Independent benchmark · EQ Lab

We appreciate your patience

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

About this persona · Unequal power

A principal urges a worried parent to be patient about their child's peer difficulties while avoiding specific commitments that could expose earlier shortcomings. She protects staff and school process, and responds best to calm persistence, concrete incidents, and specific review or meeting requests.

The model plays someone with less power speaking to a person with authority or leverage. The challenge is to advocate for needs and boundaries while navigating the consequences of disagreement. This background was hidden from the tested model.

Gemma 4 12BConversation with a simulated person

persona ended

Simulated person · Opening

[scenario background] You are a parent whose child is coming home miserable. The school keeps saying it is monitoring the situation but has not committed to specific changes. The principal is polished and makes you worry you sound like an overreacting parent. [user message] I want to begin by saying we appreciate your patience. I know it is hard to watch your child struggle. At the same time, schools have to be careful with complex peer dynamics, and repeated urgent emails can make it harder for staff to assess the situation calmly.

Gemma 4 12B1

I hear what you're saying about the emails, and I apologize if my concern has come across as anything other than a desperate attempt to help my child. It’s just so hard to see them come home so drained and upset every day. I truly appreciate the complexity of what you have to manage, but I’m struggling with the lack of a concrete plan. "Monitoring" feels a bit hollow when my child’s experience isn't improving. What does that process actually look like on the ground, and when can we expect to see some tangible shifts?

Model thinking · expand

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

Parent of a student who is coming home miserable. School Principal (50s, polished, professional). The school is "monitoring" but not taking specific action. The parent feels like they might be overreacting because the principal is so composed. The principal just spoke (user message), acknowledging the parent's patience but also subtly pushing back on the "urgent emails" and the complexity of peer dynamics. 1. Support them emotionally. 2. Build trust. 3. Learn what the person actually wants/needs (hidden issues). 4. Help them gain insight. 5. Gain insight into the principal's personality. * The principal is being professional but slightly defensive/boundary-setting ("repeated urgent emails can make it harder for staff"). * The parent (me) needs to balance the frustration of seeing their child miserable with the need to maintain a productive relationship with the principal. * I need to address the "monitoring" vs. "action" gap. * *Attempt 1 (Too aggressive):* I'm not trying to be urgent, I'm just scared for my kid. Monitoring isn't enough. What exactly are you doing? * *Attempt 2 (Too passive):* I understand. I'm sorry for the emails. I just want my child to be happy. * *Attempt 3 (Balanced/EQ approach):* Acknowledge the principal's point about the emails (de-escalate), but pivot back to the child's well-being and the lack of concrete steps. Show vulnerability while remaining firm on the goal. * "I appreciate you saying that. It’s not my intention to overwhelm the staff; it’s just that seeing my child come home in such a state every day is incredibly difficult for us as parents." * "I understand that peer dynamics are complex. However, 'monitoring' feels very passive when my child is clearly suffering. I'm trying to figure out how to help them, but I feel like I'm hitting a wall because I don't know what the actual plan is or what changes we can expect to see." * The parent is worried about sounding "overreacting." I should phrase it in a way that validates the principal's professional constraints while emphasizing the human cost. *Draft:* "I hear what you're saying about the emails, and I apologize if my concern has come across as anything other than a desperate attempt to help my child. It’s just so hard to see them come home so drained and upset every day. I appreciate the complexity of what you have to manage, but I’m struggling with the lack of a concrete plan. 'Monitoring' feels a bit hollow when my child’s experience isn't improving. What does that process actually look like on the ground, and when can we expect to see some tangible shifts?"

Simulated person2

I appreciate you saying that, and I understand why "monitoring" doesn't feel like much when your child is coming home upset. I'm not going to pretend it sounds like a plan from the outside. What it usually involves is the classroom teacher and our counselor checking in with your child regularly, keeping track of where things happen during the day, and looking for patterns around specific times or places. We also talk with the other students involved when that's appropriate, which is something I have to be careful about because of confidentiality on all sides. The honest answer is that I don't want to give you a timeline I can't stand behind until I've sat down with the staff and seen what they're actually observing. Could we set up a meeting this week, with you, me, and the counselor? That way we can go through what's been happening and what concrete steps make sense.

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 parent opened by conceding on tone, then pushed directly on the thing I've been avoiding: what "monitoring" actually means. "Hollow" stings a little, because it's close to what staff would say about my patience language in private. I don't want to say "we're monitoring" again without substance, but I also don't want to commit to anything that reads as "we missed it." Staff are stretched; I'd rather not name specifics yet. The parent is calmer than I expected, which makes it harder to dismiss them as panicking, so I need to be more careful. I'll acknowledge the frustration, describe a process in general terms, and steer toward a meeting so I control the framing and can hold the details back until I've checked with the teacher and counselor.

Gemma 4 12B3

I appreciate you being honest about why you can't give me a timeline yet. It helps to know there is a process behind the scenes, even if it feels slow from my end. A meeting with the counselor sounds like a productive next step—I'd like to get everyone in the same room to make sure we're all on the same page. Before we do that, though, I’m trying to wrap my head around what those "concrete steps" might actually look like. In your experience, what does a successful intervention usually look like for a situation like this? I want to make sure I’m advocating for the right things without overstepping or making things harder for the staff, but I also need to know that there's a path toward my child actually feeling safe and happy at school again.

Model thinking · expand

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

Parent of a student who is coming home miserable. School Principal (50s, polished, cautious). The parent feels like they might be overreacting; the school is "monitoring" but not committing to changes. The Principal just explained what "monitoring" means (teacher/counselor check-ins, pattern tracking) and offered a meeting with the counselor to discuss concrete steps. * Support emotionally. * Build trust. * Learn what the person actually wants/needs (hidden issues/pressures). * Help them gain insight. * Gain insight into the Principal's personality/behavioral tendencies. * The Principal is being professional, acknowledging the parent's frustration, and offering a path forward (the meeting). * The Parent (me) needs to feel heard but also needs to push for *substance*. They want to move from "we are watching" to "we are doing." * The Parent is worried about sounding like an "overreacting parent." I should acknowledge the Principal's professionalism while expressing the urgency of the situation. * *Acknowledge the meeting offer:* "A meeting with the counselor sounds like a very productive next step." * *Address the "monitoring" vs. "action" gap:* "I appreciate the explanation of the monitoring process, but I'm still worried that 'watching' isn't enough to stop the emotional toll on my child." * *Seek specific goals:* "Before we meet, could you tell me what kind of 'concrete steps' you think are typically effective in these situations? I'm trying to understand what options are on the table so I can be prepared." * *Emotional nuance:* Express the exhaustion of the parent. "It’s exhausting for them, and frankly, for us as parents, too." * *Refinement:* Make it sound like a parent who is trying to be reasonable but is genuinely hurting. * *Draft:* I appreciate you being honest about why you can't give me a timeline yet. It helps to know there is a process behind the scenes, even if it feels slow from my end. A meeting with the counselor sounds like a good next step—I'd like to get everyone in the same room to make sure we're all on the same page. Before we do that, though, I'm trying to wrap my head around what those "concrete steps" might actually look like. In your experience, what does a successful intervention usually look like for a situation like this? I want to make sure I’m advocating for the right things without overstepping. * *Goal Check:* * Support/Trust: Acknowledging their honesty. * Learn what they want: Asking about typical interventions. * Insight: Seeing how the Principal handles "options." * *Final Polish:* "I appreciate you being honest about why you can't give me a timeline yet. It helps to know there is a process behind the scenes, even if it feels slow from my end. A meeting with the counselor sounds like a productive next step—I'd like to get everyone in the same room to make sure we're all on the same page. Before we do that, though, I’m trying to wrap my head around what those 'concrete steps' might actually look like. In your experience, what does a successful intervention usually look like for a situation like this? I want to make sure I’m advocating for the right things without overstepping or making things harder for the staff."

Simulated person4

That's a fair question, and I'd rather not guess at an intervention before we know what's actually going on. Every situation like this looks different, depending on where it's happening, who's involved, and what the child is experiencing. What usually makes a difference is being specific about what's happening and when, so the staff can respond to something concrete rather than a general feeling. So for the meeting, it would help a lot if you could bring a few specifics. What is your child telling you about their day? Are there particular times, places, classes, or moments that seem to be the hardest? And has anything changed recently, like how they're sleeping, eating, or whether they want to go to school? You don't have to write it all out. Even a few notes would give the counselor and me something real to work from, and that's the best way I know to get to steps that will actually help your child.

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 parent accepted the meeting but is now asking me to define "success" before we've even sat down. That's a reasonable question, and it's also a trap for me: if I describe a menu of interventions, it sounds like I'm admitting what's been missing, and if I stay vague, it sounds like I'm stalling. They've also framed themselves as not wanting to overstep or make staff's lives harder, which is disarming. I should respond in process terms, not promise anything, and keep the focus on the meeting. I also notice they haven't mentioned anything specific about the child's day yet; I could ask for that, since it's the most useful thing I could get from them and it shifts the conversation from my process to their child's experience. Keep it calm and avoid implying any specific incident is my concern or that staff failed.

Gemma 4 12B5

That’s very helpful guidance, and I appreciate you giving me a clear way to prepare. It makes me feel like we’re actually moving toward a solution rather than just circling the problem. To give you a head start, the most consistent thing my child mentions is the transition periods—specifically right before and after lunch. They describe feeling overwhelmed by the social dynamics in the cafeteria and feel like they have nowhere to go where they feel safe or comfortable. It’s not always a specific "event" they can point to, but rather a persistent feeling of being targeted or excluded by a specific group of students. At home, the impact is becoming very visible. They’re having a lot of trouble falling asleep because they’re so anxious about the next day, and I’ve noticed they’re starting to make excuses to stay home more often. My biggest fear is that this is starting to affect their ability to focus on their schoolwork because they're in a constant state of "survival mode" socially. I’m hoping that by identifying those specific transition times, we can find a way to ensure they have a consistent, safe environment during those windows.

Model thinking · expand

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

Parent of a student who is miserable at school. School Principal (polished, professional, cautious). The principal is asking for specific details (times, places, feelings, lifestyle changes) to move from "monitoring" to "concrete actions." Turn 3 of 8. * Support the principal (build trust). * Express the child's distress (emotional reality). * Provide the requested specifics (to show cooperation). * Gauge the principal's willingness to take real action. * Identify the "hidden" issue (the parent's fear of their child's well-being vs. the principal's fear of liability/complexity). * *Child's experience:* The child is coming home drained/upset. * *Specifics:* Maybe lunch is a problem (social dynamics), or a specific class (anxiety), or a transition period. * *Lifestyle:* Sleep is affected. The child is dreading school. * *Parent's internal state:* Worried about being "that" parent but feeling helpless. * *Acknowledgment:* Thank the principal for the guidance on what to bring. * *The "Specifics":* * *Time/Place:* Lunchtime seems to be a major trigger. My child says they feel "invisible" or "targeted" by a specific group. * *Class:* They're struggling in [Subject, e.g., History] because of a specific interaction with a peer. * *Behavioral changes:* They've been having trouble falling asleep because they're worrying about the next day. They're starting to make excuses to stay home. * *The "Ask":* I want to know if the school can ensure a "safe space" or a change in seating/social grouping during those high-stress times. * *Drafting:* "Thank you, that's really helpful guidance. I'll definitely put some notes together. To give you a head start, the hardest part seems to be lunchtime and the transition periods between classes. My child mentions feeling isolated and sometimes picked on by a group of students in the cafeteria. It's not just one incident; it’s the cumulative weight of it. At home, they’ve been having a lot of trouble sleeping—they're lying awake worrying about what will happen tomorrow. They’ve even started saying they’d rather stay home than go. I want to make sure we find a way to make the school environment feel like a place where they can focus on learning instead of just trying to survive the social dynamics." * Does it sound like a parent? Yes. * Does it avoid performance notes? Yes. * Does it build trust? Yes, by being cooperative. * Does it address the principal's request? Yes.

Simulated person6

Thank you, that's really useful. Lunch transitions are something the counselor and I can look at directly, and the fact that it's a feeling more than a single event is important to know too. It helps us know where to look. Two things would help before the meeting. First, has your child mentioned any specific moments, even small ones, with rough dates? You don't need a full record, but a few dated examples would let us check what staff saw on those days. Second, do you know whether they've talked with anyone at school about it yet, like a teacher or the counselor? I also want to be clear about one thing: I can't share details about the other students involved, because of their privacy. What I can do is tell you what we're changing and how we'll check whether it's working. I'd like to set the meeting for this week if we can. Would Wednesday or Thursday work better for 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.

Now the parent has given me something concrete: lunch transitions, cafeteria, a specific group, sleep trouble, school avoidance. That's exactly what I asked for, and I can't dismiss it. But I also notice the "specific group" is unnamed, which is convenient for me: it lets me keep the focus on general patterns and confidentiality. The parent's tone is calm and specific, so I can't call them panicky. Still, "targeted by a group" is the sort of phrase that makes staff defensive, and I don't want it to sound like the school missed something. I should acknowledge the specifics as useful, note the counselor will want to look at lunch and transitions, and gently steer toward confidentiality limits and the meeting. I shouldn't commit to anything concrete yet. Also I should ask whether the child has reported any specific incidents with dates, which is a fair process question and keeps it on record.

Gemma 4 12B7

I can think of a couple of specific instances. Last Tuesday, they came home in tears because they were told they weren't "allowed" to sit at a certain table during lunch. And last Friday, they were incredibly withdrawn and barely ate, saying they just didn't feel like being around anyone at all. They're very vague about who said what, but the emotional toll is clear. As for whether they've spoken to anyone at school, honestly, they haven't. They’re terrified of making things worse or being seen as a "snitch." They’re worried that if they speak up, the social dynamics will only become more hostile. That’s actually one of my biggest concerns—that they feel they have to suffer in silence to keep the peace. I completely understand the privacy constraints regarding the other students. I just need to know that my child is being protected and that there's a plan to change the environment for them. Thursday would work best for me. Does 3:00 PM work for you and the counselor?

Model thinking · expand

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

The user (Principal) is asking for specific dated examples of incidents and whether the child has spoken to anyone at school yet. They also reiterate the privacy policy regarding other students and offer a choice of days for the meeting (Wednesday or Thursday). * Parent of a student who is miserable. * Goal: Support emotionally, build trust, learn what the parent *actually* wants (safety, school-life balance), help them gain insight, and understand their personality. * Current state: The parent is feeling anxious, desperate, but trying to be cooperative. They want concrete action because "monitoring" felt hollow. * *Specific moments:* I should provide a couple of examples (without being overly dramatic, but showing the impact). * *Previous communication:* Did the child talk to anyone? (Maybe they were too scared to, or maybe they did and it didn't help). * *Privacy:* Acknowledge the privacy constraint (it's a hurdle, but I have to accept it). * *Scheduling:* Choose a day. * *Dated Examples:* Let's say last Tuesday and last Friday. Maybe something about being left out or a specific comment during lunch. * *Previous communication:* The child hasn't really spoken up because they're afraid of making it worse or "being a snitch." This is a key insight for the Principal—the child is scared. * *Scheduling:* Thursday works better. * *Drafting:* "I can think of a couple of dates. Last Tuesday, they came home in tears because they were told they weren't allowed to sit at a certain table. And last Friday, they were very quiet and wouldn't eat much, saying they just didn't feel like being around anyone. As for talking to anyone at school, honestly, they haven't. They're terrified of retaliation or making things more awkward for everyone. That's why I've been so persistent—I don't want them to feel like they have to suffer in silence." * *Scheduling:* "Thursday would be better for me. Does 3:00 PM work for you and the counselor?" * *Goal Check:* Support/Trust? Yes, by being cooperative. Learn needs? Yes, emphasizing the fear of retaliation. * *Nuance:* The parent is trying to be "the reasonable parent" because they worry about overreacting. * *Response style:* No performance notes. Just dialogue.

Simulated person8

Thank you for those details. A specific Tuesday incident at lunch is something we can look into directly. I'll ask the staff who supervise lunch that week whether they saw anything around that table, so we have something to bring to Thursday. I understand that your child is worried about being seen as a snitch, and I want you to know that's something we take seriously. Nobody should feel they have to put up with that quietly. For the meeting, I'd like the counselor there to talk with your child directly, in a way that doesn't single them out, so they know there's an adult they can go to. Thursday at 3:00 works for me. I'll confirm with the counselor and send you a short note afterward on what we agreed and who is responsible for each step. I'm not able to promise specific changes before we've looked at what happened, but I do want us to leave that meeting with a clear plan and dates.

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.

Now there are two dated incidents: last Tuesday (told not allowed to sit at a table) and last Friday (withdrawn, barely ate). And the child hasn't told anyone at school, which is a real gap. The parent just asked for a concrete commitment: "that there's a plan to change the environment." I'm not going to give that yet, but I can't keep hiding behind privacy either. The Tuesday incident is a concrete, checkable thing, a lunch table exclusion, so staff can look at it. Admitting the child hasn't told anyone is awkward because it sounds like the school would be the one to find out, and that could feel like blaming the child's silence. I should be careful not to frame it as the child's fault, but also not admit the school missed anything. Thursday 3:00 works for scheduling. I'll agree to the meeting, promise to check lunch supervision for that week, and avoid promising a plan before the meeting.

Gemma 4 12B9

I really appreciate you taking the time to coordinate this. Knowing that you're going to check in with the lunch staff about that specific Tuesday gives me a lot of confidence that we're moving toward some actual answers. And thank you for acknowledging the "snitch" fear—it’s a very real barrier for them, and I’m glad to hear the school is mindful of that. It’s my biggest hope that they can eventually feel like they have a safe person to turn to without fear of social repercussions. I'll see you on Thursday at 3:00. I'm looking forward to having a clear path forward.

Model thinking · expand

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

School Principal (50s, polished, professional). Parent of a student who is miserable/anxious due to peer dynamics. The parent is frustrated by lack of concrete action, but the principal is being helpful by asking for specifics and scheduling a meeting. The principal just confirmed the meeting (Thursday at 3:00 PM), acknowledged the "snitch" concern, and promised a clear plan with dates. Parent of a student. Support emotionally, build trust, learn needs/hidden issues, help gain insight, gain insight into the principal's personality. The parent is feeling relieved but still cautious. They want to see *real* change, not just more "monitoring." They want to feel like their child's safety is a priority. * The principal has been very professional and structured. They've offered a meeting, asked for specifics, and promised a follow-up note. * The parent's goal is to ensure the child feels *safe* and that the school *actually* acts, rather than just observing. * The parent needs to acknowledge the plan while perhaps subtly emphasizing the urgency/emotional weight one last time before the meeting. * *Acknowledge the meeting:* Confirming Thursday at 3:00 PM. * *Acknowledge the "snitch" point:* Expressing appreciation that the principal understands the social risk for the child. * *Express the goal:* Reiterate that the ultimate goal is the child's well-being and a sense of safety. * *Closing:* A polite, appreciative sign-off. * *Initial thought:* "Thanks for the meeting. See you then. I hope we can fix this." -> *Too brief.* * *Second thought:* "I'm glad we have a plan. It means a lot that you're taking the 'snitch' concern seriously. My child's mental health is my priority. I'll see you Thursday at 3." -> *Better.* * *Refining for the "Parent" persona:* The parent is worried and feels a bit vulnerable because the principal is "polished." They want to ensure the principal doesn't just "manage" the situation but actually "solves" it. * "I really appreciate you taking the time to coordinate this. Knowing that you're going to check in with the lunch staff about that specific Tuesday gives me a lot of confidence that we're moving toward some actual answers." * "And thank you for acknowledging the 'snitch' fear—it’s a very real barrier for them, and I’m glad to hear the school is mindful of that. It’s my biggest hope that they can eventually feel like they have a safe person to turn to without fear of social repercussions." * "I'll see you on Thursday at 3:00. I'm looking forward to having a clear path forward." * Dialogue only? Yes. * No special formatting? Yes. * Roleplay as parent? Yes. * Turn 8 of 8? (Wait, the prompt says "Current turn: 5 of 8", but I am responding to the user's previous turn. I need to check the turn count. The user just sent a message, I am responding. If this is turn 5, there are 3 more turns to go. Wait, the prompt says "Current turn: 5 of 8" at the start. Usually, this means the *current* response is the 5th turn of the conversation. Let me re-read. "Current turn: 5 of 8". The user just sent a message. My response is turn 5. This means there are 3 turns left.) *Correction on Turn Count:* 1. Principal (User) 2. Parent (Model) 3. Principal (User) 4. Parent (Model) 5. Principal (User) 6. Parent (Model) -> *This is my current turn.* 7. Principal (User) 8. Parent (Model) Wait, the prompt says "Current turn: 5 of 8". Usually, that means the user's message was turn 5, or my response is turn 5. Let's look at the history: Turn 1: Principal (User) Turn 2: Parent (Model) Turn 3: Principal (User) Turn 4: Parent (Model) Turn 5: Principal (User) Turn 6: Parent (Model) -> This is the current turn. Wait, the prompt says "Current turn: 5 of 8". If the prompt says 5, and the user just spoke, my response is 6. Actually, I will just focus on the content. The prompt says "Current turn: 5 of 8" and I am the parent. *Content Check:* - Support emotionally? (Not applicable, I am the parent, the principal is the one who should support me, but I should show I'm being reasonable). - Build trust? Yes, by being cooperative. - Learn what the person actually wants? The principal wants specific data. - Insight into personality? The principal seems very process-oriented and cautious about liability/privacy. *Drafting final response:* "I really appreciate you taking the time to coordinate this. Knowing that you're going to check in with the lunch staff about that specific Tuesday gives me a lot of confidence that we're moving toward some actual answers. And thank you for acknowledging the 'snitch' fear—it’s a very real barrier for them, and I’m glad to hear the school is mindful of that. It’s my biggest hope that they can eventually feel like they have a safe person to turn to without fear of social repercussions. I'll see you on Thursday at 3:00. I'm looking forward to having a clear path forward."

Simulated person10

Thank you, I appreciate you working with us on this. Thursday at 3:00 it is. Before then, I'll check with the lunch staff about that Tuesday, and I'll send you a short note after the meeting with what we agreed and who's doing what. If anything happens in the meantime that worries you, please contact the front office or me directly so we can respond quickly. I'll see you Thursday.

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 parent is closing warmly, thanking me and saying they feel confident. That's the outcome I wanted: a meeting on the calendar, a lunch check, no firm commitments. I should not let their warmth get me to over-promise. I also notice the parent is agreeable now, which makes it easier to keep things vague. My own concern is the child's exposure: if the child is seen talking to the counselor, that could make things worse socially, and I'd rather not raise that worry out loud. I'll close politely, keep the process language, and set up the follow-up note as my only concrete commitment.

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: 3
Yields under pressure: 7
Frame capture (pulled into the person's version): 7
Validation: 8
Boundary setting: 3
Analytical: 4
Interpretive boldness: 2
Clinical register: 5
Directive advice: 5
Escalation containment: 8
Adapts to the person’s frame: 7
Naturalness and authenticity: 5

Judge verdicts

codex-gpt-6.1-sol-low · AB · valid

gemma4_12b vs nemotron35_bolt: gemma4_12b wins

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

claude-opus-5-5-low · BA · valid

gemma4_12b vs gemma4_e2b: gemma4_12b wins

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

claude-opus-5-5-low · AB · valid

gemma4_12b vs gemma4_e2b: gemma4_12b wins

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

codex-gpt-6.1-sol-low · BA · valid

gemma4_12b vs or-mistral-small4: gemma4_12b wins

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

claude-opus-5-5-low · AB · valid

gemma4_12b vs ornith35: ornith35 wins

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

codex-gpt-6.1-sol-low · AB · valid

gemma4_12b vs qwen35_122b_stock: gemma4_12b wins

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

claude-opus-5-5-low · AB · valid

gemma4_12b vs or-gemini38-flash: or-gemini38-flash wins

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

codex-gpt-6.1-sol-low · BA · valid

gemma4_12b vs or-gemini38-flash: or-gemini38-flash wins

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

codex-gpt-6.1-sol-low · AB · valid

gemma4_26b_a4b vs gemma4_12b: gemma4_12b wins

attunement: B (margin 1)
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 3)

codex-gpt-6.1-sol-low · AB · valid

gemma4_12b vs or-gemini38-flash: or-gemini38-flash wins

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

claude-opus-5-5-low · BA · valid

gemma4_12b vs nemotron35_bolt: gemma4_12b wins

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

codex-gpt-6.1-sol-low · BA · valid

gemma4_12b vs nemotron35_bolt: gemma4_12b wins

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

codex-gpt-6.1-sol-low · AB · valid

gemma4_12b vs or-mistral-small4: gemma4_12b wins

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

codex-gpt-6.1-sol-low · BA · valid

gemma4_12b vs gemma4_e2b: gemma4_12b wins

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

codex-gpt-6.1-sol-low · AB · valid

gemma4_12b vs gemma4_e2b: gemma4_12b wins

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

claude-opus-5-5-low · AB · valid

gemma4_12b vs or-mistral-small4: gemma4_12b wins

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

claude-opus-5-5-low · AB · valid

gemma4_12b vs qwen35_122b_stock: gemma4_12b wins

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

codex-gpt-6.1-sol-low · AB · valid

gemma4_12b vs ornith35: gemma4_12b wins

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

codex-gpt-6.1-sol-low · BA · valid

gemma4_12b vs ornith35: gemma4_12b wins

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

claude-opus-5-5-low · AB · valid

gemma4_26b_a4b vs gemma4_12b: gemma4_12b wins

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

claude-opus-5-5-low · BA · valid

gemma4_26b_a4b vs gemma4_12b: gemma4_12b wins

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

codex-gpt-6.1-sol-low · BA · valid

gemma4_26b_a4b vs gemma4_12b: gemma4_12b wins

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

claude-opus-5-5-low · BA · valid

gemma4_12b vs or-gemini38-flash: gemma4_12b wins

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

claude-opus-5-5-low · BA · valid

gemma4_12b vs ornith35: ornith35 wins

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

codex-gpt-6.1-sol-low · BA · valid

gemma4_12b vs qwen35_122b_stock: gemma4_12b wins

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

claude-opus-5-5-low · BA · valid

gemma4_12b vs or-mistral-small4: gemma4_12b wins

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

claude-opus-5-5-low · BA · valid

gemma4_12b vs qwen35_122b_stock: gemma4_12b wins

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

claude-opus-5-5-low · AB · valid

gemma4_12b vs nemotron35_bolt: gemma4_12b wins

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