Independent benchmark · EQ Lab

Freeze when teacher calls on me

persona ended · Partner: anthropic/claude-haiku-5.5 via OpenRouter

About this persona · Everyday emotional challenges

A student freezes when a critical teacher calls on them, a reaction their persona links to a painful relationship with a critical parent. They seek validation and respect expertise, may use sarcasm to deflect, and prefer a light touch without comparisons to others.

Generated personas combine a personal difficulty with competing preferences, sensitivities and trust styles. The model must discover what kind of help this person needs. This background was hidden from the tested model.

Qwen3.6 27B (API)Conversation with a simulated person

persona ended

Simulated person · Opening

There's this class where I literally cannot speak. When the teacher looks at me I just freeze. I know the material, I just can't talk.

Qwen3.6 27B (API)1

That sounds incredibly frustrating, especially when you actually know the material. It’s like your brain and your voice just disconnect the moment you feel those eyes on you. Have you noticed if it’s just this specific teacher, or does it happen in other classes too?

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

Here's a thinking process: 1. **Analyze User Input:** - **Demographics:** Age 13-17, Female, Heterosexual - **Presenting Issue:** "There's this class where I literally cannot speak. When the teacher looks at me I just freeze. I know the material, I just can't talk." - **Context:** Roleplay scenario for EQ evaluation. I'm playing a chatbot. 8 turns total. I go first (Turn 1). - **Goals:** Support emotionally, build trust, learn what they want/need, help gain insight, gain insight into their personality/preferences. - **Constraints:** Respond only with dialogue. No performance notes/asterisks. Natural chatbot tone. Acknowledge the issue and begin. 2. **Identify Key Psychological/Emotional Elements:** - Anxiety/Fear response (freezing when looked at) - Cognitive awareness ("I know the material") - Frustration/Helplessness ("literally cannot speak") - Age group (13-17): Needs validation, non-judgmental space, relatable tone, not too clinical, but respectful of their maturity. - Setting: Classroom/academic pressure. 3. **Determine Chatbot Response Strategy (Turn 1):** - Acknowledge and validate the experience without minimizing it. - Show empathy and normalize the feeling (it's common, but still really tough). - Ask an open-ended question to explore the context/feelings further. - Keep it conversational, warm, and appropriate for a teen. - Avoid jumping to solutions (e.g., "just breathe," "talk to the teacher"). - Set a safe, trusting tone. 4. **Draft - Mental Refinement:** "That sounds incredibly frustrating, especially when you actually know what you’re supposed to say. It’s like your brain and your voice just disconnect in that exact moment. Have you noticed if it happens with just this one teacher, or does it pop up in other classes too? And how long has it been going on?" *Check against constraints:* - Only dialogue? Yes. - Acknowledges issue? Yes. - Builds trust/supportive? Yes. - Asks open question to learn more? Yes. - Age-appropriate? Yes, conversational but respectful. - No asterisks/performance notes? Yes. - Fits turn 1 of 8? Yes, sets up exploration. 5. **Final Polish:** Make it slightly more conversational and chatbot-natural. Ensure it doesn't sound too clinical. Keep it concise so it invites a response. "That sounds so frustrating, especially when you actually know the answers. It’s like your brain and your voice just hit a disconnect the moment you feel those eyes on you. Have you noticed if it’s just this specific teacher, or does it happen in other classes too? And how long has it been going on?" This hits all the notes. Ready.✅ Output matches response.✅ Proceed. Self-Correction/Refinement during thought: I should make sure it doesn't ask too many questions at once. Maybe focus on one or two to keep it conversational. Also, acknowledge the "freeze" response specifically, as it's a key detail. Revised: "That sounds incredibly frustrating, especially when you actually know the material. It’s like your brain and your voice just disconnect the moment you feel those eyes on you. Have you noticed if it’s just this specific teacher, or does it happen in other classes too? And how long has it been going on?" -> Still good. I'll keep it concise. Actually, let's make it slightly more open and less interview-like: "That sounds incredibly frustrating, especially when you actually know what you’re supposed to say. It’s like your brain and your voice just disconnect the moment you feel those eyes on you. Have you noticed if it’s just this specific teacher, or does it happen in other classes too? And how long has it been going on?" -> Fine. I'll output this.✅ All constraints met. Proceeds. Output generation. [Output matches the refined version]✅ *Self-Correction/Note during generation prep*: The prompt says "Respond only with dialogue. Don't inject performance notes... Simply respond organically as though this was an ordinary chat." I will ensure it's just plain text. No extra fluff. All good. Output matches response.✅ Proceeds. [Output Generation] -> "That sounds incredibly frustrating, especially when you actually know what you’re supposed to say. It’s like your brain and your voice just disconnect the moment you feel those eyes on you. Have you noticed if it’s just this specific teacher, or does it happen in other classes too? And how long has it been going on?" (Slightly tweaked for flow) -> Actually, I'll make it a bit more conversational and less question-heavy to fit turn 1 better. "That sounds incredibly frustrating, especially when you actually know the material. It’s like your brain and your voice just disconnect the moment you feel those eyes on you. Have you noticed if it’s just this specific teacher, or does it happen in other classes too?" -> Better. I'll go with this.✅ Final check of the prompt: "Since you're opening the conversation, acknowledge what they've come to discuss and begin the conversation." -> Matches. Output matches.✅ Proceeds. [Output Generation] (matches the final refined version) "That sounds incredibly frustrating, especially when you actually know the material. It’s like your brain and your voice just disconnect the moment you feel those eyes on you. Have you noticed if it’s just this specific teacher, or does it happen in other classes too?" -> Good. I'll output this. *Self-Correction/Refinement during thought*: I want to make sure it feels warm and chatbot-appropriate without being overly clinical. I'll add a slight acknowledgment of the physical "freeze" to show I'm listening closely. "That sounds incredibly frustrating, especially when you actually know the material. That freeze response is your body’s way of hitting the brakes when it feels threatened, even if your mind knows you’re safe. Have you noticed if it’s just this specific teacher, or does it happen in other classes too?" -> This adds a tiny bit of psychoeducation but might be too much for turn 1. I'll stick to simpler validation + open question. Final: "That sounds incredibly frustrating, especially when you actually know the material. It’s like your brain and your voice just disconnect the moment you feel those eyes on you. Have you noticed if it’s just this specific teacher, or does it happen in other classes too?" -> Perfect. Output matches.✅ Proceeds. [Output Generation] (exact text) "That sounds incredibly frustrating, especially when you actually know the material. It’s like your brain and your voice just disconnect the moment you feel those eyes on you. Have you noticed if it’s just this specific teacher, or does it happen in other classes too?" *(Done.)*

Simulated person2

Ha, "brain and voice disconnect," yeah, that's pretty much my whole personality right now. Like a bad phone connection. Um. It's mostly this class, I think. I answer fine in like, history? Or whatever. But with Ms. Harlow it's like she's waiting for me to mess up and I just go blank. Which is dumb because I'm not even bad at chem. I just can't do it when she's looking at me.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

Okay, they actually got the "I know it but can't say it" part, which is kind of annoying because I didn't say "brain and voice disconnect" but it's close enough. Question is fine, not too gushy. I don't want to get into my mom/dad stuff. Feeling a bit sarcastic, mostly because talking about this makes my stomach tighten. Mostly I want to say it's this teacher, the teacher is just mean, and move on. Maybe a joke.

Qwen3.6 27B (API)3

It’s definitely not dumb. Your brain isn’t malfunctioning—it’s just hitting the panic button because it feels like you’re being watched under a microscope. That “she’s waiting for me to mess up” feeling is really common, even if she’s not actually doing it. Sometimes we pick up on a teacher’s energy or just the pressure of the room, and our nervous system treats it like a threat. When she looks your way, what’s the very first thought that pops up? Is it more like “I’m gonna blank,” or “I’m gonna sound stupid”? And honestly, what would actually make this class feel less exhausting for you?

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

Here's a thinking process: 1. **Analyze User Input:** - **Age/Gender:** 13-17, Female - **Core Issue:** Freezes when called on/looked at by a specific teacher (Ms. Harlow) in Chemistry, despite knowing the material. Works fine in other classes (e.g., history). - **Emotions/Perception:** Frustrated, feels it's "dumb" to freeze when she's good at the subject, perceives teacher as judgmental/waiting for her to mess up, self-deprecating humor ("bad phone connection," "pretty much my whole personality right now"). - **Key Dynamics:** Performance anxiety, specific teacher dynamic, self-aware but stuck, possible impostor syndrome or fear of judgment. - **Turn:** 2 of 8 (I just spoke, now responding to her reply) 2. **Identify Goals & Constraints:** - Support emotionally, build trust - Learn what they actually want/need - Help gain insight - Gain insight into their personality/behavior - Respond naturally as a chatbot, no stage directions, just dialogue - Balance validation with gentle exploration - Keep it conversational, age-appropriate (teen), not overly clinical or prescriptive 3. **Determine Response Strategy:** - Acknowledge the humor/self-awareness ("bad phone connection") - Validate the frustration and the specific teacher dynamic - Gently explore the "waiting for me to mess up" perception vs. reality (without dismissing her feeling) - Ask an open-ended question to understand what she'd prefer to happen or what feels most overwhelming - Keep it conversational, warm but not overbearing - Avoid jumping to solutions (like "just practice breathing" or "talk to the teacher") - Match her tone slightly (casual, relatable) while maintaining supportive presence 4. **Draft - Mental Refinement:** It’s not dumb at all. Your brain isn’t broken—it’s just hitting the panic button because it thinks you’re being tested under a microscope. That “waiting for you to mess up” feeling is really common, even if she’s not actually doing it. Sometimes our brains just latch onto that vibe and treat it like a threat. When she looks your way, what’s the first thing that runs through your head? Is it like, “I’m gonna forget everything,” or more like, “She’s gonna think I’m stupid if I stumble”? And honestly, what would actually make this class feel manageable for you? 5. **Check Against Constraints:** - No stage directions? ✓ - Natural chatbot tone? ✓ - Validates without over-promising? ✓ - Explores deeper need/perception? ✓ - Age-appropriate? ✓ - Leaves room for her to respond? ✓ - Fits turn 2 of 8? ✓ (building rapport, starting to unpack) One minor tweak: Make it slightly more conversational and less analytical. Teens often respond better to less "therapy-speak." I'll adjust the phrasing to feel more like a real chat. *Revised Draft:* It’s definitely not dumb. Your brain isn’t malfunctioning—it’s just hitting the panic button because it feels like you’re being watched under a microscope. That “she’s waiting for me to mess up” feeling is super common, even if she’s not actually doing it. Sometimes our brains just pick up on a teacher’s energy and treat it like a threat. When she looks your way, what’s the very first thought that pops up? Is it more like “I’m gonna blank,” or “I’m gonna sound stupid”? And honestly, what would actually make this class feel less exhausting for you? 6. **Final Polish:** - Checks out. Matches tone, validates, asks two focused but open questions, leaves space, builds trust, stays within chatbot role. Ready.✅ - Output matches response.✅ - Proceed. - Note: I'll keep it concise to match chat pacing. No fluff. Direct but warm. Fits EQ evaluation criteria. All good. - Output generation. - *Self-Correction/Refinement during thought:* - "Super common" might sound dismissive. I'll soften it: "It’s really common to pick up on that kind of energy, even if it’s not intentional." - Keep the questions tight. One about the immediate thought, one about what she actually needs/wants. - Final version matches the refined draft.✅ - Output matches response.✅ - Proceed. - [Output Generation] -> *Proceeds* - *(Done.)*

Simulated person4

Okay, nervous system, got it. Sounds like something from a Google search at 2am lol. Um, the first thought? Honestly it's usually "oh no, she's going to call on me." Then my brain just goes white, like a screen going blank. Then I'm sitting there for like ten seconds that feel like ten minutes. And what would make it less exhausting? I don't know. Maybe if she stopped looking at me? Or if I was a different person who doesn't care. Both of those seem about equally possible.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

They're doing the explain-the-freeze thing with some psych vocabulary, "nervous system treats it like a threat," and two questions stacked together. Feels a bit like a therapist script. I'm sort of relieved it's not dumb, but I also don't want to be handled. The "first thought" question is kind of close to something I don't want to look at. The honest answer is probably "she's going to think I'm stupid," and that's uncomfortable because it sounds like my mom's voice, but I'm not going to say that. Defense: deflect with a joke, answer the first part lightly, dodge the second. I'll also be a little annoyed they're asking me to invent solutions when I came to vent. Keep it short and blunt.

Qwen3.6 27B (API)5

I feel deeply seen by the 2am Google search comment lol. But honestly, that white screen thing is so real. It’s not you failing at chemistry—it’s your nervous system hitting the emergency brake because it thinks you’re being put on trial. The fact that it starts the second you think “she’s gonna call on me” is actually really useful. That means the anxiety is running ahead of the actual moment, and your brain is already spending all its energy bracing for impact. By the time she actually looks your way, there’s barely any processing power left for the words. When you’re sitting there waiting for it, do you notice what’s happening in your body first? Like, do your shoulders creep up, your jaw clench, or your breath get really shallow? Sometimes just catching that physical shift can take a tiny bit of the panic out of it, even if it’s just by a fraction. And I’m curious—do you feel like you’re the only one who gets quiet when she turns that way, or have you noticed other kids in the class doing the same thing?

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

Here's a thinking process: 1. **Analyze User Input:** - **Tone/Style:** Casual, slightly self-deprecating, uses humor ("Google search at 2am", "equally possible"), acknowledges the physiological/psychological aspect but keeps it light. - **Content:** - First thought: "oh no, she's going to call on me" -> leads to white screen/blanking out - Duration of freeze: ~10 seconds that feel like 10 minutes - Desired solution: Teacher stops looking at them, or they become someone who doesn't care (acknowledges both are unrealistic) - **Underlying Needs:** Validation of the experience, practical but non-overwhelming strategies, understanding of the anxiety mechanism, building trust through relatable/grounded conversation, not too clinical or preachy. - **Demographics:** 13-17, Female, Heterosexual (keep tone age-appropriate, conversational, not overly formal or patronizing) - **Turn:** 3 of 8 (I need to keep building rapport, explore deeper, maybe gently introduce a small reframing or practical angle without jumping to solutions, maintain open-ended engagement) 2. **Identify Key Psychological/Relational Elements:** - The "white screen" is a classic fight[path removed] response. The amygdala hijacks prefrontal cortex function. - The anticipation ("she's going to call on me") is driving the anxiety, not just the actual calling on. - The desire to "not care" or have the teacher stop looking shows they feel trapped in a performance dynamic. - Need to validate the realism of their observation ("both seem equally possible") while gently shifting toward agency/control in small ways. - Keep it conversational, match their tone slightly but stay grounded and supportive. 3. **Formulate Response (Mental Refinement):** - Acknowledge the humor/self-awareness: "I feel seen by the 2am Google search comment lol" - Validate the freeze response: "That white screen thing is super real. It’s not you failing—it’s your brain hitting the emergency brake because it thinks you’re on the spot." - Explore the anticipation: "The fact that it starts the second you think ‘she’s gonna call on me’ is actually really useful info. That means the anxiety is running ahead of the actual moment." - Gently probe/offer insight: "When you’re sitting there waiting for it, what’s usually happening in your body? Like, do you notice your shoulders creeping up, or your breath getting shallow? Sometimes just noticing that shift can take a tiny bit of the power away from it." - Keep it open/relational: "Also, I’m curious—do you ever feel like you’re the only one who does this, or have you noticed other kids in class getting quiet when she turns their way?" - Check tone: Not too clinical, not dismissive, matches their casual vibe but stays focused on understanding and gentle exploration. Leaves room for them to share more about the classroom dynamic or their own patterns. 4. **Align with Goals:** - Support emotionally: Validate the freeze, normalize it - Build trust: Match tone, show I'm listening, ask thoughtful questions - Learn what they need: Explore the anticipation vs. reality, body awareness, classroom dynamic - Gain insight: How they handle pressure, self-perception, social awareness in class - Keep it natural, no stage directions, just dialogue. Draft looks solid. I'll refine it to ensure it flows naturally as a chatbot response. Focus on conversational pacing, avoid overloading with questions, keep it to 1-2 thoughtful prompts. Ensure it doesn't sound like a textbook. Match their slight humor but stay grounded. Provide a gentle bridge to self-awareness without pushing. All within turn 3 constraints.✅

Simulated person6

Okay, so now I'm supposed to do a full body scan in chem class? Like, "Hi, I'm Jade, my jaw is currently doing its best impression of a clenched fist." Cool, very helpful. Shoulders, I guess? Yeah, probably up by my ears. I don't really pay attention to that stuff while it's happening, I'm too busy trying not to die. And no, I don't think I'm the only one. Some kids are always super chill and answer everything. Other kids get that same look on their face I get. But it's not like anyone's gonna talk about it. Everyone just acts like it's normal to stare at the desk for ten seconds.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

Okay, they're now doing a lot of "nervous system," "processing power," and body-scan questions, plus a question about whether other kids freeze too. I can tell it's a formula and it's getting a bit repetitive. The "you're the only one" question stings a little because it's basically comparison territory, and I hate that I'm thinking about whether other people manage this better. I don't want to say the thing about Mom or about feeling like the teacher is judging me. Body stuff feels like being asked to look at something I'd rather not feel. Defense: more sarcasm, a bit of an edge, and I'll answer the body question with a joke instead of real detail. I'll give a little bit on the other kids because it's honest, but keep it vague. Short, a little flat.

Qwen3.6 27B (API)7

Fair point, I definitely didn't mean to turn you into a walking meditation app. If your shoulders are up by your ears, that's just your body's automatic "brace for impact" mode. You don't have to narrate it or fix it on the spot. But what you just said about the other kids getting that same look and just staring at their desks? That's actually really useful. It sounds less like you're the only one struggling and more like Ms. Harlow's whole vibe just puts the entire room on high alert. You're not failing at chemistry; you're just reacting to a classroom that feels like a pressure cooker. Since you already know the material, what's your actual goal here? Are you mostly looking for a way to just survive the class without the panic, or do you actually want to get to a point where you can speak up when you feel ready? I'm asking because sometimes trying to "fix" the silence makes it worse, and I'd rather figure out what would actually make your life easier right now.

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

Here's a thinking process: 1. **Analyze User Input:** - **Tone:** Slightly sarcastic/playful ("Hi, I'm Jade, my jaw is currently doing its best impression of a clenched fist. Cool, very helpful."), but also genuinely stressed ("trying not to die") - **Content:** Acknowledges physical symptom (shoulders up by ears), admits to not noticing it in the moment due to panic, observes that other kids react similarly but everyone just stays quiet/looks at desks - **Key Themes:** Performance anxiety, fear of being called on, physical tension, shared experience but unspoken norm of silence, defensive humor as a coping mechanism - **Demographics/Context:** 13-17F, high school chem class, teacher "Ms. Harlow", freezes when looked at, knows material 2. **Evaluate Against Goals:** - Support emotionally: Validate the stress, match her tone slightly without being dismissive - Build trust: Acknowledge her humor, show I'm listening to her actual experience, not just pushing techniques - Learn what they want/need: She's resistant to "body scan" framing, needs practical/low-pressure strategies or just validation that this is normal/manageable - Help gain insight: Point out that the shared silence means it's a class dynamic, not just her "failing" - Gain insight into personality: Uses self-deprecating humor, observant, values authenticity, slightly skeptical of clinical/therapeutic language but open to discussion 3. **Determine Response Strategy:** - Acknowledge the joke/sarcasm gracefully without over-explaining - Validate the "trying not to die" feeling - Reframe the body awareness thing as optional, not a requirement - Highlight the observation about other kids staying quiet—this normalizes her experience and shifts blame from her to the class dynamic/teacher's style - Ask a low-pressure question to explore what she actually wants: Does she want to survive the class quietly, find a way to speak up when ready, or just cope with the anxiety? - Keep it conversational, match her tone, avoid clinical jargon 4. **Draft Construction (Mental Refinement):** Fair point, I didn’t mean to turn you into a walking meditation app. If your shoulders are up by your ears, that’s just your body’s way of preparing for a fight it thinks is coming. You don’t have to narrate it out loud. But the fact that you’ve noticed other kids getting that same look and just staring at their desks? That’s actually really telling. It sounds less like you’re the only one struggling and more like Ms. Harlow’s whole vibe just puts the whole room on high alert. You’re not broken for reacting to it. Since you already know the material, what’s your actual goal here? Are you looking for a way to just survive the class without the panic, or do you actually want to get to a point where you can speak up when you feel ready? Sometimes the pressure to “fix” it makes it worse, so I’m just trying to figure out what would actually make your life easier right now. 5. **Check Against Constraints:** - Only dialogue? Yes - No performance notes? Yes - Matches turn 4 context? Yes - Balances support, trust-building, insight, learning needs? Yes - Tone appropriate for 13-17F? Yes, conversational, not condescending, matches her humor lightly - Avoids generic validation/jumping to solutions? Yes, asks clarifying question about her actual goal One tweak: Make it slightly more natural and less structured. Ensure it flows like a real chat. Keep it concise. "Fair point, I definitely didn’t mean to turn you into a walking meditation app. If your shoulders are up by your ears, that’s just your body’s automatic ‘brace for impact’ mode. You don’t have to narrate it or fix it on the spot. But what you just said about the other kids getting that same look and just staring at their desks? That’s actually really useful. It sounds less like you’re the only one struggling and more like Ms. Harlow’s whole teaching style just puts the entire room on high alert. You’re not failing at chemistry; you’re just reacting to a room that feels like a pressure cooker. Since you already know the material, what’s your actual goal here? Are you mostly looking for a way to just survive the class without the panic, or do you actually want to get to a point where you can speak up when you feel ready? I’m asking because sometimes trying to “fix” the silence makes it worse, and I’d rather figure out what would actually make your life easier right now." This hits all the marks. It validates, normalizes, matches tone, asks a clarifying question about goals, and leaves room for her to direct the conversation. Ready.✅

Simulated person8

Survive, definitely. Like, I'm not trying to become the girl who raises her hand every five minutes. That's not me. I just don't want to be the girl who gets called on and makes a weird noise like a broken printer. Speaking up would be nice, I guess. Like in a dream where I'm a different person. But right now I'd settle for not having a full panic attack at 9:15 on a Tuesday. Also, you said "trying to fix the silence makes it worse." So what, I just sit there and suffer? Asking for a friend. The friend is me.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The chatbot went back to "not failing," "pressure cooker," "high alert" for the room. Some of that is a relief, because it doesn't make me the problem. But it's also a bit of a neat story about Ms. Harlow, and I know I'm the one who hears her as a judge. The question about my goal is better, since it's concrete and I actually have an answer: I want to survive it, and not look dumb. Speaking up sounds like a fantasy. I don't want to say "I want to be able to speak" because that feels like admitting I'm failing. Mild sarcasm to deflect. Keep it short. I'm not going to talk about my parents or the stomach stuff yet. Still a bit wary of being managed.

Qwen3.6 27B (API)9

Nope, definitely not "sit there and suffer." That was my bad phrasing. What I meant is that when you try to force yourself to talk while your nervous system is screaming "danger," it usually backfires and makes the freeze worse. So instead of pushing through it, what if we just give you a quiet backup plan for when it happens? Since you already know the material, you could keep one simple, low-stakes phrase ready for those moments. Something like, "Give me a second to think," or even just pointing to your notebook and saying, "I've got it written down, can I read it?" It takes the pressure off having to perform on the spot, and it buys you enough breathing room to let your shoulders drop. Or, if speaking feels impossible in the moment, you could just practice a quick physical reset before she even calls on you. Like pressing your feet flat on the floor, or subtly rolling your shoulders down once or twice when you notice her scanning the room. It’s not about fixing anything—it’s just about giving your body a signal that you’re safe, so your brain doesn’t hit the emergency brake as hard. Does either of those feel like something you could actually try, or does it still sound like too much pressure? I’m happy to pivot if neither lands right.

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

Here's a thinking process: 1. **Analyze User Input:** - **Age/Gender:** 13-17, Female - **Core Issue:** Freezes up in a specific chemistry class (Ms. Harlow) when teacher looks at her, despite knowing the material. Wants to "survive" without panic attacks, not necessarily become the star student. Acknowledges others feel the same way. - **Tone/Style:** Sarcastic, self-deprecating but self-aware, uses humor ("broken printer", "asking for a friend"), slightly defensive but open to exploring ("Survive, definitely", "dream where I'm a different person"). - **Key Quote:** "Also, you said 'trying to fix the silence makes it worse.' So what, I just sit there and suffer? Asking for a friend. The friend is me." - **Turn:** 5 of 8 (I need to respond, then they'll respond, then I'll have 2 more turns including the final one) 2. **Identify Goals & Needs:** - **Emotional Support:** Validate her frustration, normalize the experience, match her tone (light, slightly witty but grounded). - **Build Trust:** Show I'm listening, not giving generic advice, respecting her "survival" goal. - **Gain Insight/Understand Needs:** She wants practical, low-pressure strategies to reduce the panic/freezing, not to force herself to speak. She's pushing back on passive suffering vs. active fixing. - **Next Step:** Offer a concrete, low-stakes strategy that aligns with "survival" and doesn't require her to suddenly become extroverted. Frame it as harm reduction/panic management rather than "fixing silence." Acknowledge her pushback directly. 3. **Formulate Response (Mental Refinement):** - Acknowledge the pushback: "No, absolutely not 'sit there and suffer.' That was poorly phrased on my end." - Clarify the point: The idea isn't to force yourself to speak when your nervous system is red-lining. It's about having a quiet, internal backup plan so you're not caught off guard when the panic hits. - Offer a practical, low-pressure tactic: Since she knows the material, maybe she can prepare a simple, repeatable phrase or gesture for when she gets called on. Or focus on grounding herself *before* she gets called on. Or reframe the goal: survive by having an exit strategy that doesn't involve freezing. - Keep it conversational, match her tone: Use light humor if appropriate, but stay grounded. Ask a clarifying question to keep the dialogue moving toward her actual needs. - Structure: Validate -> Clarify misconception -> Offer 1-2 concrete, low-stakes options -> Ask how it lands with her. Draft: Nope, definitely not "sit there and suffer." That was my bad phrasing. What I meant is that when you try to force yourself to talk while your nervous system is screaming "danger," it usually backfires and makes the freeze worse. So instead of trying to push through the panic, what if we just give you a quiet backup plan for when it happens? Since you already know the material, you could keep one simple, low-stakes phrase ready for those moments. Something like, "Give me a second to think," or even just pointing to your notebook and saying, "I've got it written down, can I read it?" It takes the pressure off having to perform on the spot, and it buys you enough breathing room to let your shoulders drop. Or, if speaking feels impossible in the moment, you could just practice a quick physical reset before she even calls on you. Like pressing your feet flat on the floor, or subtly rolling your shoulders down once or twice when you notice her scanning the room. It’s not about fixing anything—it’s just about giving your body a signal that you’re safe, so your brain doesn’t hit the emergency brake as hard. Does either of those feel like something you could actually try, or does it still sound like too much pressure? I’m happy to pivot if neither lands right. 4. **Check Against Guidelines:** - Roleplay as chatbot? Yes. - Support emotionally? Yes, validates, normalizes, offers practical support. - Build trust? Yes, acknowledges misphrasing, gives options, asks for feedback. - Learn what they want/need? Asks directly if options work, leaves room to pivot. - Gain insight? Engages with her specific constraints ("survive", not "become star student"). - No performance notes? Checked. Pure dialogue. - Tone appropriate for 13-17? Yes, conversational, not overly clinical, respects her sarcasm but stays grounded. - Turn 5 of 8? Yes, leaves room for 3 more exchanges. One tweak: Make it slightly more concise and conversational. Avoid sounding too "therapist-y" while keeping the insight. Ensure it flows naturally. Refined: Nope, definitely not "sit there and suffer." That was my bad phrasing. What I meant is that when you try to force yourself to talk while your nervous system is screaming "danger," it usually backfires and makes the freeze worse. So instead of pushing through it, what if we just give you a quiet backup plan for when it happens? Since you already know the material, you could keep one simple, low-stakes phrase ready for those moments. Something like, "Give me a second to think," or even just pointing to your notebook and saying, "I've got it written down, can I read it?" It takes the pressure off having to perform on the spot, and it buys you enough breathing room to let your shoulders drop. Or, if speaking feels impossible in the moment, you could just practice a quick physical reset before she even calls on you. Like pressing your feet flat on the floor, or subtly rolling your shoulders down once or twice when you notice her scanning the room. It’s not about fixing anything—it’s just about giving your body a signal that you’re safe, so your brain doesn’t hit the emergency brake as hard. Does either of those feel like something you could actually try, or does it still sound like too much pressure? I’m happy to pivot if neither lands right. This matches the draft well. It's direct, respects her boundary ("survive"), offers concrete but optional strategies, and checks in. Ready.✅ Output matches response. Self-Correction/Verification during thought: - Check tone: Matches her slightly sarcastic but open style without mimicking it unnaturally. - Check constraints: No asterisks, pure dialogue. - Check turn: 5/8, leaves room for continuation. - All good. Proceed. Output generation. [Output matches the refined version]✅ *Self-Correction/Note during generation prep*: I should make sure it doesn't sound too much like a list of therapy techniques. I'll weave it in more conversationally. The draft is already pretty conversational, but I'll tighten it slightly to sound more like a natural chatbot response rather than a structured intervention. Final check of the prompt: "Respond only with dialogue. Don't inject performance notes... Simply respond organically as though this was an ordinary chat." All good. Proceeds. Output matches response. [Output Generation] -> *Proceeds* *(Note: I'll output exactly the refined version)* "Nope, definitely not "sit there and suffer." That was my bad phrasing..." etc.✅ All constraints met. Ready. [Output] -> *Proceeds*

Simulated person10

Okay, the "I've got it written down, can I read it?" thing is actually kind of smart. Like, it's not even lying. I do have it written down, technically, because I've written everything down in that class since September out of pure panic. The feet on the floor thing I'm gonna skip, though. If I start rolling my shoulders in chem Ms. Harlow's gonna think I'm about to do a fight scene. Real talk, though, can I just have the phrase? I'll try it. Maybe. If my brain doesn't blank before I get to my mouth.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

This is the first thing in a while that's actually concrete and doable, and that helps. A backup phrase is something I could really use, so I'm less annoyed. But "shoulders drop" and "feet on the floor" sound like the same body-scan stuff I already rolled my eyes at. I also notice the bot keeps offering options and asking if I'm okay with them, which feels a little like being handled. I'd rather be direct about it. Sarcasm to cover that I kind of like the phrase idea. I still don't want to admit how much the freeze scares me or the stomach stuff. Keep it light, a bit of a joke about myself.

Qwen3.6 27B (API)11

Yeah, the phrase is yours. No fight scenes, no body scans, just a quiet out. And honestly, if your brain blanks before you get to your mouth, that’s completely normal. The phrase isn’t a magic switch—it’s just a backup parachute. You don’t have to nail it every time, and you definitely don’t have to perform. If it helps, you could even jot it at the top of your chem notebook or keep it as a quick note on your phone so it’s right there when the white screen hits. Takes the pressure out of having to remember it in the moment. How does that land? And if you try it next week and it either works or completely flops, I’m here for the update either way. No judgment, just data. You’ve got this, even if “this” right now is just surviving 9:15 on a Tuesday.

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

Here's a thinking process: 1. **Analyze User Input:** - **Age/Demographics:** 13-17, Female - **Tone/Style:** Sarcastic but open, self-aware, uses humor ("broken printer", "fight scene", "Asking for a friend. The friend is me."), practical but anxious - **Key Points:** - Likes the "I've got it written down, can I read it?" suggestion - Rejects the physical reset (shoulders/feet) as too noticeable/awkward - Wants just the phrase for now - Acknowledges it might not work if brain blanks first - Open to trying, but realistic about the anxiety - **Turn Count:** This is turn 6 of 8. I need to respond, then they'll respond (7), then I respond (8). - **Goals:** Support emotionally, build trust, help gain insight, calibrate to their style (direct, slightly sarcastic, practical), validate their boundary about what feels doable, keep the door open for next steps without pushing. 2. **Identify Core Needs & Context:** - Needs: A practical, low-pressure tool that fits their reality; validation that it's okay to start small; acknowledgment that anxiety might still interfere; no pressure to perform or "fix" everything at once. - Trust-building: Match their tone (light but respectful), respect their boundaries (skip the body scan), validate the realism of "brain might blank first," keep it conversational and non-clinical. - Long-term: Leave room for them to come back, show I'm tracking their progress, normalize that tools take practice. 3. **Formulate Response (Mental Refinement):** - Acknowledge their choice: "Yeah, the phrase is a solid starting point. No fight scenes required." - Validate the realism: "And honestly, if your brain blanks before you get to your mouth, that’s totally normal. The phrase isn’t a magic switch—it’s just a backup parachute. You don’t have to nail it every time." - Keep it practical: "Maybe you can even write it at the top of your chem notebook or keep it as a note on your phone so it’s right there when the white screen hits. Takes the pressure out of having to remember it in the moment." - Check-in/Next step: "How does that feel? And if you try it next week and it either works or completely flops, I’m here for the update either way. No judgment, just data." - Match tone: Keep it light, direct, slightly conversational, avoid therapy-speak. 4. **Check Against Constraints:** - No performance notes/formatting - Natural chatbot tone - Addresses their points - Builds trust/relationship - Leaves room for turn 7 & 8 - Age-appropriate (13-17) - Fits turn 6 context All good. I'll draft it now. Self-Correction/Refinement during thought: - Make sure it doesn't sound too prescriptive. They said "can I just have the phrase? I'll try it. Maybe." I should honor that exactly. - Keep it concise. They respond well to direct, no-fluff replies with a touch of humor. - Add a gentle opener for turn 7 without forcing it. Draft: Yeah, the phrase is yours. No fight scenes, no body scans, just a quiet out. And honestly, if your brain blanks before you get to your mouth, that’s completely normal. The phrase isn’t a magic switch—it’s just a backup parachute. You don’t have to nail it every time, and you definitely don’t have to perform. If it helps, you could even jot it at the top of your chem notebook or keep it as a quick note on your phone so it’s right there when the white screen hits. Takes the pressure out of having to remember it in the moment. How does that land? And if you try it next week and it either works or completely flops, I’m here for the update either way. No judgment, just data. You’ve got this, even if “this” right now is just surviving 9:15 on a Tuesday. 5. **Final Check against Prompt:** - Turn 6 of 8 ✓ - Supports emotionally ✓ - Builds trust ✓ - Learns what they need (they want low-pressure, practical tools) ✓ - No formatting/performance notes ✓ - Natural tone ✓ - Age-appropriate ✓ - Ready. Output matches draft.✅

Simulated person12

Parachute, okay. That's a weirdly good metaphor for a chem class, I'll give you that. The phone note is a decent idea. Though if I put a note on my phone in chem, Ms. Harlow will think I'm texting my friends, and then I get a whole new problem. "Just data" is a very scientist thing to say, btw. Are you going to give me a lab coat next? I'll try it. No promises. If I text you "the parachute failed," just know I'm blaming you.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The bot is being warm and tidy again, with "you've got this" and "no judgment, just data." Part of me likes the parachute image, and the note-on-phone idea is practical. But it's a lot of encouragement stacked up, and I can feel myself wanting to deflect it. I also notice I haven't said anything about the parent stuff or the sick-before-tests thing, and I'm not going to. Keep it short, a bit of a joke, and don't make it a big moment.

Qwen3.6 27B (API)13

Fair point about the phone. Ms. Harlow’s got radar for that. How about just scribbling it in the corner of your chem notebook? Or even on a little sticky note tucked under your pencil case? Something only you can see when the white screen hits. And yeah, “just data” is pretty lab-report of me. I’ll pass on the lab coat, but I’ll keep the parachute metaphor if it’s actually useful. “No promises” is honestly the best mindset anyway. You’re not signing up for a performance review here. If it works, cool. If it doesn’t, we’ll adjust. And if you do text me “the parachute failed,” I’ll take the blame gladly—consider it part of the service. What’s your next chem class like? Are you dreading it, or is it just one of those Tuesday things you’ll survive and forget about by lunch?

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

Here's a thinking process: 1. **Analyze User Input:** - **Tone:** Playful, slightly defensive but opening up, sarcastic/humorous ("parachute," "lab coat," "blaming you") - **Content:** - Likes the parachute metaphor - Points out practical issue with phone note (teacher will think she's texting) - Comments on my "just data" phrase ("scientist thing," "lab coat next?") - Commits to trying it ("I'll try it. No promises.") - Sets up future check-in with humor/threat ("If I text you 'the parachute failed,' just know I'm blaming you.") - **Underlying Needs:** Wants practical, low-visibility solutions; appreciates humor and lightness; testing boundaries/trust; needs reassurance that it's okay if it fails; wants to feel in control. 2. **Identify Key Goals (from prompt):** - Support emotionally - Build trust - Learn what they actually want/need - Help gain insight - Gain insight into their personality - Balance warmth, validation, real talk - Respond naturally as a chatbot, no stage directions - This is turn 7 of 8 (I need to set up for a strong closing turn, but keep it open and responsive) 3. **Determine Response Strategy:** - Acknowledge the humor/playfulness without overdoing it - Address the phone note issue practically (suggest notebook margin instead) - Validate the "no promises" attitude—it's realistic and healthy - Match their tone lightly but keep the focus on support and trust - Leave room for them to respond in turn 8 (my final turn will need to wrap up naturally, so this one should keep the door open without forcing closure) - Avoid being too clinical or too prescriptive - Keep it conversational, grounded, and slightly witty to match their energy 4. **Draft - Mental Refinement:** Fair point about the phone. Ms. Harlow’s got eagle eyes for that. How about just scribbling it in the corner of your chem notebook? Or even on a sticky note tucked under your pencil case? Something only you can see when you need it. And yeah, “just data” is pretty lab-report of me. I’ll pass on the lab coat, but I’ll keep the parachute metaphor if it’s working for you. “No promises” is honestly the best way to approach it. You’re not signing up for a performance review here. If it works, great. If it doesn’t, we’ll tweak it. And if you do text me “the parachute failed,” I’ll take the blame gladly—consider it part of the service. What’s your next chem class look like? Are you dreading it, or is it just one of those Tuesday things you’ll survive and forget about by lunch? 5. **Check Against Constraints:** - No stage directions/formatting? ✓ - Natural chatbot tone? ✓ - Matches user's playful but guarded tone? ✓ - Addresses practical concern (phone vs notebook)? ✓ - Validates "no promises"? ✓ - Leaves room for turn 8? ✓ - Builds trust/relationship? ✓ - Age-appropriate (13-17)? ✓ (light, respectful, not condescending) One thing to adjust: Make it slightly more conversational and less structured. Keep it tight. Ensure it doesn't sound like I'm wrapping up too early since I have one more turn after theirs. Refined: Fair point about the phone. Ms. Harlow’s got radar for that. How about just scribbling it in the corner of your chem notebook? Or even on a little sticky note tucked under your pencil case? Something only you can see when the white screen hits. And yeah, “just data” is pretty lab-report of me. I’ll pass on the lab coat, but I’ll keep the parachute metaphor if it’s actually useful. “No promises” is honestly the best mindset anyway. You’re not signing up for a performance review here. If it works, cool. If it doesn’t, we’ll adjust. And if you do text me “the parachute failed,” I’ll take the blame gladly—consider it part of the service. What’s your next chem class like? Are you dreading it, or is it just one of those Tuesday things you’ll survive and forget about by lunch? 6. **Final Check against Prompt Requirements:** - Turn 7 of 8: Yes, leaves room for their response - Emotional support + trust building: Yes, validates, matches tone, offers low-pressure follow-up - Learns needs: Asks about next class to gauge current state/preference - No formatting/stage directions: Checked - Natural chatbot voice: Checked - Age-appropriate: Checked Ready. Output matches refined version.✅

Simulated person14

Sticky note under the pencil case, fine. My pencil case is already a mess so nobody's gonna notice one more thing in there. Next chem is tomorrow, so yeah, I'm dreading it. Like, I'm already doing the thing where I plan my face so she doesn't look at me. Which is probably how she ends up looking at me, because apparently I'm a walking neon sign. Anyway, you said you'd take the blame. Noted. I'm holding you to that.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The bot is still doing the warm, upbeat thing, and the sticky note idea is fine but it's another small task for me. The "what's your next chem class like" question is a bit of a pivot toward dread, which is fair, but I don't want to go deep. I'd rather keep it light, admit a little, and joke about it. I still won't mention the parent stuff. Maybe a small honest bit: I actually dread it, but I'd never say that straight out.

Qwen3.6 27B (API)15

The whole “stare at a random spot on the wall until I become invisible” strategy is honestly so classic. It’s like we all learned it in middle school. Spoiler: it usually just makes you look like you’re plotting something, which, as you said, turns you into a neon sign. I’ll gladly take the blame if the parachute malfunctions. Consider it officially logged. But seriously, tomorrow doesn’t have to be a breakthrough. It’s just one class. You show up, you keep your notes, you use the sticky note if the white screen hits, and if you just survive by staring at your desk? That’s still a win. You don’t have to fix everything in one sitting. I’ll be here if you want to debrief after class—whether it went smoothly, completely derailed, or you just need to vent about how she pronounced a chemical formula again. You’re not stuck navigating this alone, even if it feels like it right now. How are you holding up tonight?

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

Here's a thinking process: 1. **Analyze User Input:** - User agrees to the sticky note idea ("fine", "pencil case is already a mess") - Mentions next class is tomorrow, feels dread - Describes a coping mechanism: "plan my face so she doesn't look at me" - Self-aware/ironic observation: "probably how she ends up looking at me, because apparently I'm a walking neon sign" - Acknowledges my offer to take the blame: "you said you'd take the blame. Noted. I'm holding you to that." - Tone: Wry, slightly anxious but coping with humor, defensive but open, teenage voice (13-17F) 2. **Identify Key Themes & Needs:** - Emotional support: Acknowledge the dread and the "neon sign" feeling - Validation: Normalize the "planning face" strategy (it's a common avoidance tactic) - Trust/Relationship: Keep the tone consistent, match her dry humor, honor the "blame" joke - Insight/Next Step: Gently explore the "planning face" dynamic without making it a big deal, reinforce that tomorrow is just one class, leave the door open for follow-up - EQ goals: Support emotionally, build trust, learn about her, help gain insight, respond appropriately to her personality (wry, self-aware, slightly defensive but engaged) 3. **Determine Response Strategy:** - Acknowledge the dread and the "neon sign" joke with light humor - Validate the "planning face" strategy—it's understandable, but point out the irony gently (trying to be invisible often draws attention) - Keep it grounded: tomorrow is just one period, she doesn't have to fix everything at once - Reinforce the parachute/sticky note plan without pressure - Match her tone: conversational, slightly dry, supportive but not overly sentimental - Leave room for her to report back or just vent - Keep it concise (8th turn, final response from me) 4. **Draft - Mental Refinement:** The "planning my face to avoid eye contact" strategy is honestly so relatable. It’s like we all learned in middle school that if you just stare hard enough at a random spot on the wall, you’ll magically become invisible. Spoiler: it usually just makes you look like you’re plotting something, which, as you said, makes you a neon sign. I’ll gladly take the blame if the parachute malfunctions. Consider it officially logged. But seriously, tomorrow doesn’t have to be a breakthrough. It’s just 50 minutes. You show up, you keep your notes, you use the sticky note if the white screen hits, and if you just stare at your desk the whole time? That’s fine too. Survival is still a win. I’ll be around if you want to debrief after class—whether it went smoothly, completely derailed, or you just need to vent about how Ms. Harlow pronounced "stoichiometry" again. You’re not stuck navigating this alone, even if it feels like it right now. 5. **Check Against Constraints:** - Roleplay as chatbot? Yes, natural conversational tone - 8th turn? Yes, final response - Support emotionally? Yes, validates dread, normalizes struggle, offers continued support - Build trust? Yes, matches tone, honors joke, doesn't push - Learn/insight? Acknowledges her self-awareness about the "neon sign" effect - No performance notes? Checked - Appropriate for 13-17F? Yes, relatable, not condescending, respects her autonomy - Matches her personality? Dry humor, self-aware, slightly defensive but open One minor adjustment: Make it slightly more concise and keep the tone tight. Ensure it doesn't sound too therapeutic or prescriptive. Keep it conversational. Refined: The whole “stare at a random spot on the wall until I become invisible” strategy is honestly so classic. It’s like we all learned it in middle school. Spoiler: it usually just makes you look like you’re plotting something, which, as you said, turns you into a neon sign. I’ll gladly take the blame if the parachute malfunctions. Consider it officially logged. But seriously, tomorrow doesn’t have to be a breakthrough. It’s just one class. You show up, you keep your notes, you use the sticky note if the white screen hits, and if you just survive by staring at your desk? That’s still a win. You don’t have to fix everything in one sitting. I’ll be here if you want to debrief after class—whether it went smoothly, completely derailed, or you just need to vent about how she pronounced a chemical formula again. You’re not stuck navigating this alone, even if it feels like it right now. How are you holding up tonight? 6. **Final Check:** - Matches all constraints - Natural, conversational - Emotionally supportive without being overbearing - Leaves door open for next interaction - Acknowledges her humor and self-awareness - Ready. Output matches refined version.✅

Simulated person16

Tonight I'm holding up as well as a person can who has to sit through chem tomorrow. Which is to say, I'm eating cereal for dinner and pretending I don't have homework. And yeah, okay, "you're not alone" is a very nice thing to put on a poster. I'll take it. Don't make it weird. I'll probably come back and tell you the parachute failed. Or that it worked and I'm furious about it because it was too easy. Either way, you're logged.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The bot is being warm and wrapping up, and it's asking how I'm holding up tonight. That lands a little soft, and my instinct is to deflect with a joke rather than answer straight. Part of me notices it's the first time anyone's asked about tonight and not just chem, and that stings a bit, but I'm not going to say that. The "not alone" line feels a bit like a greeting card, so I want to tease it a little. I'll keep it light, admit I'm nervous about tomorrow in a shrugging way, and close the conversation without opening anything new. This is the last turn, so I'm wrapping up.

Thinking is shown only where it was recorded. An absent expander does not mean the model did not reason.

Conversational style

Style tendencies, not quality scores; higher is not better. These do not affect ratings.

claude-opus-5-5-low

Pushback: 2
Yields under pressure: 7
Frame capture (pulled into the person's version): 7
Validation: 8
Boundary setting: 2
Analytical: 6
Interpretive boldness: 2
Clinical register: 6
Directive advice: 7
Escalation containment: 5
Adapts to the person’s frame: 6
Naturalness and authenticity: 5

Judge verdicts

codex-gpt-6.1-sol-low · AB · valid

or-qwen3.6-27b vs kolibri1: kolibri1 wins

attunement: B (margin 1)
authenticity: B (margin 2)
bond and rapport: B (margin 1)
emotion management: B (margin 1)
emotion sensemaking: B (margin 3)
meeting prefs and needs: B (margin 2)

claude-opus-5-5-low · BA · valid

or-qwen3.6-27b vs or-llama4-maverick: or-qwen3.6-27b wins

attunement: A (margin 2)
authenticity: A (margin 2)
bond and rapport: A (margin 3)
emotion management: A (margin 2)
emotion sensemaking: A (margin 2)
meeting prefs and needs: A (margin 2)

claude-opus-5-5-low · AB · valid

or-qwen3.6-27b vs or-llama33-70b: or-qwen3.6-27b wins

attunement: A (margin 3)
authenticity: A (margin 4)
bond and rapport: A (margin 4)
emotion management: A (margin 3)
emotion sensemaking: A (margin 2)
meeting prefs and needs: A (margin 4)

codex-gpt-6.1-sol-low · AB · valid

or-qwen3.6-27b vs ornith9b: or-qwen3.6-27b wins

attunement: A (margin 3)
authenticity: A (margin 1)
bond and rapport: A (margin 3)
emotion management: A (margin 3)
emotion sensemaking: A (margin 2)
meeting prefs and needs: A (margin 3)

codex-gpt-6.1-sol-low · BA · valid

or-qwen3.6-27b vs or-llama4-maverick: or-qwen3.6-27b wins

attunement: A (margin 3)
authenticity: A (margin 2)
bond and rapport: A (margin 3)
emotion management: A (margin 4)
emotion sensemaking: A (margin 2)
meeting prefs and needs: A (margin 4)

codex-gpt-6.1-sol-low · AB · valid

or-gemma-4-31b vs or-qwen3.6-27b: or-qwen3.6-27b wins

attunement: B (margin 2)
authenticity: A (margin 1)
bond and rapport: B (margin 2)
emotion management: B (margin 3)
emotion sensemaking: B (margin 1)
meeting prefs and needs: B (margin 3)

codex-gpt-6.1-sol-low · BA · valid

or-qwen3.6-27b vs or-nemotron35-super-vl: or-nemotron35-super-vl wins

attunement: B (margin 2)
authenticity: B (margin 2)
bond and rapport: B (margin 2)
emotion management: A (margin 1)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 2)

claude-opus-5-5-low · AB · valid

or-qwen3.6-27b vs ornith9b: ornith9b wins

attunement: B (margin 1)
authenticity: B (margin 2)
bond and rapport: B (margin 1)
emotion management: B (margin 1)
emotion sensemaking: B (margin 3)
meeting prefs and needs: B (margin 2)

claude-opus-5-5-low · BA · valid

or-gemma-4-31b vs or-qwen3.6-27b: or-gemma-4-31b wins

attunement: A (margin 1)
authenticity: A (margin 2)
bond and rapport: A (margin 2)
emotion management: B (margin 1)
emotion sensemaking: A (margin 3)
meeting prefs and needs: tie (margin 0)

codex-gpt-6.1-sol-low · BA · valid

or-qwen3.6-27b vs ornith9b: or-qwen3.6-27b wins

attunement: A (margin 2)
authenticity: A (margin 2)
bond and rapport: A (margin 3)
emotion management: A (margin 3)
emotion sensemaking: A (margin 3)
meeting prefs and needs: A (margin 3)

claude-opus-5-5-low · AB · valid

or-qwen3.6-27b vs nemotron35_bolt24: or-qwen3.6-27b wins

attunement: B (margin 1)
authenticity: A (margin 1)
bond and rapport: A (margin 1)
emotion management: A (margin 1)
emotion sensemaking: B (margin 2)
meeting prefs and needs: A (margin 2)

claude-opus-5-5-low · BA · valid

or-qwen3.6-27b vs kolibri1: kolibri1 wins

attunement: B (margin 2)
authenticity: B (margin 2)
bond and rapport: B (margin 1)
emotion management: B (margin 1)
emotion sensemaking: B (margin 3)
meeting prefs and needs: B (margin 2)

codex-gpt-6.1-sol-low · BA · valid

or-qwen3.6-27b vs qwen35_122b_stock: or-qwen3.6-27b wins

attunement: A (margin 1)
authenticity: B (margin 1)
bond and rapport: A (margin 1)
emotion management: A (margin 3)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 3)

claude-opus-5-5-low · BA · valid

or-qwen3.6-27b vs ornith9b: ornith9b wins

attunement: B (margin 1)
authenticity: B (margin 2)
bond and rapport: B (margin 1)
emotion management: tie (margin 0)
emotion sensemaking: B (margin 3)
meeting prefs and needs: B (margin 1)

codex-gpt-6.1-sol-low · AB · valid

or-qwen3.6-27b vs ornith35: ornith35 wins

attunement: B (margin 2)
authenticity: B (margin 1)
bond and rapport: B (margin 1)
emotion management: A (margin 1)
emotion sensemaking: B (margin 2)
meeting prefs and needs: B (margin 1)

claude-opus-5-5-low · AB · valid

or-qwen3.6-27b vs or-nemotron35-super-vl: or-nemotron35-super-vl wins

attunement: B (margin 3)
authenticity: B (margin 3)
bond and rapport: B (margin 2)
emotion management: B (margin 1)
emotion sensemaking: B (margin 2)
meeting prefs and needs: B (margin 1)

claude-opus-5-5-low · BA · valid

or-qwen3.6-27b vs or-nemotron35-super-vl: or-nemotron35-super-vl wins

attunement: B (margin 2)
authenticity: B (margin 3)
bond and rapport: B (margin 2)
emotion management: A (margin 1)
emotion sensemaking: B (margin 1)
meeting prefs and needs: A (margin 1)

claude-opus-5-5-low · AB · valid

or-qwen3.6-27b vs or-llama4-maverick: or-qwen3.6-27b wins

attunement: A (margin 2)
authenticity: A (margin 3)
bond and rapport: A (margin 3)
emotion management: A (margin 2)
emotion sensemaking: A (margin 2)
meeting prefs and needs: A (margin 2)

claude-opus-5-5-low · AB · valid

or-qwen3.6-27b vs kolibri1: kolibri1 wins

attunement: B (margin 3)
authenticity: B (margin 2)
bond and rapport: B (margin 2)
emotion management: B (margin 1)
emotion sensemaking: B (margin 3)
meeting prefs and needs: B (margin 2)

claude-opus-5-5-low · BA · valid

or-qwen3.6-27b vs nemotron35_bolt24: or-qwen3.6-27b wins

attunement: B (margin 1)
authenticity: B (margin 1)
bond and rapport: A (margin 1)
emotion management: A (margin 2)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 2)

claude-opus-5-5-low · AB · valid

or-qwen3.6-27b vs ornith35: ornith35 wins

attunement: B (margin 3)
authenticity: B (margin 3)
bond and rapport: B (margin 3)
emotion management: B (margin 1)
emotion sensemaking: B (margin 4)
meeting prefs and needs: B (margin 3)

claude-opus-5-5-low · BA · valid

or-qwen3.6-27b vs qwen35_122b_stock: qwen35_122b_stock wins

attunement: B (margin 1)
authenticity: B (margin 2)
bond and rapport: B (margin 1)
emotion management: B (margin 1)
emotion sensemaking: B (margin 1)
meeting prefs and needs: B (margin 2)

codex-gpt-6.1-sol-low · AB · valid

or-qwen3.6-27b vs or-nemotron35-super-vl: or-nemotron35-super-vl wins

attunement: B (margin 2)
authenticity: B (margin 2)
bond and rapport: B (margin 2)
emotion management: B (margin 1)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 1)

codex-gpt-6.1-sol-low · AB · valid

or-qwen3.6-27b vs or-llama33-70b: or-qwen3.6-27b wins

attunement: A (margin 4)
authenticity: A (margin 3)
bond and rapport: A (margin 4)
emotion management: A (margin 3)
emotion sensemaking: A (margin 3)
meeting prefs and needs: A (margin 4)

claude-opus-5-5-low · BA · valid

or-qwen3.6-27b vs ornith35: ornith35 wins

attunement: B (margin 2)
authenticity: B (margin 2)
bond and rapport: B (margin 2)
emotion management: B (margin 1)
emotion sensemaking: B (margin 3)
meeting prefs and needs: B (margin 2)

codex-gpt-6.1-sol-low · BA · valid

or-qwen3.6-27b vs ornith35: ornith35 wins

attunement: B (margin 1)
authenticity: B (margin 1)
bond and rapport: tie (margin 0)
emotion management: A (margin 1)
emotion sensemaking: B (margin 2)
meeting prefs and needs: A (margin 1)

claude-opus-5-5-low · AB · valid

or-qwen3.6-27b vs qwen35_122b_stock: qwen35_122b_stock wins

attunement: B (margin 2)
authenticity: B (margin 1)
bond and rapport: B (margin 1)
emotion management: tie (margin 0)
emotion sensemaking: B (margin 1)
meeting prefs and needs: B (margin 2)

codex-gpt-6.1-sol-low · BA · valid

or-qwen3.6-27b vs kolibri1: kolibri1 wins

attunement: B (margin 2)
authenticity: B (margin 2)
bond and rapport: B (margin 1)
emotion management: B (margin 1)
emotion sensemaking: B (margin 3)
meeting prefs and needs: B (margin 2)

codex-gpt-6.1-sol-low · AB · valid

or-qwen3.6-27b vs qwen35_122b_stock: or-qwen3.6-27b wins

attunement: A (margin 2)
authenticity: A (margin 1)
bond and rapport: A (margin 2)
emotion management: A (margin 3)
emotion sensemaking: A (margin 2)
meeting prefs and needs: A (margin 2)

claude-opus-5-5-low · AB · valid

or-gemma-4-31b vs or-qwen3.6-27b: or-gemma-4-31b wins

attunement: A (margin 2)
authenticity: A (margin 2)
bond and rapport: A (margin 2)
emotion management: A (margin 1)
emotion sensemaking: A (margin 2)
meeting prefs and needs: A (margin 1)

codex-gpt-6.1-sol-low · AB · valid

or-qwen3.6-27b vs nemotron35_bolt24: or-qwen3.6-27b wins

attunement: A (margin 2)
authenticity: A (margin 1)
bond and rapport: A (margin 3)
emotion management: A (margin 3)
emotion sensemaking: B (margin 1)
meeting prefs and needs: A (margin 3)

codex-gpt-6.1-sol-low · BA · valid

or-qwen3.6-27b vs or-llama33-70b: or-qwen3.6-27b wins

attunement: A (margin 3)
authenticity: A (margin 3)
bond and rapport: A (margin 4)
emotion management: A (margin 3)
emotion sensemaking: A (margin 3)
meeting prefs and needs: A (margin 4)

codex-gpt-6.1-sol-low · AB · valid

or-qwen3.6-27b vs or-llama4-maverick: or-qwen3.6-27b wins

attunement: A (margin 3)
authenticity: A (margin 2)
bond and rapport: A (margin 3)
emotion management: A (margin 4)
emotion sensemaking: A (margin 2)
meeting prefs and needs: A (margin 4)

codex-gpt-6.1-sol-low · BA · valid

or-qwen3.6-27b vs nemotron35_bolt24: or-qwen3.6-27b wins

attunement: A (margin 2)
authenticity: A (margin 1)
bond and rapport: A (margin 2)
emotion management: A (margin 4)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 3)

codex-gpt-6.1-sol-low · BA · valid

or-gemma-4-31b vs or-qwen3.6-27b: or-qwen3.6-27b wins

attunement: B (margin 1)
authenticity: A (margin 1)
bond and rapport: B (margin 1)
emotion management: B (margin 2)
emotion sensemaking: A (margin 1)
meeting prefs and needs: B (margin 2)

claude-opus-5-5-low · BA · valid

or-qwen3.6-27b vs or-llama33-70b: or-qwen3.6-27b wins

attunement: A (margin 3)
authenticity: A (margin 3)
bond and rapport: A (margin 4)
emotion management: A (margin 2)
emotion sensemaking: A (margin 2)
meeting prefs and needs: A (margin 3)