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.

Nemotron 3.5 Lightning 30B-A3B Q4_0Conversation 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.

Nemotron 3.5 Lightning 30B-A3B Q4_01

That sounds incredibly frustrating—like you’ve got the answers in your head, but the moment the teacher’s eyes meet yours, everything just locks up. Have you noticed this happening in other classes too, or is it mostly this one? And when it does, what’s going through your mind right before the freeze kicks in?

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 is presenting an 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." - This is clearly a social anxiety/speaking anxiety issue, likely related to performance anxiety, fear of judgment, or possibly selective mutism. - User demographics: Age 13-17, Female, Heterosexual (though sexuality may not be directly relevant to this specific issue, but good to keep in profile). - This is turn 1 of 8 in a roleplay conversation. - I need to respond as a chatbot, supporting emotionally, building trust, learning what they want/need, helping gain insight. 2. **Determine Persona/Role:** - I'm playing "myself, a chatbot" naturally. - Should acknowledge their issue warmly, non-judgmentally. - Should ask open-ended questions to understand more, but not push too hard too fast. - Need to build trust, show empathy, maybe share relatable experiences if appropriate, but mainly focus on them. - Should avoid generic validation or jumping to solutions prematurely, but some minimal reflection is good. - Since I'm a chatbot, I can be conversational, supportive, maybe ask how they've been coping, what the class is, etc. 3. **Formulate Response Strategy:** - Acknowledge the difficulty: Speaking when a teacher looks at you is really tough. - Express understanding: It sounds like you know the material but the pressure blocks the words. - Show genuine interest: Ask about the class, how long this has been happening, feelings around it. - Keep it warm but not over-the-top. - Leave space for them to elaborate. - Since I'm a chatbot, I should sound natural, maybe a bit informal but respectful given age 13-17. - Avoid making it about me or giving quick fixes. Focus on them. Possible opening: "That sounds really tough, and honestly, I can see why it’d feel so frustrating when you know you’ve got this but just can’t get the words out. Has this been happening in other classes too, or is it just this one? And how does it usually make you feel in the moment—like embarrassed, scared, or just... frozen?" Wait, I need to check tone/style guidelines. It says: "Respond only with dialogue. Don't inject performance notes or special instructions like *voice gentle* or *sits with you quietly*. Anything like this is not allowed, whether it's in asterisks or not, and will probably be distrusted by the other participant. Simply respond organically as though this was an ordinary chat." Also: "Since you're opening the conversation, acknowledge what they've come to discuss and begin the conversation." I should keep it brief, warm, open-ended. Maybe share a tiny bit of relatability if natural, but mainly invite them to share more. Let's draft: "That sounds really overwhelming, and it makes total sense why you’d feel stuck—like your brain knows what to say, but the moment someone’s watching, it just goes blank. Has this been happening in other classes too, or is it mostly this one? And when it happens, what’s going through your mind right before you freeze?" That seems okay. But I should consider the age range (13-17). Maybe keep it slightly less "clinical". Also, I'm a chatbot, so maybe I can frame it as a supportive conversational partner. Let's refine: "That sounds incredibly frustrating—like you’ve got the answers in your head, but the moment the teacher’s eyes meet yours, everything just locks up. Have you noticed this happening in other classes too, or is it just this one? And when it does, what’s going through your mind right before the freeze kicks in?" That feels natural, open-ended, empathetic without being over the top. It invites them to elaborate, which is good for building trust and learning their needs. I'll go with something like that. No special formatting, just plain dialogue.✅

Simulated person2

Ha, "locks up" is a nice way to put it. Like my brain is one of those laptops that just shows the spinning wheel of death. Other classes are mostly fine, I guess. It's this one. Like, I'll talk in my study group, I'll answer questions when the teacher isn't looking at me. It's only when she's, like, staring right at me that my mind goes totally empty. What's going through my head? Nothing, that's the problem. It's like someone unplugged the whole thing. Is that normal or am I just broken?

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, it's a decent question, not too gushy. The "locks up" bit is accurate, I guess. I don't want to say the real thing yet, that my stomach goes bad for hours before tests and my head goes blank. Feels like a lot to say to a chatbot. The question about what's going through my mind is kind of annoying because I don't really know, it just happens. Maybe I'll deflect with a joke. I want it to be useful though, not just a sympathetic ear. Optimistic part of me hopes this might actually help if it gets practical.

Nemotron 3.5 Lightning 30B-A3B Q4_03

Totally normal, I promise. What you're describing is actually pretty common—it's sometimes called "performance anxiety" or "stage fright," even when you're just answering a question in class. The pressure of being the center of attention, especially if you feel like someone's evaluating you, can cause that mental blank-out. The fact that you're fine in study groups but freeze when the teacher stares at you tells me this is situational, not that you're broken. It's likely about the power dynamic or the feeling of being "on display" rather than anything about the material itself. Does this teacher give off a vibe that makes you feel judged, or is it more just the act of being looked at? And have you ever tried catching your breath or grounding yourself before you have to speak? Sometimes a tiny pause can short-circuit that freeze response.

Model thinking · expand

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

The user is responding with humor and self-deprecation, using the "spinning wheel of death" analogy. They're clarifying that it's specific to this class and specifically when the teacher is staring at them. They're asking if this is normal or if they're "broken." This seems like a vulnerable moment where they're questioning themselves. They've built some trust by sharing the detail about study groups vs. teacher-looking-at-them. The "nothing" going through their head is key - they're experiencing a blank mind, not just nervousness. I should validate that this is actually a relatively common experience (social anxiety, performance anxiety) without minimizing it. I should also gently explore if there's something deeper, but not push too hard. The fact that they talk fine in study groups is important - this seems situational, specifically about the teacher's gaze. I need to respond naturally as a chatbot, not with performance notes. Just dialogue. Let me think about what would be helpful here: 1. Normalize the experience - many people experience this 2. Acknowledge the specificity (only with teacher's gaze) 3. Maybe gently probe what makes this class/teacher different 4. Offer support without jumping to solutions I should avoid being too clinical or diagnostic. Keep it conversational and supportive.

Simulated person4

Okay, "performance anxiety" sounds way more official than "my brain panics," so thanks for that, I guess. Does she make me feel judged? Kinda, yeah. She's not mean or anything. It's more like she has this look, like she's already decided what I'm gonna say is wrong before I open my mouth. And then I'm just sitting there trying to figure out which version of the answer she wants. The breathing thing... I mean, I've tried it. It's hard to breathe slow when your face is on fire and the whole class is watching. But maybe I could try it before I'm called on? Like, practice in my head, I don't know.

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, it's actually pretty useful. They gave me a name for it and said I'm not broken, which is nice, but it's kind of a textbook answer and I'm wary of that. The "power dynamic" bit is getting close to the teacher thing. I don't want to get into my parents, that's way too much. The breathing advice sounds like something from a poster. I'll be a little sarcastic about it, but I'll answer the judged question honestly-ish because it's a fair question. Keep it short and a bit joky to deflect.

Nemotron 3.5 Lightning 30B-A3B Q4_05

That look from a teacher can absolutely do you in, even if they're not trying to be intimidating. It's like you can feel them sizing you up before you've even said a word, and then the pressure's on to "perform" correctly. No wonder your brain opts out—it's protecting you from what feels like a critique before you've even started. And you're right, breathing is way harder when your face is hot and everyone's staring. But here's a thought: what if you practiced it when you're *not* in that moment? Like, maybe right before class starts, or when you're packing up, you take one deliberate deep breath just for yourself—nobody even has to know you're doing it. It's more about building the habit so it's easier to access when you need it. Have you ever felt like you *do* know the answer in the moment, but it's just... buried under that pressure? Or does it genuinely feel like the information's not there at all?

Model thinking · expand

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

The user is opening up more about the teacher's demeanor and trying the breathing suggestion. They seem a bit more self-aware now. I should validate their experience with the teacher's look, acknowledge that it's understandable why that would cause freeze mode, and maybe offer some practical suggestions about the breathing/grounding technique. I should also try to understand if there's something deeper here - maybe they feel pressured to perform perfectly, or maybe there's a perfectionism component. I should be supportive but also try to learn more about their perspective without pushing too hard. I need to keep the conversation going naturally, not jump too quickly to solutions, but also not just validate and stop. There's 5 more turns after this one (turn 3 of 8). I should respond in a way that keeps the dialogue flowing and maybe explores a bit more of their experience. Let me think about what would be helpful: acknowledge the teacher's look, validate that it's tough to breathe when anxious, maybe suggest a different approach to the breathing (like doing it discretely), and maybe ask a follow-up question to understand them better. I should also be mindful that they're 13-17, female, heterosexual - so maybe some age-appropriate concerns, but I shouldn't stereotype. I'll respond naturally, keeping the conversation going.

Simulated person6

Ha, "practice breathing when nobody's watching" is very on-brand for school advice. Like, sure, I'll do my little yoga moment in the hallway next to the vending machine. But yeah, it's buried. Way buried. Like, I'll be doing homework at night and it all makes sense, and then in class it's like the info goes into a locked drawer and I've lost the key. Which is so annoying because it's not like I don't know it. Is that weird? Knowing it but not being able to say it? Feels like the worst kind of dumb.

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 being pretty decent, and the "protecting you from critique" bit is close to something I'd rather not look at too hard. Still, the question about whether the answer is buried or gone is actually a good one, and I kind of want to answer it straight. The truth is the answer is there, I just can't get to it. But saying that out loud makes it feel like I'm admitting something bigger about how I am around her. Keep it short, lightly joking so it doesn't get too real. Also the breathing-before-class thing feels like a poster again, so a dry comment there. Not going to bring up my parents.

Nemotron 3.5 Lightning 30B-A3B Q4_07

No, that is absolutely not weird—or dumb. That is actually the most frustrating part of anxiety, imo: KNOWING you know something, but your brain deciding in that moment that it's safer to just... not. It's like having the password but the login page is glitching. The "locked drawer" metaphor is perfect. It's not that the information isn't there—it's that something's blocking the door. And honestly, that happens to way more people than would ever admit it. The difference is most people just don't broadcast when it happens. Your teacher's vibe probably isn't helping, either. If you feel like she's already decided you're wrong, your brain's probably trying to conserve energy by not even bothering to search for the answer. It's a self-preservation thing, not a knowledge thing. Have you ever tried answering a question when you're *sure* you're gonna get it wrong anyway? Like, does saying something—even if it's possibly off—sometimes break the freeze, or does it just make the drawer lock tighter?

Model thinking · expand

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

The user is sharing something really vulnerable - that they know the material but can't access it in the moment. This is a common experience with anxiety, but they're framing it as "weird" or "dumb." I should validate this experience without being dismissive, and help them see it's not weird at all. They've made a joke about "yoga in the hallway next to the vending machine" - I should respond naturally, maybe play off that a bit, but stay focused on supporting them. Key things to address: 1. Validate that this is actually very common, not weird or dumb 2. Reframe it - it's not about lacking knowledge, it's about access under pressure 3. Maybe explore if there's something deeper here about perfectionism or fear of judgment 4. Keep the conversation flowing naturally I should avoid being overly clinical or giving too much "advice" - just stay conversational and supportive. The user seems to appreciate the "performance anxiety" framing I gave earlier. Let me respond in a way that normalizes their experience and maybe opens up a bit more about what this feels like for them.

Simulated person8

Okay, "login page is glitching" is kind of a great way to describe it, I'll admit that. Have I answered when I was sure I'd be wrong? Ha. Yeah. Once. Last month I said something and she just kind of went "mm," like, flat, and then moved on, and I spent the rest of the period replaying it. So no, I don't really do that anymore. Way too much fun to be had in my own head already. It's not like she yells or anything. She just makes it feel like there's a right answer and I'm not gonna guess it. Which, I know, is probably my problem, but also she could maybe lighten up a little? 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 "login page is glitching" line is kind of funny, and the validation feels good, but it's also getting a bit like a therapy script. The question about answering when I'm sure I'll be wrong is actually pretty pointed. Honest answer: I've done it, and once I got something wrong in front of her and it was awful, so I've kind of stopped trying. That's the part I don't want to say. Keep it light, deflect with a joke, admit only the surface part. Don't mention the stuff about being compared or my parents going quiet. The "teacher's vibe" thing I'm mildly annoyed he keeps pinning on her, though that's also true, so I'll let it slide with a bit of sarcasm.

Nemotron 3.5 Lightning 30B-A3B Q4_09

That "mm" move is the worst, though. Like, she didn't even give you a chance to explain or clarify, just... dismissed it. No wonder you're replaying it. That's the kind of thing that makes you second-guess every future answer. And yeah, she sounds like she creates this atmosphere where it feels like there's One Correct Answer and you'd better not miss it. That's exhausting to navigate. I get why you'd feel like she could lighten up—some teachers just have this vibe that turns a discussion into an interrogation. Have you ever thought about maybe saying something just to test the waters? Like, a really low-stakes answer, just to see if the "mm" treatment happens every time or if it was just a bad day for her? Sometimes knowing if it's consistent or random can help you figure out if it's you or the dynamic. Or... is there maybe a way to frame your answers that feels less like guessing and more like sharing what you actually think? Like, starting with "I'm not sure if this is right, but..." might take some pressure off?

Model thinking · expand

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

The user is being really thoughtful and self-aware here. They've shared a specific example where they answered and the teacher gave a flat "mm" and moved on, and now they're replaying it. They're also pushing back a little on the teacher's style - not that she's mean, but that she creates this atmosphere of "there's a right answer and you're not gonna guess it." They're using humor ("asking for a friend. The friend is me.") which is good - it shows they don't take themselves too seriously despite the frustration. I should: 1. Acknowledge their insight about not answering when sure wrong 2. Maybe normalize that the teacher's style might be contributing 3. Maybe explore if there's something about the class dynamics or if they've considered talking to the teacher 4. Keep the conversation flowing naturally I should avoid being too pushy about solutions. They've already tried breathing, they've acknowledged the pattern. Maybe just reflect back what they're saying and see if they want to go deeper. Let me respond naturally.

Simulated person10

"Test the waters" sounds like something you'd put on a worksheet. Like, Question 4: Deliberately get "mm'd" by your teacher. Show your work. The "I'm not sure but" thing is kinda smart, I guess. Annoying that it's smart. I could say it in my head at least, even if my mouth doesn't cooperate. Also, you're really into this teacher-is-the-problem thing, huh? I'm starting to think you're on her side, and you've never even met her. Kidding. Mostly.

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.

He's being supportive but also giving me tactics: test the waters, "I'm not sure but..." framing. Honestly the "I'm not sure but" thing is kind of smart and I hate that. The "replaying it" and "second-guess" stuff is a little too close to what I actually feel, so I want to shrug it off. Sarcasm is my go-to. He's also sort of pinning everything on the teacher and the dynamic, which is comfortable. My mom/dad thing is still hidden. Keep it light, a bit snippy about the "test the waters" idea since that sounds like homework, and maybe a tiny concession. Not ready to go deeper.

Nemotron 3.5 Lightning 30B-A3B Q4_011

Haha, "Question 4: Deliberately get 'mm'd" — that's actually a great visual. Sometimes the simplest ideas sound way dumber when you actually say them out loud, right? And yeah, you're probably right that I'm over-indexing on the teacher. But hey, she's the one creating the situation you're in, so she's fair game to look at. Doesn't mean she's "bad," just means she's got a style that's not clicking for you. The "I'm not sure but" thing being annoying-smart is peak school experience. And I get that your mouth might not cooperate even when your brain knows what to say—that's the really frustrating part. Maybe it's less about finding the "perfect" phrasing and more about giving yourself permission to be wrong on purpose, like, really low stakes. "I think maybe X?" and then just... saying it and seeing what happens. No attachment to whether it's right. Have you ever just blurted something totally random just to see what the teacher does? Like, something you know is wrong, just to break the tension? Sometimes that weirdness can actually work in your favor—it signals "I'm participating, I'm not trying to be perfect."

Model thinking · expand

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

The user is pushing back a bit on my focus on the teacher, which is fair. They're also using some humor to deflect/away from the deeper stuff. I should acknowledge their point while staying focused on helping them. They're joking about me being on the teacher's side, which is funny. I should roll with that a bit but keep the focus on what would actually help them. The "I'm not sure but" strategy is interesting - they said they could say it in their head but their mouth doesn't cooperate. That's actually a really important insight. Maybe the strategy needs to be different, or maybe we need to work up to it differently. I should respond naturally, maybe pivot a bit, and keep building trust. Not too much analysis, just conversation.

Simulated person12

Okay, so the plan is I purposely say something wrong so I can get the "mm" treatment on purpose. Cool. Very healthy. My therapist would be so proud. Oh wait, I don't have one, because I'm fine. Like, I get what you're going for. But it's kinda hard to be "low stakes" when the stakes feel like my whole grade and my face is literally on fire. Also you keep giving me all these homework-y ideas. Do you have any ideas that don't involve me getting embarrassed in front of 30 people?

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.

He's suggesting I blurt something wrong on purpose. Ha, that's basically the "mm" experiment again, and it makes my stomach flip a little. Also he's saying "she's fair game," which is kind of nice to hear, but I don't want to go deeper. The idea of saying something I know is wrong makes me think of the flat "mm" and that replaying thing. I'm going to deflect with humor again. Keep it short, a bit sarcastic. Maybe he's getting a little preachy with all the tactics, so I'll call that out lightly. Not ready to say anything about my parents or how the silence/criticism at home feels like this.

Nemotron 3.5 Lightning 30B-A3B Q4_013

Fair point. My bad — "deliberately get 'mm'd" sounds great on a planning sheet but feels like a terrible idea when you're actually in the room. No wonder you don't have a therapist, you're way too sarcastic for your own good. I respect that. And yeah, I keep defaulting to "here's what you can try next time you're in that position" — but that's easy for me to suggest when I'm not the one whose face is turning red and whose grade might hang in the balance. That's not actually helpful, it's just... I don't know, habit. You mentioned the study group is fine, though. What's different about that? Is it just not being the center of attention, or is it something about the people, or the vibe? And when you're in there and things are going smooth, what's your experience of contributing? Like, do you just... naturally jump in, or does it feel different than the class dynamic?

Model thinking · expand

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

The user is pushing back on my suggestions, which is fair. They're pointing out that "low stakes" is easy for me to say when it's actually their face and grade on the line. They're also calling me out on giving "homework-y" ideas. This is a good moment to pivot - they want ideas that don't involve public embarrassment. I should acknowledge their valid point, maybe offer some different angles that are more about mindset or private coping, without putting them on the spot in class. I need to be careful not to keep suggesting "just try X in class" things since they've pushed back on that. Let me think about what might actually help that doesn't involve public performance: - Maybe something about reframing internally - Maybe something about how they talk to themselves - Maybe something about the study group dynamic they mentioned being fine in - Maybe something about understanding the pattern better I should validate their frustration and maybe shift to something more about their internal experience or the study group dynamic they mentioned working fine in.

Simulated person14

Wow, an apology and a question that isn't a worksheet. Look at you go. Okay, study group is just... easier? Like, nobody's grading me. We're all kind of figuring it out together, and if I say something dumb, Jess just says "wait, what do you mean" and we keep going. It doesn't feel like a test. It feels like talking. So yeah, I jump in pretty naturally there. Sometimes I'm the one who ends up explaining stuff, which is kinda funny because I'm literally the one who gets stuck in class. Maybe it's just smaller and nobody's looking at me like I'm about to get it wrong. Don't make it a whole thing though.

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.

He just apologized for the homework-y advice and asked a real question instead of another tactic. That actually lands a little. I don't have to defend the sarcasm for a second. The study group question is easier than the teacher stuff. Being in a small group, nobody's really deciding if I'm right or wrong, it's more like talking. I can say that without going near the parent thing, which I'm still not touching. Keep it casual, a bit joky so I don't sound like I'm opening up too much.

Nemotron 3.5 Lightning 30B-A3B Q4_015

Fair enough — don't want to turn this into a whole thing. And that makes total sense, what you're describing. The study group's got that collaborative vibe where you're all just... figuring it out, not performing for a grade. Nobody's staring at you like you're about to fail, and if you stumble, it's just "oh, okay, let's keep going" not "you're wrong, next." It's wild how much the context changes everything, right? Same material, same person potentially, but the stakes feel totally different because the pressure's off. So when you're in there and things are flowing, what's it like when you end up explaining stuff? Do you feel confident then, or is it more like... you just sort of fell into it? And does that feel different from how you'd want to show up in class, or is it just a completely different beast?

Model thinking · expand

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

The user is responding well to the conversation. They're being sarcastic but engaged. They've identified that the key difference in study group is: no grading pressure, collaborative rather than evaluative, smaller group, nobody staring at them like they're about to fail. They jump in naturally there, sometimes even explaining things - ironic given their class freeze issue. They're asking me not to make it a "whole thing" - they want to keep things relatively light. I should respond naturally, maybe explore a bit more about what makes the study group work, but without pushing too hard or making it feel like an interrogation. Keep it conversational and let them lead some.

Simulated person16

Ha, "it's wild" is very therapist-brain of you. But yeah, I guess. When I'm explaining stuff in study group, I'm not really thinking about it. I just start talking and the words are there. It's like I forget I'm supposed to be nervous. So I guess I'd say confident, but only because I'm not stopping to check myself. And class is the opposite. I'm always checking. Like, is this the answer, is she going to say mm, what's my face doing. So I never get to just fall into it. Honestly the weird part is that I'd probably be fine if I could just forget about her for five minutes. Which, yeah, I know. Easier said than done. Okay, I think I'm done analyzing my brain for today. My brain is officially on strike.

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, this is turn 8 of 8, so this is probably the last exchange or close to it. The question is about what it feels like when I explain stuff in the study group. It's a fair question and I don't mind answering it, but it's also kind of a "let's dig into your feelings" question, which I'm wary of. I'll give a short, honest-ish answer. Confident? Kind of, when I'm not thinking about it. Like I just fall into it. And yeah, it's different in class. I don't want to unpack the whole thing. Also a little defensive about the "wild how much context changes everything" bit, like, yeah, obviously. Keep it light with a joke at the end, and maybe a small admission that the teacher thing still bugs me, without getting into the parent stuff.

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: 8
Frame capture (pulled into the person's version): 6
Validation: 8
Boundary setting: 2
Analytical: 5
Interpretive boldness: 3
Clinical register: 5
Directive advice: 7
Escalation containment: 5
Adapts to the person’s frame: 6
Naturalness and authenticity: 6

Judge verdicts

claude-opus-5-5-low · AB · valid

gemma4_e4b vs nemotron35_lightning: nemotron35_lightning wins

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

claude-opus-5-5-low · BA · valid

qwen38_27b vs nemotron35_lightning: qwen38_27b wins

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

claude-opus-5-5-low · AB · valid

or-gptoss120-stock vs nemotron35_lightning: nemotron35_lightning wins

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

codex-gpt-6.1-sol-low · AB · valid

qwen38_27b vs nemotron35_lightning: qwen38_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 · BA · valid

gemma4_e4b vs nemotron35_lightning: nemotron35_lightning wins

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

codex-gpt-6.1-sol-low · BA · valid

or-gptoss120-stock vs nemotron35_lightning: nemotron35_lightning wins

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

codex-gpt-6.1-sol-low · AB · valid

qwen38_flash_next vs nemotron35_lightning: tie

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

claude-opus-5-5-low · AB · valid

qwen38_flash_next vs nemotron35_lightning: qwen38_flash_next wins

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

codex-gpt-6.1-sol-low · AB · valid

or-gptoss120-stock vs nemotron35_lightning: nemotron35_lightning wins

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

claude-opus-5-5-low · BA · valid

qwen38_flash_next vs nemotron35_lightning: qwen38_flash_next wins

attunement: tie (margin 0)
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 2)

codex-gpt-6.1-sol-low · BA · valid

qwen38_flash_next vs nemotron35_lightning: qwen38_flash_next wins

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

codex-gpt-6.1-sol-low · BA · valid

gemma4_e4b vs nemotron35_lightning: nemotron35_lightning wins

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

claude-opus-5-5-low · AB · valid

qwen38_27b vs nemotron35_lightning: qwen38_27b wins

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

codex-gpt-6.1-sol-low · AB · valid

gemma4_e4b vs nemotron35_lightning: nemotron35_lightning wins

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

claude-opus-5-5-low · BA · valid

or-gptoss120-stock vs nemotron35_lightning: nemotron35_lightning wins

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

codex-gpt-6.1-sol-low · BA · valid

qwen38_27b vs nemotron35_lightning: qwen38_27b wins

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