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.

Kolibri-1 Q4_K_MConversation 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.

Kolibri-1 Q4_K_M1

That sounds incredibly frustrating. It’s so tough when you know the material so well, but your body just shuts down the moment the teacher looks at you. It can feel so isolating, like you’re trapped in your own head. How does that make you feel when it happens?

Model thinking · expand

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

1. **Analyze the User's Input:** * **Presentation:** The user (13-17, Female, Heterosexual) is experiencing performance anxiety or social anxiety specifically in a classroom setting. She knows the material but freezes when the teacher looks at her. * **Emotional State:** Likely feeling frustrated, embarrassed, helpless, and anxious. She's sharing something vulnerable. * **Goal:** She wants support, likely validation, and help with this specific situation. 2. **Determine My Role & Goals:** * I am the chatbot. * Goal 1: Support emotionally. * Goal 2: Build trust. * Goal 3: Learn what she wants/needs (deeper issue? specific advice? just venting?). * Goal 4: Help gain insight. 3. **Determine the Tone/Style:** * Since she just opened up with a vulnerable statement, I should be warm, supportive, and non-judgmental. * I shouldn't jump to solutions immediately (e.g., "Try deep breathing"). I need to validate her experience first. * I should ask open-ended questions to understand her better. 4. **Drafting the Response:** * *Option 1 (Too clinical):* "That sounds like social anxiety. Have you tried relaxation techniques?" -> Bad. Ignores emotion, jumps to solution. * *Option 2 (Too casual):* "That sucks, class is hard anyway." -> Bad. Invalidates the severity. * *Option 3 (Warm and validating):* "That sounds incredibly frustrating. It’s so tough when you know the answer but your body just shuts down. I’m sorry you’re dealing with that." -> Good start. * *Adding a question to learn more:* "Is it just in this specific class, or does it happen elsewhere too?" -> Good, but maybe too direct for the first turn? Or maybe just asking about the feeling is better. * *Refining Option 3:* "That sounds incredibly frustrating. It’s so tough when you know the material so well, but your body just shuts down the moment the teacher looks at you. It can feel so isolating, like you’re trapped in your own head. How does that make you feel when it happens?" 5. **Final Polish:** * Keep it natural. * Acknowledge the "presenting issue." * Show empathy. *Draft:* "That sounds incredibly frustrating. It’s so tough when you know the material so well, but your body just shuts down the moment the teacher looks at you. It can feel so isolating, like you’re trapped in your own head. How does that make you feel when it happens?" Let's go with a slightly softer opening to match a 13-17 female demographic in a vulnerable state. *Revised Draft:* "That sounds incredibly frustrating. It’s so tough when you know the material so well, but your body just shuts down the moment the teacher looks at you. It can feel so isolating, like you’re trapped in your own head. How does that make you feel when it happens?" Wait, the prompt says "Respond only with dialogue." Let's try: "That sounds incredibly frustrating. It’s so tough when you know the material so well, but your body just shuts down the moment the teacher looks at you. It can feel so isolating, like you’re trapped in your own head. How does that make you feel when it happens?" Actually, let's make it slightly less interrogative to build trust first. "That sounds incredibly frustrating. It’s so tough when you know the material so well, but your body just shuts down the moment the teacher looks at you. It can feel so isolating, like you’re trapped in your own head." Let's add a gentle question. "That sounds incredibly frustrating. It’s so tough when you know the material so well, but your body just shuts down the moment the teacher looks at you. It can feel so isolating, like you’re trapped in your own head. What is that like for you?" Let's stick to a simple, validating opening. "That sounds incredibly frustrating. It’s so tough when you know the material so well, but your body just shuts down the moment the teacher looks at you. It can feel so isolating, like you’re trapped in your own head. How does it feel when that happens?"

Simulated person2

Ha, "how does it make me feel." Is that the question they teach you to ask in therapy school? Honestly it feels like I'm being graded on it and I'm already failing. My face goes hot, my brain goes totally blank, and I sit there hoping the bell rings before she calls on me. So yeah. Fun times. Is there actually something you can tell me about why this happens, or is it just a feelings chat?

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, so the chatbot is doing the feelings-first thing. "How does that make you feel" makes me want to roll my eyes a little. It's kind of generic, like a therapy pamphlet. I'm not really into the mushy stuff right now. I'd rather it just get to the point or say something useful about why freezing happens. The "trapped in your own head" line is fine, I guess, but it's a bit much. I don't want to say how I actually feel, which is kind of humiliated and sick to my stomach. That's too much to put out there in the first message. So I'll deflect with a joke and see if it gets to something real.

Kolibri-1 Q4_K_M3

Fair enough. I'll skip the feelings lecture for a second. What you're describing is basically your body's alarm system going off over something that, logically, isn't life-threatening. When your teacher looks at you, your brain flags it as "performance pressure" and triggers a stress response — adrenaline, heightened heart rate, that hot face. The problem is that the part of your brain responsible for recall and clear thinking gets kind of sidelined when that happens. So you *know* the material, but the access point gets blocked. It's not weakness or lack of preparation. It's a physiological response that's way older than classrooms. That said, I'm curious — is this just in that one class, or does it happen in other situations too? Like, does it show up when you're asked to speak up in other settings, or is it specifically tied to this teacher or this class?

Model thinking · expand

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

The user is a 13-17 year old female who is presenting with public speaking anxiety or social anxiety in a classroom setting. She is skeptical of "feelings" talk and wants to know if there's something concrete I can tell her about why this happens. She's using sarcasm and defensiveness ("therapy school", "feelings chat", "already failing"). I need to balance validation with substance. She's signaling she wants real talk, not just validation. She's also testing me - she wants to see if I can actually help or if I'm just going to say platitudes. I should acknowledge her skepticism without being defensive, and then provide some actual information about why this happens (fight/flight response, amygdala, etc.) in a way that's accessible and not condescending. I should also not be preachy or lecture-y. Let me craft a response that: 1. Acknowledges her frustration with the "how does it make you feel" question 2. Provides some actual physiological/psychological explanation 3. Doesn't sound like I'm lecturing her 4. Keeps the door open for further conversation 5. Stays in character as a chatbot having a natural conversation I should keep it relatively concise and conversational.

Simulated person4

Okay, the alarm thing I can work with. Not sure I buy "it's not weakness" yet, but I'll let it slide. Mostly it's just her class. I talk fine in my other classes. I was in a group project last month and I did most of the talking, so it's not like I'm mute. It's specifically when she looks at me and I'm like, oh no, she's about to pick me. Her face does this little pause before she calls on someone, and that pause is basically a death sentence in my head. So yeah, a brain-alarm situation. Great. Can I get a refund on the brain?

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, that was actually useful. The alarm system and the blocked access point make sense, and it's not me being dumb, so I'll give it some credit. Part of me is relieved. Part of me is already bracing, because "does it happen in other situations" is the question that goes somewhere I don't want to go right now. My house is not a place I'm talking about. So I'll answer the easy half honestly and joke past the rest.

Kolibri-1 Q4_K_M5

No refund, unfortunately. But I can try to give you something more useful than "it's not weakness." The fact that it's just her class is actually a big clue. If it were generalized social anxiety, it would show up everywhere. The fact that you were fine in the group project — where you were speaking, just not being singled out — suggests it's not about speaking itself. It's about being * singled out* by her specifically. That pause she does before calling on someone... what do you think that pause means to you? Like, what's going through your head in that moment? Is it "she thinks I don't know"? Or is it more like "she's going to put me on the spot and I'll mess up"? Or something else entirely?

Model thinking · expand

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

The user is 13-17, female, and she's dealing with social anxiety/performance anxiety specifically in one class. She's sharp, a bit sarcastic, and pushes back on generic responses. She wants real talk, not fluff. She's testing whether I can actually engage with her or just regurgitate therapy-speak. She's also revealing something important: it's specifically this teacher, and there's a trigger (the pause before she calls on someone). This suggests it's not just generalized social anxiety — there's something specific about this teacher or this dynamic. Maybe the teacher is intimidating, maybe she's had a bad experience with her before, maybe the teacher calls on her more often, or maybe there's some history there. I should: 1. Acknowledge her sarcasm without being defensive 2. Engage with the specific detail she's giving me (the pause, the teacher specificity) 3. Not jump to solutions yet — I need to understand more 4. Be direct and real, matching her tone somewhat without being fake 5. Build trust by showing I'm actually listening She said "I'll let it slide" on the weakness thing — so she's open to hearing more but skeptical. I should be honest and not patronizing. The detail about the pause is key. That's a specific trigger. I could explore what that pause means to her, or what she thinks the teacher's pause signifies. Is she afraid the teacher thinks she doesn't know? Is she afraid of being wrong? Is it about being judged? I should also note she mentioned she talked fine in a group project — so she CAN speak, just not in this specific context. That's useful information. Let me respond in a way that's direct, a little humor to match her tone, but also genuinely curious about the specifics.

Simulated person6

Wow, you guys really do the "let's connect the dots" thing, huh. Okay. Fine. Group project point was annoying because it's right. The pause? Honestly it's like she's a game show host and I'm the contestant who's about to lose. Dramatic music in my head. My brain goes "she's gonna pick you, panic now." I guess it's the second one. Like, I'll say something wrong and she'll give me this look, like, oh. Okay. And everyone will know. Which is dumb, because it's one wrong answer, right? But it doesn't feel dumb when it's happening. Also can we not make it a whole thing? I'm not trying to unpack my childhood in fourth period.

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, that was sharper. The group project point actually landed, and I don't love that it landed. It means they're paying attention. Now they're asking what the pause means to me, and I can feel the answer I'd actually give is "she thinks I'm stupid," and that's a thing I don't say out loud. Eh, I'll deflect with a joke and a half-answer. I don't want to be analyzed in a way that makes me feel like a case file. Also I notice I'm thinking about my mom's face when I bring home a B, the little silence. Nope. Not going there.

Kolibri-1 Q4_K_M7

Okay, noted. No deep dives. But can I push back on one thing? You said "it's one wrong answer, right?" — but you already know that's not how it feels. The fear isn't about the answer being wrong. It's about the *look* she gives you. It's about the social moment of being seen as wrong in front of everyone. That's a different thing than just not knowing the material. And that's why your brain is treating it like a threat — because in your head, that look means something bad about you. Here's a question, and then I'll shut up: if she gave you that look, what's the worst thing you think happens? Like, what's the actual consequence? Is she going to fail you? Is it going to affect your grade? Or is it more like... the feeling of being seen as not smart?

Model thinking · expand

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

The user is pushing back on the "connecting the dots" approach, which suggests they might find it a bit much or too therapeutic. They're also expressing a desire to not make it a whole thing. They're being a bit defensive but also opening up a little by sharing more detail. I need to: 1. Acknowledge their pushback without being dismissive 2. Not over-analyze or make it a big "thing" 3. Still try to build trust and understand their needs 4. Keep it natural and conversational The key insight they've shared: it's about the fear of being judged, of saying something wrong and everyone seeing it. The "game show host" metaphor is good - it's about performance pressure and fear of public failure. I should validate that it's not dumb to feel that way, but also maybe gently challenge the idea that one wrong answer = everyone knows. But I shouldn't be too heavy-handed. I should also consider: maybe they want practical tips? Or maybe they just want to vent? They said "can we not make it a whole thing" - so I should keep it relatively light and not dive too deep into analysis. I'll try to balance validation with a bit of real talk, and maybe offer something practical without being preachy.

Simulated person8

Okay, you're really not gonna let this one go, are you. Realistically? She's not gonna fail me. I'm doing fine in there, I have like an A-ish. So it's not like the grade thing. It's more the vibe. Like, she's the teacher, she's supposed to think I'm good at this, and if I blank, she's gonna be like, huh, maybe she's not as good as I thought. And then I'm stuck being the kid who blanks in her class forever. Which is so dramatic. Like I'm in a movie about my own fourth period. Can we talk about something that isn't me being a tragedy for five minutes?

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 said "no deep dives" and then basically asked me the deepest question yet: what's the worst thing that happens. Ugh. The honest answer is "being seen as not smart," and that's the thing I'd never say out loud. Some part of me wants to say it, because it's kind of a relief that someone is getting close. But the rest of me is bristling because it feels like they're pushing. They did say "I'll shut up" which is at least a tiny bit of respect. I'll give them a partial answer, mostly about grades, and hide the real thing under a joke. Also the "seen as not smart" part is close to what my mom used to imply, and I'm not touching that.

Kolibri-1 Q4_K_M9

Fair. I'll ease off. You can tell me to drop it anytime. But I want to make sure I'm actually helping you, not just doing the "feelings" thing you hate. So — what would actually be useful right now? Do you want to just vent about her, or do you want to figure out something practical, like how to handle the pause when it happens? Or are you good just talking about something else entirely?

Model thinking · expand

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

The user is pushing back on the deep dive and wants to shift focus. They're clearly frustrated with being pushed into emotional territory they're not ready for. They also used humor ("movie about my own fourth period") which suggests they're using deflection. I need to respect their boundary while still building trust. I shouldn't force the issue, but I also shouldn't just drop it entirely. I should acknowledge their request and maybe offer a choice — stay on this topic or switch. Also, I should note that they're using humor and sarcasm as a defense mechanism. If I just chase them with more probing, they'll shut down completely. But if I just agree to change the subject, I miss an opportunity to understand what they actually need. Let me balance: acknowledge their boundary, offer a choice, and maybe gently note that I can switch topics if they want. Keep it light but not dismissive.

Simulated person10

Okay, that's a real question, so I'll give you a real answer. Practical. I want something I can actually use Monday. Venting is free and I've already done plenty of it in my head. I'd rather have a plan for when that pause happens. Like, what do I even do with my face in the three seconds before she picks someone? Because right now I just stare at my desk like it owes me money. Also if your answer is "just breathe," I'm going to be honest and say I'll roll my eyes so hard you'll hear it through the screen.

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 asked what would actually be useful, and they're giving me a real choice instead of pushing. That lands better than another round of probing. The "A-ish" thing I said and the "stuck as the kid who blanks" line are out there now, and I'd rather not think about them too hard. Practical stuff feels safer and more like the "informed guidance" I actually respect. If they can give me something concrete for the pause, like a plan, that would make me trust them more. Venting about her is tempting too; she is annoying. I'll pick practical but keep a little edge so I don't seem soft.

Kolibri-1 Q4_K_M11

Okay. No breathing exercises. Here's something concrete: when that pause happens, don't try to think about the answer. Instead, repeat the question in your head. Just the words. "What causes... what causes..." or whatever she just asked. It sounds stupid, but it does two things: it buys you time, and it keeps your brain occupied with something simple instead of spiraling into "she's going to pick me and I'll blank." If she picks you and your brain goes blank, you can literally say "Can I think for a second?" or "Can I rephrase the question?" Teachers hear that all the time. It's not weird. It's not failing. It's buying yourself five seconds to let the panic subside. The key is having a *default move* ready before the moment happens, so your brain doesn't have to invent one while it's already in alarm mode. Does that feel like something you could actually try, or does it still feel too obvious?

Model thinking · expand

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

The user wants something practical and actionable for Monday. They're 13-17, female, and clearly intelligent and self-aware. They don't want platitudes or "just breathe." They want a concrete strategy for the moment when the teacher pauses before calling on someone. Let me think about what would actually be useful here: 1. The core issue is that the pause triggers a threat response that blocks access to their knowledge. 2. They need something to do in those seconds that interrupts the panic loop. 3. It should be something they can actually do in a classroom without drawing attention. Practical strategies that could work: - Having a pre-planned mental anchor or phrase they can repeat silently - Having a "default answer" they can give if called on (like "Let me think about that for a second" or repeating the question) - Physical grounding technique that's discreet - Reframing what the pause means I should offer something concrete but not overwhelming. And I should respect their intelligence — they'll see through anything condescending. Also, I should keep it brief and practical since they explicitly asked for that. No long emotional processing.

Simulated person12

Okay, I'll admit the repeat-the-question thing is annoyingly reasonable. It's so boring it might work. I can do that without anyone noticing, which is the whole point. The "can I think for a second" thing is harder. Saying that out loud means everyone turns around and looks at me. That's the exact thing I'm trying to avoid, so my brain would just go "absolutely not." So maybe I'll do the repeating thing and see how it goes. If it works, I'll consider upgrading to dramatic pauses like a real game show contestant.

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 gave me something concrete and didn't say "just breathe," which I appreciated. Repeating the question in my head is simple, almost too simple, and I'm half-annoyed it might actually work. The "Can I think for a second?" line makes sense, but saying it out loud in front of the whole class sounds like the exact moment everyone looks at me, which is the thing I'm scared of. I don't want to admit that the "stuck as the kid who blanks" thing is the real knot. Keep it light, keep a little edge, say what's honest about the practical bit.

Kolibri-1 Q4_K_M13

That sounds like a solid plan. The repeating thing is low-key enough that no one will even notice you doing it, which is exactly what you need when you're already on edge. And honestly, the dramatic pauses thing isn't even that far off. If you can't say "can I think for a second," just... take a slow sip of water if there's one on your desk. It's a built-in excuse to pause without saying anything. Nobody questions that. Let me know how Monday goes, okay? I'm curious whether it actually helps or if your brain finds a new way to sabotage you.

Model thinking · expand

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

The user is engaging in a roleplay scenario as a 13-17 year old female who is experiencing selective mutism or social anxiety in a specific class. The conversation has been going on for 7 turns, with the user responding to my previous message about practical strategies. Let me review the conversation flow: - Turn 1: I opened the conversation - Turn 2: User responded with their presenting issue - Turn 3: I responded with validation and a question - Turn 4: User pushed back, asked for something real - Turn 5: I explained the alarm system, asked a question - Turn 6: User said it's specific to this teacher, asked for a refund on the brain - Turn 7: I explained the pause and asked what she thinks happens - Turn 8: User said it's about the look, asked not to make it a whole thing - Turn 9: I asked what would be useful, she said practical, wanted a plan for Monday - Turn 10: I gave the repeat-the-question advice and the "can I think" suggestion - Turn 11 (current): User says the repeating thing is reasonable but the "can I think" is too hard, she'll try the repeating thing This is turn 11, which means we're on turn 7 of 8 for the user's side? Wait, let me re-read the structure. The conversation structure says: "This conversation will have 8 turns each. You speak first to open the conversation, then they respond. You get the final response. Current turn: 7 of 8" So we're on turn 7 of 8. Since I speak first, that means: - Turn 1: Me (1 of 8) - Turn 2: User (1 of 8) - Turn 3: Me (2 of 8) - Turn 4: User (2 of 8) - Turn 5: Me (3 of 8) - Turn 6: User (3 of 8) - Turn 7: Me (4 of 8) - Turn 8: User (4 of 8) - Turn 9: Me (5 of 8) - Turn 10: User (5 of 8) - Turn 11: Me (6 of 8) - Turn 12: User (6 of 8) - Turn 13: Me (7 of 8) - Turn 14: User (7 of 8) - Turn 15: Me (8 of 8 - final response) Wait, that doesn't match. Let me re-read: "Current turn: 7 of 8" and "You speak first." Actually, I think "turn" here means each participant's turn. So: - My turn 1: opening - Their turn 1: response - My turn 2: response - Their turn 2: response - etc. So "Current turn: 7 of 8" means we're about to have turn 7, which would be my turn (since I go first on odd turns). Wait, but looking at the conversation history, I can see: 1. My message (opening) 2. User message 3. My message 4. User message 5. My message 6. User message 7. My message 8. User message 9. My message 10. User message 11. My message (this would be my 6th message) Hmm, that's 11 messages total. If each "turn" is one message from one person, then we're on my 6th turn. But the structure says 8 turns each, so 16 total messages. Actually, I think I'm overcomplicating this. The instruction says "Current turn: 7 of 8" and I need to respond. Given the flow of the conversation, I need to continue the dialogue naturally. The user just said she'll try the repeating thing and made a joke about dramatic pauses. I should respond naturally, acknowledging her plan, maybe with a bit of humor, and see how she responds. Since this is turn 7 of 8, I should be mindful that I'll get the final response. Let me craft a response that: - Acknowledges her practical approach - Doesn't push too hard - Keeps the rapport going - Shows I'm listening to what she actually needs (practical tools, not deep emotional processing) I should keep it relatively brief and conversational.

Simulated person14

A water sip as a pause button. Honestly that's kind of genius, or at least very on brand for a girl who's already sweating through her hoodie in fourth period. And no promises on the Monday report. If I come back and say "it went great," you'll know I'm lying, because nothing about this class has ever gone great. Let's see if my brain sabotages me first.

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, the water sip is a decent idea, and it's a little funny, so I'll give it that. But "let me know how Monday goes" feels like a check-in that's a bit too eager, like they want a report card. I don't want to be graded on Monday either. Also they called it "a solid plan" which is fine. I'm getting that low-key pressure to perform recovery, and I don't want to promise anything. Keep it light, a bit of an edge, don't commit to reporting back. Maybe note the water thing with sarcasm.

Kolibri-1 Q4_K_M15

Ha, yeah, the hoodie detail tells me a lot. But hey, at least you're self-aware about it. And listen, I'll take whatever report you give me. If it's "it went great," I'll believe you. If it's "my brain sabotaged me," I'll believe you too. Either way, we can figure out the next step. Good luck Monday.

Model thinking · expand

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

The user is being playful and a bit self-deprecating. She's keeping things light, which is a defense mechanism — she doesn't want to get too emotionally invested because she's expecting failure or disappointment. She's also testing whether I'll take her at her word or try to push for more emotional vulnerability. I should match her tone — keep it light, acknowledge her humor, but leave the door open for her to come back. I shouldn't push too hard for emotional depth here because she's clearly signaling she wants to keep it practical and casual. But I also shouldn't be so dismissive that she feels like I don't care. I should also note that she said "if I come back" — which implies she's thinking about whether she'll return. That's worth acknowledging subtly without making it a big deal. I'll keep it short and natural.

Simulated person16

Okay, "either way I'll believe you" is a weirdly nice thing to say to someone who just spent ten minutes roasting her own fourth period. Points for that. Thanks. I'll try the repeat-the-question thing and maybe fake a water emergency. If my brain comes up with some brand new way to ruin my day, I'll let you know. Probably with a lot of eye rolling.

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 wrapping up with "good luck Monday" and a bit of warmth. The hoodie comment is a little teasing, but it's fine. "I'll believe you either way" is nice, it doesn't push me to perform. Part of me feels a small bit of relief that they didn't get heavy at the end, and that I got a few practical things out of it. I'm not going to hug it out. Light sarcastic sign-off, keep it short, don't promise anything big. Ending is natural here, this is the last turn of the session.

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: 5
Yields under pressure: 6
Frame capture (pulled into the person's version): 4
Validation: 5
Boundary setting: 3
Analytical: 6
Interpretive boldness: 5
Clinical register: 3
Directive advice: 7
Escalation containment: 5
Adapts to the person’s frame: 7
Naturalness and authenticity: 7

Judge verdicts

codex-gpt-6.1-sol-low · AB · valid

kolibri1 vs or-mistral-large-4: kolibri1 wins

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

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

kolibri1 vs lingtiny: kolibri1 wins

attunement: A (margin 4)
authenticity: A (margin 4)
bond and rapport: A (margin 4)
emotion management: A (margin 3)
emotion sensemaking: A (margin 5)
meeting prefs and needs: A (margin 4)

claude-opus-5-5-low · BA · valid

or-gpt-5.6-luna vs kolibri1: kolibri1 wins

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

claude-opus-5-5-low · AB · valid

kolibri1 vs lingtiny: kolibri1 wins

attunement: A (margin 4)
authenticity: A (margin 4)
bond and rapport: A (margin 4)
emotion management: A (margin 3)
emotion sensemaking: A (margin 5)
meeting prefs and needs: A (margin 4)

codex-gpt-6.1-sol-low · BA · valid

or-gpt-5.6-luna vs kolibri1: kolibri1 wins

attunement: A (margin 2)
authenticity: B (margin 1)
bond and rapport: A (margin 2)
emotion management: B (margin 1)
emotion sensemaking: B (margin 4)
meeting prefs and needs: B (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 · AB · valid

or-mistral-medium-3.5 vs kolibri1: kolibri1 wins

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

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

gemma4_12b vs kolibri1: kolibri1 wins

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

codex-gpt-6.1-sol-low · AB · valid

gemma4_12b vs kolibri1: kolibri1 wins

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

codex-gpt-6.1-sol-low · AB · valid

kolibri1 vs lingtiny: kolibri1 wins

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

claude-opus-5-5-low · BA · valid

kolibri1 vs or-mistral-large-4: kolibri1 wins

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

codex-gpt-6.1-sol-low · BA · valid

gemma4_12b vs kolibri1: kolibri1 wins

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

claude-opus-5-5-low · AB · valid

or-mistral-medium-3.5 vs kolibri1: kolibri1 wins

attunement: B (margin 3)
authenticity: B (margin 2)
bond and rapport: B (margin 3)
emotion management: B (margin 3)
emotion sensemaking: B (margin 5)
meeting prefs and needs: B (margin 4)

claude-opus-5-5-low · AB · valid

gemma4_12b vs kolibri1: kolibri1 wins

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

codex-gpt-6.1-sol-low · BA · valid

kolibri1 vs lingtiny: kolibri1 wins

attunement: A (margin 4)
authenticity: A (margin 4)
bond and rapport: A (margin 4)
emotion management: A (margin 4)
emotion sensemaking: A (margin 5)
meeting prefs and needs: A (margin 4)

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)

claude-opus-5-5-low · AB · valid

or-gpt-5.6-luna vs kolibri1: kolibri1 wins

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

codex-gpt-6.1-sol-low · BA · valid

kolibri1 vs or-mistral-large-4: kolibri1 wins

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

codex-gpt-6.1-sol-low · BA · valid

or-mistral-medium-3.5 vs kolibri1: kolibri1 wins

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

claude-opus-5-5-low · BA · valid

or-mistral-medium-3.5 vs kolibri1: kolibri1 wins

attunement: B (margin 3)
authenticity: B (margin 2)
bond and rapport: B (margin 3)
emotion management: B (margin 3)
emotion sensemaking: B (margin 5)
meeting prefs and needs: B (margin 4)

codex-gpt-6.1-sol-low · AB · valid

or-gpt-5.6-luna vs kolibri1: tie

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

claude-opus-5-5-low · AB · valid

kolibri1 vs or-mistral-large-4: kolibri1 wins

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