In this task, you will be presented with a context from an academic paper and a question separated with a 
. You have to answer the question based on the context.

[EX Q]: I first measured the effectiveness of the embeddings at the skip-gram's training task, predicting context words INLINEFORM0 given input words INLINEFORM1 . This task measures the methods' performance for predictive language modeling. I used four datasets of sociopolitical, scientific, and literary interest: the corpus of NIPS articles from 1987 – 1999 ( INLINEFORM2 million), the U.S. presidential state of the Union addresses from 1790 – 2015 ( INLINEFORM3 ), the complete works of Shakespeare ( INLINEFORM4 ; this version did not contain the Sonnets), and the writings of black scholar and activist W.E.B. Du Bois, as digitized by Project Gutenberg ( INLINEFORM5 ). For each dataset, I held out 10,000 INLINEFORM6 pairs uniformly at random, where INLINEFORM7 , and aimed to predict INLINEFORM8 given INLINEFORM9 (and optionally, INLINEFORM10 ). Since there are a large number of classes, I treat this as a ranking problem, and report the mean reciprocal rank. The experiments were repeated and averaged over 5 train/test splits. 
 Question: What is MRR?
[EX A]: mean reciprocal rank

[EX Q]: All cases exhibit high scores—in the vast majority of the cases substantially higher than reported in previous work. In particular, in BIBREF1 we assess the ability of LSTMs to learn subject-verb agreement patterns in English, and evaluate on naturally occurring wikipedia sentences.  BIBREF2 also consider subject-verb agreement, but in a “colorless green ideas” setting in which content words in naturally occurring sentences are replaced with random words with the same part-of-speech and inflection, thus ensuring a focus on syntax rather than on selectional-preferences based cues.  BIBREF3 consider a wider range of syntactic phenomena (subject-verb agreement, reflexive anaphora, negative polarity items) using manually constructed stimuli, allowing for greater coverage and control than in the naturally occurring setting. 
 Question: Were any of these tasks evaluated in any previous work?
[EX A]: Yes

[EX Q]: After averaging over all concepts, we lose information on the lexical variation that each concept presents but on the other hand one can now investigate which regions show similar geolectal variation, yielding well defined linguistic varieties. Those cells that have similar colors in either figure FIGREF16 or figure FIGREF17 are expected to be ascribed to the same dialect zone. Thus, we can distinguish two main regions or clusters in the maps. The purple background covers most of the map and represents rural regions with small, scattered population. Our analysis shows that this group of cells possesses more specific words in their lexicon. In contrast, the green and yellow cells form a second cluster that is largely concentrated on the center and along the coastline, which correspond to big cities and industrialized areas. In these cells, the use of standard Spanish language is widespread due probably to school education, media, travelers, etc. The character of its vocabulary is more uniform as compared with the purple group. While the purple cluster prefer particular utterances, the lexicon of the urban group includes most of the keywords.  
 Question: What are the characteristics of the rural dialect?
[EX A]:
It uses particular forms of a concept rather than all of them uniformly