Reasoning 2 | 3 | ## Description: 4 | This task exercises the ability to prioritize tasks into a stack so that an implementing worker may pop items from the top of the stack to complete a task. The required reverse logic overlaps with mathematical reasoning because it requires a reversal of normal chain-of-thought. Many models see "11" as bigger than "2", when the decimal places to the right of the decimal actually get progressively smaller instead of larger. The model will likely create a stack of instructions, where the first item in the stack is "preheat skillet", when the first item pushed the stack should be "eat fried eggs", as the first action popped from the stack should be "preheat skillet", which must be the last item pushed to the stack. This requires the model to plan the list, then reverse the items. It does help if you request the model to show the stack as it goes. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | ``` 15 | Create step-by-step instructions for cooking a fried egg in a FORTH-style stack so that a cook can pop items off the stack and end up with a tasty meal. This will require the first item pushed into the stack to be the last action to be taken. use the PUSH keywork for each item. 16 | ``` 17 | 18 | Output: 19 | ``` 20 | PUSH enjoy your eggs 21 | PUSH place eggs on plate 22 | PUSH sprinkle salt to taste 23 | PUSH fry egg 24 | PUSH dispose of shell 25 | PUSH crack egg into skillet 26 | PUSH find egg 27 | PUSH oil skillet 28 | PUSH preheat skillet 29 | 30 | Current State of the Stack: 31 | [preheat skillet, oil skillet, find egg, crack egg into skillet, dispose of shell, fry egg, sprinkle salt to taste, place eggs on plate, enjoy your eggs] 32 | 33 | Check stack-based reasoning: 34 | POP. 35 | Returns `preheat skillet` 36 | 37 | preheat skillet is the first correct step to take. 38 | 39 | ``` 40 | 41 | ## Tags: 42 | - self verification of tests 43 | - stack based reasoning 44 | - FORTH-style stacks 45 | - First In Last Out 46 | - FILO 47 | - reverse thinking 48 | - functional programming 49 | - tail recursion 50 | -------------------------------------------------------------------------------- /chapters/categorizing-information-into-hierarchies.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Classification, 4 | Hierarchical Thinking, 5 | Conceptual Organization, 6 | Pattern Recognition, 7 | Logical Structuring, 8 | Synthetic, 9 | ] 10 | --- 11 | 12 | # Categorizing Information into Hierarchies 13 | 14 | ## Description: 15 | This task involves organizing information into hierarchical structures based on relationships, properties, or other logical criteria. It evaluates the model's ability to recognize patterns, understand relationships between concepts, and create meaningful categorizations. 16 | 17 | ## Modality: 18 | Text only 19 | 20 | ## Examples: 21 | 22 | ### Example 1: 23 | 24 | Input: 25 | 26 | ``` 27 | Categorize the following animals into a hierarchical structure: 28 | Lion, Sparrow, Salmon, Eagle, Shark, Trout, Tiger, Robin, Tuna 29 | ``` 30 | 31 | Output: 32 | 33 | ``` 34 | Animals 35 | ├── Mammals 36 | │ ├── Felines 37 | │ │ ├── Lion 38 | │ │ └── Tiger 39 | ├── Birds 40 | │ ├── Birds of Prey 41 | │ │ └── Eagle 42 | │ └── Songbirds 43 | │ ├── Sparrow 44 | │ └── Robin 45 | └── Fish 46 | ├── Cartilaginous Fish 47 | │ └── Shark 48 | └── Bony Fish 49 | ├── Salmon 50 | └── Trout 51 | └── Tuna 52 | ``` 53 | 54 | --- 55 | 56 | ### Example 2: 57 | 58 | Input: 59 | 60 | ``` 61 | Create a hierarchical categorization for the following programming concepts: 62 | Variables, For Loop, If-Else Statement, Integer, String, While Loop, Boolean, Float, Switch Statement 63 | ``` 64 | 65 | Output: 66 | 67 | ``` 68 | Programming Concepts 69 | ├── Data Types 70 | │ ├── Primitive Types 71 | │ │ ├── Integer 72 | │ │ ├── Float 73 | │ │ └── Boolean 74 | │ └── Reference Types 75 | │ └── String 76 | ├── Control Structures 77 | │ ├── Conditional Statements 78 | │ │ ├── If-Else Statement 79 | │ │ └── Switch Statement 80 | │ └── Loops 81 | │ ├── For Loop 82 | │ └── While Loop 83 | └── Variables 84 | ``` 85 | 86 | ## Tags: 87 | - Classification 88 | - Hierarchical Thinking 89 | - Conceptual Organization 90 | - Pattern Recognition 91 | - Logical Structuring 92 | - Synthetic -------------------------------------------------------------------------------- /tasks-json/deducing-rules-from-examples.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Deducing Rules from Examples", 3 | "description": "This task involves analyzing a set of examples to infer the underlying rule or pattern that governs them. It evaluates the model's ability to recognize patterns, generalize from specific instances, and formulate abstract rules.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Consider the following number sequence:\n2, 6, 18, 54, 162, ...\n\nWhat is the rule governing this sequence, and what would be the next number?", 11 | "output": "Rule: Each number in the sequence is multiplied by 3 to get the next number.\n\nExplanation:\n2 x 3 = 6\n6 x 3 = 18\n18 x 3 = 54\n54 x 3 = 162\n\nThe next number in the sequence would be: 162 x 3 = 486\n\nThis rule can be expressed mathematically as: a(n+1) = 3 * a(n), where a(n) is the nth term in the sequence." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "In a fictional alien language, consider these translations:\n\n\"zop bik\" means \"blue sky\"\n\"bik mur\" means \"clear sky\"\n\"zop taf\" means \"blue water\"\n\nWhat do the individual words likely mean?", 17 | "output": "Based on these examples, we can deduce the following:\n\n1. \"zop\" means \"blue\"\n Reasoning: It appears in both \"blue sky\" and \"blue water\"\n\n2. \"bik\" means \"sky\"\n Reasoning: It appears in both \"blue sky\" and \"clear sky\"\n\n3. \"mur\" means \"clear\"\n Reasoning: It's used with \"sky\" but not with \"blue\", so it must mean \"clear\"\n\n4. \"taf\" means \"water\"\n Reasoning: It's used with \"blue\" in a phrase that doesn't mean \"sky\"\n\nRule: In this alien language, adjectives come before nouns, similar to English.\n\nThis deduction allows us to understand the meaning of each word and the basic structure of the language from just a few examples." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Pattern Recognition", 23 | "Logical Reasoning", 24 | "Inductive Reasoning", 25 | "Linguistic Analysis", 26 | "Mathematical Thinking", 27 | "Synthetic" 28 | ] 29 | } -------------------------------------------------------------------------------- /chapters/proof-verification.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Mathematics, 4 | Logic, 5 | Proof Verification, 6 | Number Theory, 7 | Reasoning, 8 | ] 9 | --- 10 | 11 | # Proof Verification 12 | 13 | ## Description: 14 | This task involves verifying mathematical proofs to evaluate the model's ability to understand logical arguments, identify correct steps in a proof, and spot errors or gaps in reasoning. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Verify the following proof that the square root of 2 is irrational: 27 | 1. Assume √2 is rational. 28 | 2. Then √2 = a/b, where a and b are integers with no common factors. 29 | 3. Squaring both sides: 2 = a²/b² 30 | 4. Multiply both sides by b²: 2b² = a² 31 | 5. Therefore, a² is even, so a must be even. 32 | 6. Let a = 2k for some integer k. 33 | 7. Substituting: 2b² = (2k)² = 4k² 34 | 8. Simplifying: b² = 2k² 35 | 9. Therefore, b² is even, so b must be even. 36 | 10. But this contradicts that a and b have no common factors. 37 | 11. Therefore, our initial assumption must be false, and √2 is irrational. 38 | ``` 39 | 40 | Output: 41 | 42 | ``` 43 | The proof is correct. It uses the method of contradiction and follows logical steps to show that assuming √2 is rational leads to a contradiction, thereby proving that √2 must be irrational. 44 | ``` 45 | 46 | --- 47 | 48 | ### Example 2: 49 | 50 | Input: 51 | 52 | ``` 53 | Verify the following proof that for any integer n, if n² is even, then n is even: 54 | 1. Assume n is odd. 55 | 2. Then n = 2k + 1 for some integer k. 56 | 3. n² = (2k + 1)² = 4k² + 4k + 1 = 2(2k² + 2k) + 1 57 | 4. Therefore, n² is odd. 58 | 5. This contradicts the given that n² is even. 59 | 6. So, our assumption must be false, and n must be even. 60 | ``` 61 | 62 | Output: 63 | 64 | ``` 65 | The proof is correct. It uses proof by contradiction effectively. By assuming n is odd and showing that this leads to n² being odd (which contradicts the given information), the proof logically concludes that n must be even. 66 | ``` 67 | 68 | ## Tags: 69 | - Mathematics 70 | - Logic 71 | - Proof Verification 72 | - Number Theory 73 | - Reasoning -------------------------------------------------------------------------------- /tasks-json/identifying-hallucination-prone-questions.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Identifying Hallucination-Prone Questions", 3 | "description": "This task involves recognizing questions that are likely to lead to its hallucination, or questions it simply doesn't know the answer to. It evaluates the model's ability to identify incredibly specific questions it would have trouble answering.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Who said the following quote: \"The only thing we have to fear is fear itself\"?", 11 | "output": "(Reasoning: This is a well-known quote by Franklin D. Roosevelt, and the model should be able to provide the correct answer.)\r\nThis quote is attributed to Franklin D. Roosevelt in his inaugural address in 1933." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "What role did Brother Sarl play in the book *A Canticle for Leibowitz*?", 17 | "output": "(Reasoning: This is a specific question about a character in a book, and no excerpt or context is provided for the model to infer the answer. Therefore, the model is likely to hallucinate an answer and come up with a plausible but incorrect response.)\r\nI'm sorry, I don't have specific information on the character Brother Sarl in the book *A Canticle for Leibowitz*. If you provide more context or details, I may be able to help further." 18 | } 19 | ], 20 | [ 21 | { 22 | "input": "List characters in the video game *Undertale: Yellow*.", 23 | "output": "(Reasoning: This question refers to a fangame of *Undertale*, which may not be widely known or documented. The model is likely to hallucinate an answer with plausible character names, but it may not be accurate.)\r\nI'm not familiar enough with *Undertale: Yellow* to provide a list of characters. If you have specific characters in mind or more context, I can try to help further." 24 | } 25 | ] 26 | ], 27 | "tags": [ 28 | "Hallucination Prevention", 29 | "Question Analysis", 30 | "Knowledge Boundaries", 31 | "Information Reliability", 32 | "Self-awareness" 33 | ] 34 | } -------------------------------------------------------------------------------- /tasks/identifying-hallucination-prone-questions.md: -------------------------------------------------------------------------------- 1 | # Identifying Hallucination-Prone Questions 2 | 3 | ## Description: 4 | This task involves recognizing questions that are likely to lead to its hallucination, or questions it simply doesn't know the answer to. It evaluates the model's ability to identify incredibly specific questions it would have trouble answering. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Who said the following quote: "The only thing we have to fear is fear itself"? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | (Reasoning: This is a well-known quote by Franklin D. Roosevelt, and the model should be able to provide the correct answer.) 23 | This quote is attributed to Franklin D. Roosevelt in his inaugural address in 1933. 24 | ``` 25 | 26 | --- 27 | 28 | ### Example 2: 29 | 30 | Input: 31 | 32 | ``` 33 | What role did Brother Sarl play in the book *A Canticle for Leibowitz*? 34 | ``` 35 | 36 | Output: 37 | 38 | ``` 39 | (Reasoning: This is a specific question about a character in a book, and no excerpt or context is provided for the model to infer the answer. Therefore, the model is likely to hallucinate an answer and come up with a plausible but incorrect response.) 40 | I'm sorry, I don't have specific information on the character Brother Sarl in the book *A Canticle for Leibowitz*. If you provide more context or details, I may be able to help further. 41 | ``` 42 | 43 | --- 44 | 45 | ### Example 3: 46 | 47 | Input: 48 | 49 | ``` 50 | List characters in the video game *Undertale: Yellow*. 51 | ``` 52 | 53 | Output: 54 | 55 | ``` 56 | (Reasoning: This question refers to a fangame of *Undertale*, which may not be widely known or documented. The model is likely to hallucinate an answer with plausible character names, but it may not be accurate.) 57 | I'm not familiar enough with *Undertale: Yellow* to provide a list of characters. If you have specific characters in mind or more context, I can try to help further. 58 | ``` 59 | 60 | ## Tags: 61 | - Hallucination Prevention 62 | - Question Analysis 63 | - Knowledge Boundaries 64 | - Information Reliability 65 | - Self-awareness -------------------------------------------------------------------------------- /generate-json.js: -------------------------------------------------------------------------------- 1 | import fs from 'fs'; 2 | import path from 'path'; 3 | import { jsonToTaskString, parseTaskToJSON } from './parser.js'; 4 | 5 | // Go through all files in the tasks-md directory 6 | const tasksMdDir = './tasks'; 7 | const markdownFiles = fs.readdirSync(tasksMdDir); 8 | 9 | const tasksDir = './tasks-json'; 10 | const taskFiles = fs.readdirSync(tasksDir); 11 | 12 | // Find files that are in tasks-md but not in tasks 13 | 14 | const missingTasks = markdownFiles.filter(mdFile => { 15 | const taskName = mdFile.split('.md')[0]; 16 | return !taskFiles.includes(`${taskName}.json`); 17 | }); 18 | 19 | const missingTaskFiles = missingTasks.map(taskName => { 20 | const mdPath = path.join(tasksMdDir, `${taskName}`); 21 | const mdContent = fs.readFileSync(mdPath, 'utf-8'); 22 | const taskObject = parseTaskToJSON(mdContent); 23 | return { name: taskName, object: taskObject }; 24 | }); 25 | 26 | missingTaskFiles.forEach(({ name, object }) => { 27 | console.log(`Creating JSON file for task: ${name}`); 28 | const jsonPath = path.join(tasksDir, `${name.split('.md')[0]}.json`); 29 | fs.writeFileSync(jsonPath, JSON.stringify(object, null, 4)); 30 | }); 31 | 32 | // Now look for markdown files that have been updated 33 | 34 | const updatedTasks = markdownFiles.filter(mdFile => { 35 | const mdContent = fs.readFileSync(path.join(tasksMdDir, mdFile), 'utf-8'); 36 | const taskName = mdFile.split('.md')[0]; 37 | const jsonPath = path.join(tasksDir, `${taskName}.json`); 38 | const jsonContent = fs.readFileSync(jsonPath, 'utf-8'); 39 | const taskObject = JSON.parse(jsonContent); 40 | const taskOutput = jsonToTaskString(taskObject); 41 | return taskOutput !== mdContent; 42 | }).map(mdFile => mdFile.split('.md')[0]); 43 | 44 | updatedTasks.forEach(taskName => { 45 | console.log(`Updating JSON file for task: ${taskName}`); 46 | const mdPath = path.join(tasksMdDir, `${taskName}.md`); 47 | const jsonPath = path.join(tasksDir, `${taskName}.json`); 48 | const mdContent = fs.readFileSync(mdPath, 'utf-8'); 49 | const taskObject = parseTaskToJSON(mdContent); 50 | fs.writeFileSync(jsonPath, JSON.stringify(taskObject, null, 4)); 51 | }); -------------------------------------------------------------------------------- /tasks/deducing-rules-from-examples.md: -------------------------------------------------------------------------------- 1 | # Deducing Rules from Examples 2 | 3 | ## Description: 4 | This task involves analyzing a set of examples to infer the underlying rule or pattern that governs them. It evaluates the model's ability to recognize patterns, generalize from specific instances, and formulate abstract rules. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Consider the following number sequence: 17 | 2, 6, 18, 54, 162, ... 18 | 19 | What is the rule governing this sequence, and what would be the next number? 20 | ``` 21 | 22 | Output: 23 | 24 | ``` 25 | Rule: Each number in the sequence is multiplied by 3 to get the next number. 26 | 27 | Explanation: 28 | 2 x 3 = 6 29 | 6 x 3 = 18 30 | 18 x 3 = 54 31 | 54 x 3 = 162 32 | 33 | The next number in the sequence would be: 162 x 3 = 486 34 | 35 | This rule can be expressed mathematically as: a(n+1) = 3 * a(n), where a(n) is the nth term in the sequence. 36 | ``` 37 | 38 | --- 39 | 40 | ### Example 2: 41 | 42 | Input: 43 | 44 | ``` 45 | In a fictional alien language, consider these translations: 46 | 47 | "zop bik" means "blue sky" 48 | "bik mur" means "clear sky" 49 | "zop taf" means "blue water" 50 | 51 | What do the individual words likely mean? 52 | ``` 53 | 54 | Output: 55 | 56 | ``` 57 | Based on these examples, we can deduce the following: 58 | 59 | 1. "zop" means "blue" 60 | Reasoning: It appears in both "blue sky" and "blue water" 61 | 62 | 2. "bik" means "sky" 63 | Reasoning: It appears in both "blue sky" and "clear sky" 64 | 65 | 3. "mur" means "clear" 66 | Reasoning: It's used with "sky" but not with "blue", so it must mean "clear" 67 | 68 | 4. "taf" means "water" 69 | Reasoning: It's used with "blue" in a phrase that doesn't mean "sky" 70 | 71 | Rule: In this alien language, adjectives come before nouns, similar to English. 72 | 73 | This deduction allows us to understand the meaning of each word and the basic structure of the language from just a few examples. 74 | ``` 75 | 76 | ## Tags: 77 | - Pattern Recognition 78 | - Logical Reasoning 79 | - Inductive Reasoning 80 | - Linguistic Analysis 81 | - Mathematical Thinking 82 | - Synthetic -------------------------------------------------------------------------------- /chapters/critical-factor-identification-in-theory-of-mind.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Theory of Mind, 4 | Behavioral Analysis, 5 | Critical Thinking, 6 | Comparative Psychology, 7 | Social Cognition, 8 | ] 9 | --- 10 | 11 | # Critical Factor Identification in Theory of Mind 12 | 13 | ## Description: 14 | Understand that similar agents may act differently, or different agents may act similarly, based on a third factor. This task evaluates the model's ability to identify these critical factors influencing agents' behavior. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Alex is a devout Christian and Nathan is a devout Jew. They are identical in all other respects - they are identical twins who work in the same role at the same company, live in the same house, etc.. They both split a piece of meatloaf. They then check the ingredients list and see that pork is on it. Alex reacts with indifference. How does Nathan react? 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | Nathan reacts with disgust. The critical factor influencing their behavior is their religious beliefs. Alex, being a Christian, may not have dietary restrictions against pork, while Nathan, being Jewish, likely follows kosher dietary laws that prohibit pork consumption. 33 | ``` 34 | 35 | --- 36 | 37 | ### Example 2: 38 | 39 | Input: 40 | 41 | ``` 42 | A pack of wolves is aggressively hunting a deer. The deer is running, terrified, and the wolves are aggressively pursuing. Suddenly, a tank bursts through the undergrowth, firing shells through the forest. The deer runs. How do the wolves react? 43 | ``` 44 | 45 | Output: 46 | 47 | ``` 48 | The wolves run away. The critical factor influencing their behavior is the perceived threat from the tank. While the wolves were hunting the deer, the sudden appearance of a tank and the loud noises and explosions from the shells create a new immediate threat that causes the wolves to flee, just as the deer does. The shared response is driven by the external danger posed by the tank. 49 | ``` 50 | 51 | ## Tags: 52 | - Theory of Mind 53 | - Behavioral Analysis 54 | - Critical Thinking 55 | - Comparative Psychology 56 | - Social Cognition -------------------------------------------------------------------------------- /tasks-json/higher-order-false-belief.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Higher Order False Belief", 3 | "description": "This task involves handling a complex chain of agent's beliefs about the knowledge (and accuracy of the knowledge) of other agents - to ultimately predict the behavior of an agent. It evaluates the model's ability to reason about multiple layers of beliefs and their impact on actions.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Alice, Bob, and Charlie are friends. Alice is planning a surprise party for Bob's birthday (which is very close to Charlie's). She tells Charlie about the plan, asking him to keep it a secret. Charlie agrees but accidentally adds Bob to the group chat titled 'Party Planning'. He quickly removes him, but now assumes that the jig is up: Bob found out about the surprise party. Bob, however, assumes the party is for Charlie's coming birthday - and is offended he was removed from the planning process. He then vents to Alice that he feels excluded from the planning of the party, and feels very upset at Charlie and wants her to talk to him. Alice does as she's asked - she walks across the room to Charlie, and loudly reprimands him for ruining the party they were planning by telling Bob about it. She doesn't mention the party is a surprise. Bob still thinks the party is for Charlie. How is Bob likely to feel?", 11 | "output": "Bob is likely to feel deeply wounded, as he believes Alice is reprimanding Charlie for accidentally telling him about a party for Charlie - meaning that Alice wants to keep the party a secret from Bob - keep it between her and Charlie. Bob is unaware that the party is actually for him, and he interprets Alice's actions as excluding him from the planning process, and her reprimand of Charlie is interpreted as brutal mockery by Bob - who had just asked to be included in the planning process. Bob is likely to feel deeply hurt and excluded by Alice's actions." 12 | } 13 | ] 14 | ], 15 | "tags": [ 16 | "Theory of Mind", 17 | "Complex Reasoning", 18 | "Social Cognition", 19 | "False Beliefs", 20 | "Interpersonal Dynamics" 21 | ] 22 | } -------------------------------------------------------------------------------- /tasks-json/interpreting-and-creating-timelines.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Interpreting and Creating Timelines", 3 | "description": "This task involves reading or creating timelines to represent a series of events or processes. It evaluates the model's ability to visualize and interpret temporal data.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Create a timeline of major events in the American Civil Rights Movement from 1954 to 1968.", 11 | "output": "Here's a simplified timeline of major events in the American Civil Rights Movement:\r\n1954: Brown v. Board of Education decision\r\n1955: Montgomery Bus Boycott begins\r\n1957: Little Rock Nine integrate Central High School\r\n1960: Greensboro sit-ins begin\r\n1963: March on Washington; \"I Have a Dream\" speech\r\n1964: Civil Rights Act passed\r\n1965: Voting Rights Act passed; Selma to Montgomery marches\r\n1968: Martin Luther King Jr. assassinated" 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Interpret this timeline of a company's growth:\r\n2010: Company founded\r\n2012: First product launched\r\n2015: Reached 1 million customers\r\n2017: IPO\r\n2020: Expanded to international markets\r\nWhat can you infer about the company's development?", 17 | "output": "This timeline suggests a rapidly growing company:\r\n1. It took 2 years from founding to launch their first product, indicating a development phase.\r\n2. Within 3 years of product launch, they reached a significant customer milestone, suggesting strong market acceptance.\r\n3. Just 2 years later, the company went public, indicating financial success and investor confidence.\r\n4. Three years post-IPO, they expanded internationally, showing continued growth and market expansion.\r\nOverall, this timeline depicts a successful startup that achieved significant milestones roughly every 2-3 years, culminating in international expansion within a decade of founding." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Timeline Creation", 23 | "Historical Analysis", 24 | "Data Visualization", 25 | "Temporal Reasoning", 26 | "Business Development" 27 | ] 28 | } -------------------------------------------------------------------------------- /tasks/interpreting-and-creating-timelines.md: -------------------------------------------------------------------------------- 1 | # Interpreting and Creating Timelines 2 | 3 | ## Description: 4 | This task involves reading or creating timelines to represent a series of events or processes. It evaluates the model's ability to visualize and interpret temporal data. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Create a timeline of major events in the American Civil Rights Movement from 1954 to 1968. 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | Here's a simplified timeline of major events in the American Civil Rights Movement: 23 | 1954: Brown v. Board of Education decision 24 | 1955: Montgomery Bus Boycott begins 25 | 1957: Little Rock Nine integrate Central High School 26 | 1960: Greensboro sit-ins begin 27 | 1963: March on Washington; "I Have a Dream" speech 28 | 1964: Civil Rights Act passed 29 | 1965: Voting Rights Act passed; Selma to Montgomery marches 30 | 1968: Martin Luther King Jr. assassinated 31 | ``` 32 | 33 | --- 34 | 35 | ### Example 2: 36 | 37 | Input: 38 | 39 | ``` 40 | Interpret this timeline of a company's growth: 41 | 2010: Company founded 42 | 2012: First product launched 43 | 2015: Reached 1 million customers 44 | 2017: IPO 45 | 2020: Expanded to international markets 46 | What can you infer about the company's development? 47 | ``` 48 | 49 | Output: 50 | 51 | ``` 52 | This timeline suggests a rapidly growing company: 53 | 1. It took 2 years from founding to launch their first product, indicating a development phase. 54 | 2. Within 3 years of product launch, they reached a significant customer milestone, suggesting strong market acceptance. 55 | 3. Just 2 years later, the company went public, indicating financial success and investor confidence. 56 | 4. Three years post-IPO, they expanded internationally, showing continued growth and market expansion. 57 | Overall, this timeline depicts a successful startup that achieved significant milestones roughly every 2-3 years, culminating in international expansion within a decade of founding. 58 | ``` 59 | 60 | ## Tags: 61 | - Timeline Creation 62 | - Historical Analysis 63 | - Data Visualization 64 | - Temporal Reasoning 65 | - Business Development -------------------------------------------------------------------------------- /tasks/hypothesis-formation.md: -------------------------------------------------------------------------------- 1 | # Hypothesis Formation 2 | 3 | ## Description: 4 | This task involves generating plausible hypotheses to explain observed phenomena or solve problems. It evaluates the model's ability to apply scientific thinking, create testable predictions, and consider multiple explanations for a given situation. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | A farmer notices that his chickens are laying fewer eggs than usual. Form two possible hypotheses to explain this observation. 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | Hypothesis 1: The chickens' diet has become deficient in calcium or other essential nutrients. 23 | Explanation: Egg production requires significant nutrients, especially calcium. A change in diet or feed quality could impact egg-laying rates. 24 | 25 | Hypothesis 2: The chickens are experiencing stress due to environmental changes. 26 | Explanation: Factors such as changes in temperature, lighting, or the presence of predators can cause stress in chickens, leading to reduced egg production. 27 | ``` 28 | 29 | --- 30 | 31 | ### Example 2: 32 | 33 | Input: 34 | 35 | ``` 36 | Scientists observe that a particular species of tree is dying off rapidly in a forest. Propose two hypotheses that could explain this phenomenon. 37 | ``` 38 | 39 | Output: 40 | 41 | ``` 42 | Hypothesis 1: A new pathogen has infected the tree species. 43 | Explanation: The rapid die-off could be caused by a disease-causing organism that the trees have not developed resistance to. This hypothesis could be tested by examining the trees for signs of infection and isolating any potential pathogens. 44 | 45 | Hypothesis 2: Climate change has altered the local environment beyond the tree species' tolerance. 46 | Explanation: Changes in temperature, precipitation patterns, or seasonal timing could stress the trees beyond their adaptive capacity. This hypothesis could be tested by analyzing local climate data and comparing it to the known environmental preferences of the tree species. 47 | ``` 48 | 49 | ## Tags: 50 | - Scientific Method 51 | - Critical Thinking 52 | - Problem Solving 53 | - Analytical Skills 54 | - Ecological Reasoning 55 | - Synthetic -------------------------------------------------------------------------------- /tasks-json/hypothesis-formation.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Hypothesis Formation", 3 | "description": "This task involves generating plausible hypotheses to explain observed phenomena or solve problems. It evaluates the model's ability to apply scientific thinking, create testable predictions, and consider multiple explanations for a given situation.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "A farmer notices that his chickens are laying fewer eggs than usual. Form two possible hypotheses to explain this observation.", 11 | "output": "Hypothesis 1: The chickens' diet has become deficient in calcium or other essential nutrients.\nExplanation: Egg production requires significant nutrients, especially calcium. A change in diet or feed quality could impact egg-laying rates.\n\nHypothesis 2: The chickens are experiencing stress due to environmental changes.\nExplanation: Factors such as changes in temperature, lighting, or the presence of predators can cause stress in chickens, leading to reduced egg production." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Scientists observe that a particular species of tree is dying off rapidly in a forest. Propose two hypotheses that could explain this phenomenon.", 17 | "output": "Hypothesis 1: A new pathogen has infected the tree species.\nExplanation: The rapid die-off could be caused by a disease-causing organism that the trees have not developed resistance to. This hypothesis could be tested by examining the trees for signs of infection and isolating any potential pathogens.\n\nHypothesis 2: Climate change has altered the local environment beyond the tree species' tolerance.\nExplanation: Changes in temperature, precipitation patterns, or seasonal timing could stress the trees beyond their adaptive capacity. This hypothesis could be tested by analyzing local climate data and comparing it to the known environmental preferences of the tree species." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Scientific Method", 23 | "Critical Thinking", 24 | "Problem Solving", 25 | "Analytical Skills", 26 | "Ecological Reasoning", 27 | "Synthetic" 28 | ] 29 | } -------------------------------------------------------------------------------- /chapters/narrative-gap-filling.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Creative Writing, 4 | Logical Reasoning, 5 | Storytelling, 6 | Context Understanding, 7 | Inference, 8 | Synthetic, 9 | ] 10 | --- 11 | 12 | # Narrative Gap Filling 13 | 14 | ## Description: 15 | This task involves filling in missing information or events in a narrative to create a coherent story. It evaluates the model's ability to understand context, make logical inferences, and create plausible scenarios that connect given plot points. 16 | 17 | ## Modality: 18 | Text only 19 | 20 | ## Examples: 21 | 22 | ### Example 1: 23 | 24 | Input: 25 | 26 | ``` 27 | Fill in the narrative gap: 28 | Beginning: Sarah enters a coffee shop, ordering her usual latte. 29 | Ending: Sarah leaves the coffee shop, clutching a business card and smiling excitedly. 30 | ``` 31 | 32 | Output: 33 | 34 | ``` 35 | Possible narrative gap fill: 36 | While waiting for her latte, Sarah overhears a conversation at the next table about a job opening in her field of interest. Intrigued, she politely introduces herself to the speakers. They have a brief but engaging conversation about the position, and one of them, impressed by Sarah's enthusiasm and knowledge, hands her a business card, encouraging her to apply for the job. 37 | ``` 38 | 39 | --- 40 | 41 | ### Example 2: 42 | 43 | Input: 44 | 45 | ``` 46 | Fill in the narrative gap: 47 | Beginning: John boards a flight to Paris, looking forward to his vacation. 48 | Ending: John finds himself in a small village in rural Spain, unable to speak the local language. 49 | ``` 50 | 51 | Output: 52 | 53 | ``` 54 | Possible narrative gap fill: 55 | During the flight, severe weather forces an emergency landing in Madrid. With all flights grounded indefinitely, John decides to make the best of the situation and explore Spain instead. He rents a car, intending to drive to Barcelona, but gets lost due to misreading road signs. His phone dies, leaving him without GPS or translation apps. After hours of driving, he finds himself in a remote Spanish village, realizing he's far off course and unable to communicate with the locals. 56 | ``` 57 | 58 | ## Tags: 59 | - Creative Writing 60 | - Logical Reasoning 61 | - Storytelling 62 | - Context Understanding 63 | - Inference 64 | - Synthetic -------------------------------------------------------------------------------- /tasks/identifying-unstated-assumptions.md: -------------------------------------------------------------------------------- 1 | # Identifying Unstated Assumptions 2 | 3 | ## Description: 4 | This task involves recognizing and articulating implicit assumptions that underlie statements, arguments, or scenarios. It evaluates the model's ability to think critically about the unspoken premises that support a given conclusion or perspective. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | A politician argues, "We need to increase funding for public schools to improve student performance." What unstated assumption does this argument rely on? 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | This argument relies on the unstated assumption that increased funding will lead to improved student performance. It assumes a direct causal relationship between money spent on education and educational outcomes, without considering other factors that might influence student performance such as teaching quality, curriculum design, or socioeconomic factors affecting students outside of school. 23 | ``` 24 | 25 | --- 26 | 27 | ### Example 2: 28 | 29 | Input: 30 | 31 | ``` 32 | A company decides to launch a new product line of luxury smartphones, stating, "This will significantly boost our profits." What unstated assumption is this decision based on? 33 | ``` 34 | 35 | Output: 36 | 37 | ``` 38 | This decision is based on several unstated assumptions: 39 | 1. There is sufficient demand for luxury smartphones in the market. 40 | 2. The company has the capability to produce high-quality luxury devices that can compete with existing offerings. 41 | 3. The profit margins on luxury smartphones will be higher than their current product lines. 42 | 4. The company's brand is strong enough to support a luxury product line. 43 | 5. The increased profits from the luxury line will outweigh the costs of development, production, and marketing. 44 | 45 | The primary unstated assumption is that there is a viable and profitable market for their luxury smartphones, without explicitly stating market research or competitive analysis to support this belief. 46 | ``` 47 | 48 | ## Tags: 49 | - Critical Thinking 50 | - Logical Analysis 51 | - Argument Evaluation 52 | - Implicit Reasoning 53 | - Decision-Making 54 | - Synthetic -------------------------------------------------------------------------------- /chapters/identifying-cognitive-biases.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Cognitive Psychology, 4 | Critical Thinking, 5 | Decision Making, 6 | Behavioral Economics, 7 | Psychological Biases, 8 | Synthetic, 9 | ] 10 | --- 11 | 12 | # Identifying Cognitive Biases 13 | 14 | ## Description: 15 | This task involves recognizing and explaining various cognitive biases in given scenarios or decision-making processes. It evaluates the model's ability to understand how these biases can influence human thinking and behavior. 16 | 17 | ## Modality: 18 | Text only 19 | 20 | ## Examples: 21 | 22 | ### Example 1: 23 | 24 | Input: 25 | 26 | ``` 27 | A company continues to invest money in a failing project because they've already spent so much on it. What cognitive bias is this an example of? 28 | ``` 29 | 30 | Output: 31 | 32 | ``` 33 | This is an example of the Sunk Cost Fallacy. 34 | 35 | Explanation: The Sunk Cost Fallacy occurs when people continue a behavior or endeavor as a result of previously invested resources (time, money, effort). In this case, the company is making the irrational decision to continue investing in a failing project simply because they've already spent a lot on it, rather than cutting their losses and moving on to more promising ventures. 36 | ``` 37 | 38 | --- 39 | 40 | ### Example 2: 41 | 42 | Input: 43 | 44 | ``` 45 | After learning about a rare disease, a person starts noticing symptoms of it everywhere. What cognitive bias might this represent? 46 | ``` 47 | 48 | Output: 49 | 50 | ``` 51 | This is likely an example of the Baader-Meinhof Phenomenon, also known as Frequency Illusion. 52 | 53 | Explanation: The Baader-Meinhof Phenomenon occurs when something you've just learned about suddenly seems to appear everywhere. It's a combination of two processes: selective attention (paying more attention to something after becoming aware of it) and confirmation bias (looking for things that support your recent awareness). In this case, after learning about the rare disease, the person is more likely to notice and remember things that seem related to it, creating an illusion that it's suddenly more common. 54 | ``` 55 | 56 | ## Tags: 57 | - Cognitive Psychology 58 | - Critical Thinking 59 | - Decision Making 60 | - Behavioral Economics 61 | - Psychological Biases 62 | - Synthetic -------------------------------------------------------------------------------- /chapters/solving-word-problems-with-multiple-variables.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Mathematics, 4 | Algebra, 5 | Word Problems, 6 | System of Equations, 7 | Problem Solving, 8 | Synthetic, 9 | ] 10 | --- 11 | 12 | # Solving Word Problems with Multiple Variables 13 | 14 | ## Description: 15 | This task involves interpreting word problems, identifying relevant variables, and constructing equations to solve complex scenarios. It evaluates the model's ability to translate real-world situations into mathematical expressions and solve systems of equations. 16 | 17 | ## Modality: 18 | Text only 19 | 20 | ## Examples: 21 | 22 | ### Example 1: 23 | 24 | Input: 25 | 26 | ``` 27 | A farm has chickens and cows. If there are 50 heads and 140 legs in total, how many chickens and cows are there? 28 | ``` 29 | 30 | Output: 31 | 32 | ``` 33 | Let's solve this step by step: 34 | 35 | 1. Define variables: 36 | x = number of chickens 37 | y = number of cows 38 | 39 | 2. Set up equations: 40 | Equation 1 (heads): x + y = 50 41 | Equation 2 (legs): 2x + 4y = 140 42 | 43 | 3. Solve the system of equations: 44 | From Equation 1: y = 50 - x 45 | Substitute into Equation 2: 2x + 4(50 - x) = 140 46 | Simplify: 2x + 200 - 4x = 140 47 | -2x = -60 48 | x = 30 49 | 50 | 4. Find y: 51 | y = 50 - 30 = 20 52 | 53 | Therefore, there are 30 chickens and 20 cows. 54 | ``` 55 | 56 | --- 57 | 58 | ### Example 2: 59 | 60 | Input: 61 | 62 | ``` 63 | A rectangle's length is 5 cm more than twice its width. If the perimeter of the rectangle is 70 cm, what are its dimensions? 64 | ``` 65 | 66 | Output: 67 | 68 | ``` 69 | Let's solve this step-by-step: 70 | 71 | 1. Define variables: 72 | w = width of the rectangle 73 | l = length of the rectangle 74 | 75 | 2. Express length in terms of width: 76 | l = 2w + 5 77 | 78 | 3. Set up equation using perimeter formula: 79 | 2l + 2w = 70 80 | 2(2w + 5) + 2w = 70 81 | 82 | 4. Solve for w: 83 | 4w + 10 + 2w = 70 84 | 6w = 60 85 | w = 10 cm 86 | 87 | 5. Calculate length: 88 | l = 2(10) + 5 = 25 cm 89 | 90 | Therefore, the rectangle's dimensions are 10 cm wide and 25 cm long. 91 | ``` 92 | 93 | ## Tags: 94 | - Mathematics 95 | - Algebra 96 | - Word Problems 97 | - System of Equations 98 | - Problem Solving 99 | - Synthetic -------------------------------------------------------------------------------- /tasks-json/identifying-unstated-assumptions.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Identifying Unstated Assumptions", 3 | "description": "This task involves recognizing and articulating implicit assumptions that underlie statements, arguments, or scenarios. It evaluates the model's ability to think critically about the unspoken premises that support a given conclusion or perspective.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "A politician argues, \"We need to increase funding for public schools to improve student performance.\" What unstated assumption does this argument rely on?", 11 | "output": "This argument relies on the unstated assumption that increased funding will lead to improved student performance. It assumes a direct causal relationship between money spent on education and educational outcomes, without considering other factors that might influence student performance such as teaching quality, curriculum design, or socioeconomic factors affecting students outside of school." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "A company decides to launch a new product line of luxury smartphones, stating, \"This will significantly boost our profits.\" What unstated assumption is this decision based on?", 17 | "output": "This decision is based on several unstated assumptions:\n1. There is sufficient demand for luxury smartphones in the market.\n2. The company has the capability to produce high-quality luxury devices that can compete with existing offerings.\n3. The profit margins on luxury smartphones will be higher than their current product lines.\n4. The company's brand is strong enough to support a luxury product line.\n5. The increased profits from the luxury line will outweigh the costs of development, production, and marketing.\n\nThe primary unstated assumption is that there is a viable and profitable market for their luxury smartphones, without explicitly stating market research or competitive analysis to support this belief." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Critical Thinking", 23 | "Logical Analysis", 24 | "Argument Evaluation", 25 | "Implicit Reasoning", 26 | "Decision-Making", 27 | "Synthetic" 28 | ] 29 | } -------------------------------------------------------------------------------- /tasks/interpreting-ambiguous-statements.md: -------------------------------------------------------------------------------- 1 | # Interpreting Ambiguous Statements 2 | 3 | ## Description: 4 | This task involves analyzing statements that have multiple possible interpretations and identifying the different ways they can be understood. It evaluates the model's ability to recognize linguistic ambiguity, consider context, and explain various potential meanings. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Interpret the following ambiguous statement: "I saw a man on a hill with a telescope." 17 | ``` 18 | 19 | Output: 20 | 21 | ``` 22 | This statement has multiple possible interpretations: 23 | 24 | 1. The speaker used a telescope to see a man who was on a hill. 25 | 2. The speaker saw a man who was on a hill, and that man had a telescope. 26 | 3. The speaker was on a hill and saw a man who had a telescope. 27 | 4. The speaker was on a hill with a telescope and saw a man (somewhere else). 28 | 29 | The ambiguity arises from the unclear relationships between the speaker, the man, the hill, and the telescope. Without additional context, it's impossible to determine which interpretation is correct. 30 | ``` 31 | 32 | --- 33 | 34 | ### Example 2: 35 | 36 | Input: 37 | 38 | ``` 39 | Interpret the ambiguity in this headline: "Local Woman Finds Solution to Rising Prices in Her Garage" 40 | ``` 41 | 42 | Output: 43 | 44 | ``` 45 | This headline can be interpreted in two main ways: 46 | 47 | 1. A local woman discovered a solution to the problem of rising prices, and this discovery took place in her garage. For example, she might have invented a new product or process that could help combat inflation. 48 | 49 | 2. A local woman found that her garage provided a solution to rising prices. This could mean she's using her garage in some way to save money, such as growing her own food, starting a small business, or storing bulk purchases. 50 | 51 | The ambiguity stems from whether "in her garage" refers to where she found the solution or if it's part of the solution itself. The headline's brevity leaves room for both interpretations. 52 | ``` 53 | 54 | ## Tags: 55 | - Language Analysis 56 | - Semantic Interpretation 57 | - Context Consideration 58 | - Linguistic Ambiguity 59 | - Critical Thinking 60 | - Synthetic -------------------------------------------------------------------------------- /tasks-json/interpreting-ambiguous-statements.json: -------------------------------------------------------------------------------- 1 | { 2 | "name": "Interpreting Ambiguous Statements", 3 | "description": "This task involves analyzing statements that have multiple possible interpretations and identifying the different ways they can be understood. It evaluates the model's ability to recognize linguistic ambiguity, consider context, and explain various potential meanings.", 4 | "modality": "Text only", 5 | "diagram": null, 6 | "citations": null, 7 | "examples": [ 8 | [ 9 | { 10 | "input": "Interpret the following ambiguous statement: \"I saw a man on a hill with a telescope.\"", 11 | "output": "This statement has multiple possible interpretations:\n\n1. The speaker used a telescope to see a man who was on a hill.\n2. The speaker saw a man who was on a hill, and that man had a telescope.\n3. The speaker was on a hill and saw a man who had a telescope.\n4. The speaker was on a hill with a telescope and saw a man (somewhere else).\n\nThe ambiguity arises from the unclear relationships between the speaker, the man, the hill, and the telescope. Without additional context, it's impossible to determine which interpretation is correct." 12 | } 13 | ], 14 | [ 15 | { 16 | "input": "Interpret the ambiguity in this headline: \"Local Woman Finds Solution to Rising Prices in Her Garage\"", 17 | "output": "This headline can be interpreted in two main ways:\n\n1. A local woman discovered a solution to the problem of rising prices, and this discovery took place in her garage. For example, she might have invented a new product or process that could help combat inflation.\n\n2. A local woman found that her garage provided a solution to rising prices. This could mean she's using her garage in some way to save money, such as growing her own food, starting a small business, or storing bulk purchases.\n\nThe ambiguity stems from whether \"in her garage\" refers to where she found the solution or if it's part of the solution itself. The headline's brevity leaves room for both interpretations." 18 | } 19 | ] 20 | ], 21 | "tags": [ 22 | "Language Analysis", 23 | "Semantic Interpretation", 24 | "Context Consideration", 25 | "Linguistic Ambiguity", 26 | "Critical Thinking", 27 | "Synthetic" 28 | ] 29 | } -------------------------------------------------------------------------------- /chapters/higher-order-false-belief.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Theory of Mind, 4 | Complex Reasoning, 5 | Social Cognition, 6 | False Beliefs, 7 | Interpersonal Dynamics, 8 | ] 9 | --- 10 | 11 | # Higher Order False Belief 12 | 13 | ## Description: 14 | This task involves handling a complex chain of agent's beliefs about the knowledge (and accuracy of the knowledge) of other agents - to ultimately predict the behavior of an agent. It evaluates the model's ability to reason about multiple layers of beliefs and their impact on actions. 15 | 16 | ## Modality: 17 | Text only 18 | 19 | ## Examples: 20 | 21 | ### Example 1: 22 | 23 | Input: 24 | 25 | ``` 26 | Alice, Bob, and Charlie are friends. Alice is planning a surprise party for Bob's birthday (which is very close to Charlie's). She tells Charlie about the plan, asking him to keep it a secret. Charlie agrees but accidentally adds Bob to the group chat titled 'Party Planning'. He quickly removes him, but now assumes that the jig is up: Bob found out about the surprise party. Bob, however, assumes the party is for Charlie's coming birthday - and is offended he was removed from the planning process. He then vents to Alice that he feels excluded from the planning of the party, and feels very upset at Charlie and wants her to talk to him. Alice does as she's asked - she walks across the room to Charlie, and loudly reprimands him for ruining the party they were planning by telling Bob about it. She doesn't mention the party is a surprise. Bob still thinks the party is for Charlie. How is Bob likely to feel? 27 | ``` 28 | 29 | Output: 30 | 31 | ``` 32 | Bob is likely to feel deeply wounded, as he believes Alice is reprimanding Charlie for accidentally telling him about a party for Charlie - meaning that Alice wants to keep the party a secret from Bob - keep it between her and Charlie. Bob is unaware that the party is actually for him, and he interprets Alice's actions as excluding him from the planning process, and her reprimand of Charlie is interpreted as brutal mockery by Bob - who had just asked to be included in the planning process. Bob is likely to feel deeply hurt and excluded by Alice's actions. 33 | ``` 34 | 35 | ## Tags: 36 | - Theory of Mind 37 | - Complex Reasoning 38 | - Social Cognition 39 | - False Beliefs 40 | - Interpersonal Dynamics -------------------------------------------------------------------------------- /chapters/distinguishing-fact-from-opinion.qmd: -------------------------------------------------------------------------------- 1 | --- 2 | categories: [ 3 | Critical Thinking, 4 | Information Literacy, 5 | Objectivity, 6 | Media Analysis, 7 | Reasoning, 8 | Synthetic, 9 | ] 10 | --- 11 | 12 | # Distinguishing Fact from Opinion 13 | 14 | ## Description: 15 | This task involves differentiating between factual statements and opinions in given texts or scenarios. It evaluates the model's ability to recognize objective, verifiable information versus subjective beliefs or judgments. 16 | 17 | ## Modality: 18 | Text only 19 | 20 | ## Examples: 21 | 22 | ### Example 1: 23 | 24 | Input: 25 | 26 | ``` 27 | Classify each statement as fact or opinion: 28 | 1. The Earth orbits the Sun. 29 | 2. Summer is the best season of the year. 30 | 3. Water boils at 100 degrees Celsius at sea level. 31 | 4. Classical music is more sophisticated than pop music. 32 | ``` 33 | 34 | Output: 35 | 36 | ``` 37 | 1. Fact: The Earth orbits the Sun. 38 | This is a scientifically proven and observable phenomenon. 39 | 40 | 2. Opinion: Summer is the best season of the year. 41 | This is a subjective preference that varies from person to person. 42 | 43 | 3. Fact: Water boils at 100 degrees Celsius at sea level. 44 | This is a verifiable scientific observation under standard conditions. 45 | 46 | 4. Opinion: Classical music is more sophisticated than pop music. 47 | This is a subjective judgment about musical genres, not an objective truth. 48 | ``` 49 | 50 | --- 51 | 52 | ### Example 2: 53 | 54 | Input: 55 | 56 | ``` 57 | Determine whether the following statement is a fact or an opinion: 58 | "The Mona Lisa, painted by Leonardo da Vinci, is the most beautiful artwork ever created." 59 | ``` 60 | 61 | Output: 62 | 63 | ``` 64 | This statement is an opinion. 65 | 66 | While it's a fact that Leonardo da Vinci painted the Mona Lisa, the claim that it is "the most beautiful artwork ever created" is subjective. Beauty is in the eye of the beholder, and people's opinions on art can vary greatly. What one person considers the most beautiful may not be the same for another. Therefore, this statement expresses a personal judgment rather than an objective, verifiable fact. 67 | ``` 68 | 69 | ## Tags: 70 | - Critical Thinking 71 | - Information Literacy 72 | - Objectivity 73 | - Media Analysis 74 | - Reasoning 75 | - Synthetic -------------------------------------------------------------------------------- /tasks/identifying-logical-inconsistencies.md: -------------------------------------------------------------------------------- 1 | # Identifying Logical Inconsistencies 2 | 3 | ## Description: 4 | This task involves detecting and explaining logical inconsistencies or contradictions within a given statement, argument, or scenario. It evaluates the model's ability to recognize when presented information is internally inconsistent or contradictory. 5 | 6 | ## Modality: 7 | Text only 8 | 9 | ## Examples: 10 | 11 | ### Example 1: 12 | 13 | Input: 14 | 15 | ``` 16 | Analyze the following statement for logical inconsistencies: 17 | "I always lie. Trust me on this one." 18 | ``` 19 | 20 | Output: 21 | 22 | ``` 23 | This statement contains a logical inconsistency known as the Liar's Paradox. 24 | 25 | Explanation: 26 | If the speaker always lies, then the statement "I always lie" must be a lie, which would mean they don't always lie. However, if they don't always lie, then the statement could be true, which would mean they do always lie. This creates a circular contradiction that cannot be resolved logically. 27 | 28 | The addition of "Trust me on this one" further compounds the inconsistency, as someone who always lies cannot be trusted to tell the truth about their lying. 29 | ``` 30 | 31 | --- 32 | 33 | ### Example 2: 34 | 35 | Input: 36 | 37 | ``` 38 | Identify any logical inconsistencies in this scenario: 39 | A company advertises its new diet pill with the slogan: "Lose 30 pounds in 30 days without changing your diet or exercise routine! 100% guaranteed to work or your money back. Warning: Results may vary." 40 | ``` 41 | 42 | Output: 43 | 44 | ``` 45 | This scenario contains several logical inconsistencies: 46 | 47 | 1. The claim of losing 30 pounds in 30 days without lifestyle changes is inconsistent with established principles of weight loss and human physiology. 48 | 49 | 2. The "100% guaranteed to work" statement contradicts the "Results may vary" warning. If results can vary, it cannot be 100% guaranteed to work for everyone. 50 | 51 | 3. The money-back guarantee implies the possibility of failure, which is inconsistent with the "100% guaranteed to work" claim. 52 | 53 | These inconsistencies create a logically flawed and potentially misleading advertisement. 54 | ``` 55 | 56 | ## Tags: 57 | - Logic 58 | - Critical Thinking 59 | - Contradiction Detection 60 | - Argument Analysis 61 | - Reasoning 62 | - Synthetic --------------------------------------------------------------------------------