cyang33/LingGym huggingface dataset:
Question 193:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Wet ús=káyn stík yu bin ___ bíl di hós?
Gloss (with missing item): with Q=kind wood 2SG PST ___ build DEF house
The English translation of this sentence is:‘(With) what kind of wood did you build the house with?’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Secondly, we find double marking of the instrument objects of the morpheme ___ ‘its gloss ___’ as a rather regular way of questioning these objects. In \REF{ex:key:611}, the object of the morpheme ___ (i.e. ús=tín ‘what’) is fronted and focused. The question word and object ús=tín is additionally preceded by the instrumental/comitative preposition wet ‘with’ as if the corresponding declarative clause had been something ungrammatical like *dɛn the morpheme ___ wet plɛ́nk bíl di hós ‘\textsc{3pl} its gloss ___ with board build \textsc{def} house’ = *‘they took with board to build the house’ (cf. also \ref{ex:key:1571}–\ref{ex:key:1572}):
A: word: ték	 gloss: take
B: word: wétin	 gloss: what
C: word: acepta	 gloss: accept
D: word: ték=an	 gloss: take=3SG.OBJ
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 194:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Wet ús=káyn stík yu bin ték ___ di hós?
Gloss (with missing item): with Q=kind wood 2SG PST take ___ DEF house
The English translation of this sentence is:‘(With) what kind of wood did you build the house with?’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Secondly, we find double marking of the instrument objects of ték ‘take’ as a rather regular way of questioning these objects. In \REF{ex:key:611}, the object of ték (i.e. ús=tín ‘what’) is fronted and focused. The question word and object ús=tín is additionally preceded by the instrumental/comitative preposition wet ‘with’ as if the corresponding declarative clause had been something ungrammatical like *dɛn ték wet plɛ́nk the morpheme ___ di hós ‘\textsc{3pl} take with board its gloss ___ \textsc{def} house’ = *‘they took with board to its gloss ___ the house’ (cf. also \ref{ex:key:1571}–\ref{ex:key:1572}):
A: word: piso	 gloss: storey
B: word: sósó	 gloss: REP
C: word: bíl=an	 gloss: build=3SG.OBJ
D: word: bíl	 gloss: build
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 195:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Dɛn ___ stón bíl ús=káyn hós?
Gloss (with missing item): 3PL ___ stone build Q=kind house
The English translation of this sentence is:‘Which house did they build of stone?’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: However, fronting\is{fronting} of the patient object of the major (open class) verb in the morpheme ___ SVCs is not accepted \REF{ex:key:612}. Patients are usually questioned in situ in their original syntactic position following the major verb \REF{ex:key:613}:
A: word: ték=an	 gloss: take=3SG.OBJ
B: word: acepta	 gloss: accept
C: word: wɔwɔ́	 gloss: REP
D: word: ték	 gloss: take
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 196:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Dɛn ték stón ___ ús=káyn hós?
Gloss (with missing item): 3PL take stone ___ Q=kind house
The English translation of this sentence is:‘Which house did they build of stone?’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: However, fronting\is{fronting} of the patient object of the major (open class) verb in ték SVCs is not accepted \REF{ex:key:612}. Patients are usually questioned in situ in their original syntactic position following the major verb \REF{ex:key:613}:
A: word: piso	 gloss: storey
B: word: chakrá	 gloss: destroy
C: word: bíl=an	 gloss: build=3SG.OBJ
D: word: bíl	 gloss: build
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 197:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Dɛn ték stón bíl ___ hós?
Gloss (with missing item): 3PL take stone build ___ house
The English translation of this sentence is:‘Which house did they build of stone?’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: However, fronting\is{fronting} of the patient object of the major (open class) verb in ték SVCs is not accepted \REF{ex:key:612}. Patients are usually questioned in situ in their original syntactic position following the major verb \REF{ex:key:613}:
A: word: kɔmɔ́t	 gloss: go.away
B: word: ús=káyn	 gloss: Q=kind
C: word: ús=tín	 gloss: Q=thing
D: word: káyn	 gloss: kind
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 198:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Dɛn ték stón bíl ús=káyn ___
Gloss (with missing item): 3PL take stone build Q=kind ___
The English translation of this sentence is:‘Which house did they build of stone?’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: However, fronting\is{fronting} of the patient object of the major (open class) verb in ték SVCs is not accepted \REF{ex:key:612}. Patients are usually questioned in situ in their original syntactic position following the major verb \REF{ex:key:613}:
A: word: “mɔ́nt”	 gloss: month
B: word: klós	 gloss: clothing
C: word: hóm	 gloss: home
D: word: hós	 gloss: house
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 199:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Yu bin sté ___ mɔ́ch dé?
Gloss (with missing item): 2SG PST stay ___ much day
The English translation of this sentence is:‘How many days did you stay?’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Modifiers and demonstratives\is{demonstratives} in \textsc{NPs} are questioned via three question elements: the clitic ús= ‘\textsc{q}, \textsc{which’}; the (marginally employed) phonologically independent question word wích ‘w\textsc{hich’,} and the bimorphemic question word ús=káyn ‘\textsc{q}=kind’. Quantifier\is{quantifiers}s are questioned by means of the morpheme ___ mɔ́ch ‘its gloss ___ much’ (cf. \ref{ex:key:636}–\ref{ex:key:638} below). The element ús= straddles the boundary of a more functional and a more lexical meaning. Consider the translations of the following two examples, which contrast the rarely used and more lexical wích ‘\textsc{which}’ with the high-frequency question particle ús= ‘\textsc{q’}:
A: word: ús=káyn	 gloss: Q=kind
B: word: háw	 gloss: how
C: word: hala-hála	 gloss: RED.CPD-shout
D: word: wétin	 gloss: what
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 200:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Yu bin sté háw ___ dé?
Gloss (with missing item): 2SG PST stay how ___ day
The English translation of this sentence is:‘How many days did you stay?’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Modifiers and demonstratives\is{demonstratives} in \textsc{NPs} are questioned via three question elements: the clitic ús= ‘\textsc{q}, \textsc{which’}; the (marginally employed) phonologically independent question word wích ‘w\textsc{hich’,} and the bimorphemic question word ús=káyn ‘\textsc{q}=kind’. Quantifier\is{quantifiers}s are questioned by means of háw the morpheme ___ ‘how its gloss ___’ (cf. \ref{ex:key:636}–\ref{ex:key:638} below). The element ús= straddles the boundary of a more functional and a more lexical meaning. Consider the translations of the following two examples, which contrast the rarely used and more lexical wích ‘\textsc{which}’ with the high-frequency question particle ús= ‘\textsc{q’}:
A: word: caro	 gloss: expensive
B: word: mɔ́ch	 gloss: much
C: word: ɛ́n	 gloss: INTJ
D: word: jɔ́ch	 gloss: judge
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 201:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Yu bin sté háw mɔ́ch ___
Gloss (with missing item): 2SG PST stay how much ___
The English translation of this sentence is:‘How many days did you stay?’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Modifiers and demonstratives\is{demonstratives} in \textsc{NPs} are questioned via three question elements: the clitic ús= ‘\textsc{q}, \textsc{which’}; the (marginally employed) phonologically independent question word wích ‘w\textsc{hich’,} and the bimorphemic question word ús=káyn ‘\textsc{q}=kind’. Quantifier\is{quantifiers}s are questioned by means of háw mɔ́ch ‘how much’ (cf. \ref{ex:key:636}–\ref{ex:key:638} below). The element ús= straddles the boundary of a more functional and a more lexical meaning. Consider the translations of the following two examples, which contrast the rarely used and more lexical wích ‘\textsc{which}’ with the high-frequency question particle ús= ‘\textsc{q’}:
A: word: lɛ́k	 gloss: like
B: word: sigue	 gloss: follow
C: word: dé”	 gloss: BE.LOC
D: word: dé	 gloss: day
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 202:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): ___ mɔ́ch pikín de gó na dán skúl?
Gloss (with missing item): ___ much child IPFV go LOC that school
The English translation of this sentence is:‘How many children go to that school.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Modifiers and demonstratives\is{demonstratives} in \textsc{NPs} are questioned via three question elements: the clitic ús= ‘\textsc{q}, \textsc{which’}; the (marginally employed) phonologically independent question word wích ‘w\textsc{hich’,} and the bimorphemic question word ús=káyn ‘\textsc{q}=kind’. Quantifier\is{quantifiers}s are questioned by means of the morpheme ___ mɔ́ch ‘its gloss ___ much’ (cf. \ref{ex:key:636}–\ref{ex:key:638} below). The element ús= straddles the boundary of a more functional and a more lexical meaning. Consider the translations of the following two examples, which contrast the rarely used and more lexical wích ‘\textsc{which}’ with the high-frequency question particle ús= ‘\textsc{q’}:
A: word: háw	 gloss: how
B: word: bay	 gloss: buy
C: word: hala-hála	 gloss: RED.CPD-shout
D: word: wétin	 gloss: what
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 203:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Háw ___ pikín de gó na dán skúl?
Gloss (with missing item): how ___ child IPFV go LOC that school
The English translation of this sentence is:‘How many children go to that school.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Modifiers and demonstratives\is{demonstratives} in \textsc{NPs} are questioned via three question elements: the clitic ús= ‘\textsc{q}, \textsc{which’}; the (marginally employed) phonologically independent question word wích ‘w\textsc{hich’,} and the bimorphemic question word ús=káyn ‘\textsc{q}=kind’. Quantifier\is{quantifiers}s are questioned by means of háw the morpheme ___ ‘how its gloss ___’ (cf. \ref{ex:key:636}–\ref{ex:key:638} below). The element ús= straddles the boundary of a more functional and a more lexical meaning. Consider the translations of the following two examples, which contrast the rarely used and more lexical wích ‘\textsc{which}’ with the high-frequency question particle ús= ‘\textsc{q’}:
A: word: fínis	 gloss: finish
B: word: mɔ́ch	 gloss: much
C: word: jɔ́ch	 gloss: judge
D: word: caro	 gloss: expensive
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 204:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Háw mɔ́ch ___ de gó na dán skúl?
Gloss (with missing item): how much ___ IPFV go LOC that school
The English translation of this sentence is:‘How many children go to that school.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Modifiers and demonstratives\is{demonstratives} in \textsc{NPs} are questioned via three question elements: the clitic ús= ‘\textsc{q}, \textsc{which’}; the (marginally employed) phonologically independent question word wích ‘w\textsc{hich’,} and the bimorphemic question word ús=káyn ‘\textsc{q}=kind’. Quantifier\is{quantifiers}s are questioned by means of háw mɔ́ch ‘how much’ (cf. \ref{ex:key:636}–\ref{ex:key:638} below). The element ús= straddles the boundary of a more functional and a more lexical meaning. Consider the translations of the following two examples, which contrast the rarely used and more lexical wích ‘\textsc{which}’ with the high-frequency question particle ús= ‘\textsc{q’}:
A: word: wók	 gloss: work
B: word: bɔ́y	 gloss: boy
C: word: tín	 gloss: thing
D: word: pikín	 gloss: child
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 205:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): \'{A}fta a nó sabí ___ tín kán pás.
Gloss (with missing item): then 1SG.SBJ NEG know ___ thing PFV pass
The English translation of this sentence is:‘Then, I don’t know what happened.’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The more functional use of the morpheme ___ is more obvious when it precedes a generic noun as in the following two examples. Here, the phrase the morpheme ___ tín ‘\textsc{q}=kind thing’ has the same meanings as wétin or ús=tín ‘\textsc{what’}. Note that \REF{ex:key:620} is a free relative clause\is{relative clauses} and sentence \REF{ex:key:621} an indirect question. The long forms featuring káyn ‘kind’ are equally common in this position as are the shorter forms wétin and ús=tín:
A: word: ús=káyn	 gloss: Q=kind
B: word: mébi	 gloss: maybe
C: word: nguema	 gloss: NAME
D: word: káyn	 gloss: kind
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 206:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Yu nó wet ___ tín dɛn mék dís tín?
Gloss (with missing item): 2SG know with ___ thing 3PL make this thing
The English translation of this sentence is:‘Do you know with what this is made?’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The more functional use of the morpheme ___ is more obvious when it precedes a generic noun as in the following two examples. Here, the phrase the morpheme ___ tín ‘\textsc{q}=kind thing’ has the same meanings as wétin or ús=tín ‘\textsc{what’}. Note that \REF{ex:key:620} is a free relative clause\is{relative clauses} and sentence \REF{ex:key:621} an indirect question. The long forms featuring káyn ‘kind’ are equally common in this position as are the shorter forms wétin and ús=tín:
A: word: ús=káyn	 gloss: Q=kind
B: word: ús=sík	 gloss: Q=sickness
C: word: sɔn	 gloss: some
D: word: káyn	 gloss: kind
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 207:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Na ___ stáyl yu ték kán na yá?
Gloss (with missing item): FOC ___ style 2SG take come LOC here
The English translation of this sentence is:‘By which means did you come here?’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The same, more functional use can be observed when the morpheme ___ precedes the generic noun stáyl ‘style, manner’ in order to question an adverbial of manner (cf. \ref{ex:key:629}–\ref{ex:key:630} below). However, the morpheme ___ is not found in conjunction with human-denoting generic nouns like mán ‘man’ or pɔ́sin ‘person’ with the meaning of ‘\textsc{who’.}
A: word: káyn	 gloss: kind
B: word: ús=káyn	 gloss: Q=kind
C: word: yét	 gloss: yet
D: word: vive	 gloss: live
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 208:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): Na ús=káyn ___ yu ték kán na yá?
Gloss (with missing item): FOC Q=kind ___ 2SG take come LOC here
The English translation of this sentence is:‘By which means did you come here?’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The same, more functional use can be observed when ús=káyn precedes the generic noun the morpheme ___ ‘its gloss ___, manner’ in order to question an adverbial of manner (cf. \ref{ex:key:629}–\ref{ex:key:630} below). However, ús=káyn is not found in conjunction with human-denoting generic nouns like mán ‘man’ or pɔ́sin ‘person’ with the meaning of ‘\textsc{who’.}
A: word: stáyl	 gloss: style
B: word: bin	 gloss: PST
C: word: tayt-táyt	 gloss: RED.CPD-tighten
D: word: wɛ́r	 gloss: wear
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 209:
You are a linguist specializing in Pichi. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): \'{U}s=káyn ___ yu rích yá?
Gloss (with missing item): Q=kind ___ 2SG reach here
The English translation of this sentence is:‘By which means did you get here?’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The same, more functional use can be observed when ús=káyn precedes the generic noun the morpheme ___ ‘its gloss ___, manner’ in order to question an adverbial of manner (cf. \ref{ex:key:629}–\ref{ex:key:630} below). However, ús=káyn is not found in conjunction with human-denoting generic nouns like mán ‘man’ or pɔ́sin ‘person’ with the meaning of ‘\textsc{who’.}
A: word: ús=pɔ́sin	 gloss: Q=person
B: word: wɛ́r	 gloss: wear
C: word: tayt-táyt	 gloss: RED.CPD-tighten
D: word: stáyl	 gloss: style
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D