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<!DOCTYPE html>
<html lang="zh-CN">
<head>
<meta charset="utf-8" />
<meta name="viewport" content="width=device-width, initial-scale=1" />
<title>Step Audio R1 （Overview / Abstract / Leaderboard / Samples）</title>
<meta name="description" content="极简淡蓝配色方案：以蓝色为主、减少装饰渐变，统一留白与边距；支持一步调整 StepFun logo 尺寸。" />
<!-- MathJax 配置和加载 -->
<script>
MathJax = {
tex: {
inlineMath: [['$', '$'], ['\\(', '\\)']],
displayMath: [['$$', '$$'], ['\\[', '\\]']],
processEscapes: true,
processEnvironments: true
},
options: {
skipHtmlTags: ['script', 'noscript', 'style', 'textarea', 'pre']
}
};
</script>
<script src="https://cdn.jsdelivr.net/npm/mathjax@3/es5/tex-mml-chtml.js" async></script>
<style>
/* ========== 主题变量（仅保留一组主蓝 + 中性灰） ========== */
:root {
--bg: #f6faff; /* 页面背景：淡蓝白 */
--card: #ffffff; /* 卡片底色 */
--text: #0f172a; /* 正文文字 */
--muted: #5b6b7c; /* 次要文字 */
--border: rgba(15,23,42,.10);
--border-soft: rgba(15,23,42,.08);
--ring: rgba(10,102,214,.18);
--primary: #0a66d6; /* 主色蓝 */
--primary-weak: #e9f2ff; /* 淡蓝底（强调区/悬停）*/
--table-head: #eef5ff; /* 表头底色 */
/* 一处调 Logo 尺寸 */
--logo-size: 120px;
--radius-lg: 16px;
--radius-md: 12px;
/* 学术风格字体栈 - 统一使用 Times New Roman */
--heading-font: 'Times New Roman', Times, 'Noto Serif SC', 'Songti SC', STSong, SimSun, serif;
--body-font: 'Times New Roman', Times, 'Noto Serif SC', 'Songti SC', STSong, SimSun, serif;
/* 分组带状底色（Text / Audio 统一） */
--text-band: #f4f8ff;
--audio-band: #f4f8ff;
}
/* ========== 基础重置 ========== */
*, *::before, *::after { box-sizing: border-box; }
html, body { height: 100%; }
body {
margin: 0;
font-family: var(--body-font);
color: var(--text);
background: var(--bg);
line-height: 1.65;
-webkit-font-smoothing: antialiased;
text-rendering: optimizeLegibility;
}
a { color: var(--primary); text-decoration: none; }
a:hover { text-decoration: underline; }
.container { max-width: 1100px; margin: 0 auto; padding: 20px; }
/* ========== 学术风格排版 ========== */
h1, h2, h3, h4 { font-family: var(--heading-font); letter-spacing: .2px; }
p { margin: 0 0 12px; }
ul, ol { margin: 0 0 12px 18px; }
a:focus-visible, button:focus-visible { outline: 2px solid var(--primary); outline-offset: 2px; }
/* ========== 顶部导航 ========== */
.nav { position: sticky; top: 0; z-index: 10; background: rgba(255,255,255,.92); border-bottom: 1px solid var(--border); backdrop-filter: saturate(180%) blur(12px); box-shadow: 0 1px 3px rgba(15,23,42,.04), 0 4px 16px rgba(15,23,42,.06); }
.nav__inner { display: flex; align-items: center; gap: 16px; padding: 14px 24px; }
.brand { display: flex; align-items: center; gap: 12px; font-weight: 700; font-size: 18px; letter-spacing: .3px; color: var(--text); }
.brand img { width: var(--logo-size); height: var(--logo-size); object-fit: contain; }
.nav__links { margin-left: auto; display: flex; gap: 6px; flex-wrap: wrap; }
.nav__links a { padding: 9px 16px; border-radius: 8px; background: transparent; border: 1px solid transparent; color: var(--text); font-weight: 500; transition: all .2s cubic-bezier(.4,0,.2,1); }
.nav__links a:hover { background: var(--primary); color: #fff; border-color: var(--primary); box-shadow: 0 2px 8px rgba(10,102,214,.25); text-decoration: none; transform: translateY(-1px); }
.nav__links a:active { transform: translateY(0); }
/* ========== 区块卡片 ========== */
.section { margin: 24px 0 28px; border-radius: var(--radius-lg); border: 1px solid var(--border-soft); background: var(--card); box-shadow: 0 6px 22px rgba(15,23,42,.05); }
.section__head { padding: 16px 18px; border-bottom: 1px solid var(--border-soft); background: #fff; }
.section__head h2 { margin: 0; font-size: 20px; }
.section__body { padding: 18px; }
/* ========== 英雄区 ========== */
.hero { text-align: center; padding: 46px 16px 16px; }
.hero h1 { font-size: clamp(30px, 5.6vw, 48px); line-height: 1.15; margin: 0 0 8px; letter-spacing: .2px; }
.hero .authors { color: #22324a; font-weight: 600; }
.hero .notes { color: var(--muted); margin-top: 4px; }
/* ========== 概览图 ========== */
.muted { color: var(--muted); }
figure { margin: 14px 0 0; }
figure img { width: 100%; display: block; border: 1px solid var(--border); border-radius: var(--radius-md); }
figcaption { color: var(--muted); margin-top: 6px; font-size: 13px; font-style: italic; }
/* ========== 榜单表格 ========== */
.table-wrap { overflow: auto; border-radius: var(--radius-md); border: 1px solid var(--border); background: #fff; }
table { width: 100%; border-collapse: collapse; font-size: 14px; }
th, td { padding: 12px 10px; white-space: nowrap; border-bottom: 1px solid var(--border-soft); }
thead th { background: var(--table-head); position: sticky; top: 0; color: #0f172a; font-weight: 600; }
thead tr:first-child th { vertical-align: middle; text-align: center; } /* Rank/Model 两行居中 */
thead tr:nth-child(2) th { font-weight: 500; font-size: 12.5px; }
/* Audio 分组左侧分割线 + 第一子列左侧分割线 */
thead th.group-audio { border-left: 2px solid var(--border); }
thead th.split-left { border-left: 2px solid var(--border); }
/* 正文（第 7 列，MMSU）左侧分割线 */
tbody td:nth-child(7) { border-left: 2px solid var(--border); }
/* 分组顶部底色（Text / Audio 相同） */
thead th.group-text,
thead th.group-audio { background: linear-gradient(to bottom, #eaf2ff, var(--table-head)); }
/* 从第 3 列起为数值列：右对齐 + 等宽数字 */
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tbody td:nth-child(n+3) { text-align: right; font-variant-numeric: tabular-nums; }
/* 通过 colgroup 给两组列加带状底色 */
col.col-text { background: var(--text-band); }
col.col-audio { background: var(--audio-band); }
tbody tr:nth-child(odd) { background: #fafcff; }
tbody tr:hover { background: #f1f7ff; }
/* 前三名徽章 */
.medal { display:inline-flex; align-items:center; justify-content:center; width:18px; height:18px; border-radius:999px; margin-right:6px; font-size:12px; color:#624500; }
.medal.gold { background: radial-gradient(circle at 30% 30%, #ffe9a1, #ffd54a 60%, #f6b400); box-shadow: 0 0 0 2px rgba(255,213,74,.35) inset; }
.medal.silver { background: radial-gradient(circle at 30% 30%, #f1f4f9, #dfe6f1 60%, #c9d4e4); color:#49566b; box-shadow: 0 0 0 2px rgba(208,218,232,.4) inset; }
.medal.bronze { background: radial-gradient(circle at 30% 30%, #f8d3b6, #e7b07e 60%, #cf8b55); color:#55331c; box-shadow: 0 0 0 2px rgba(231,176,126,.4) inset; }
/* ========== Tabs ========== */
.tabs { display: flex; gap: 8px; padding: 6px; background: var(--primary-weak); border: 1px solid var(--border-soft); border-radius: 999px; width: fit-content; }
.tab-btn { padding: 8px 14px; border-radius: 999px; border: 1px solid transparent; background: transparent; color: #0f172a; cursor: pointer; font-weight: 600; }
.tab-btn[aria-selected="true"] { background: var(--primary); color: #fff; border-color: var(--primary); }
.tab-panel { display: none; margin-top: 14px; }
.tab-panel.active { display: block; }
/* ========== Samples：音频居中 + QA 单列 + 长文滚动 ========== */
.sample-case { border: 1px solid var(--border); border-radius: var(--radius-md); background: #ffffff; padding: 16px; }
.sample-case h3 { margin: 0 0 8px; font-size: 18px; }
.audio-center { display: flex; justify-content: center; align-items: center; padding: 10px; background: #f7fbff; border: 1px solid var(--border-soft); border-radius: 10px; }
.audio-center small { color: var(--muted); margin-right: 8px; }
.audio-center audio { width: 100%; max-width: 560px; }
.qa-wrap { display: grid; gap: 12px; margin-top: 12px; }
.qa-box { background: #ffffff; border: 1px solid var(--border); border-radius: 10px; padding: 12px; max-height: 280px; overflow: auto; }
.qa-box h4 { margin: 0 0 6px; font-size: 15px; color: #0f172a; }
/* ========== 学术样式：推理过程优化 ========== */
.reasoning-box { background: #fafcff; border: 1px solid var(--border); border-radius: 10px; padding: 18px; max-height: 420px; overflow: auto; line-height: 1.75; }
.reasoning-box h4 { margin: 0 0 14px; font-size: 15px; color: #0f172a; font-weight: 600; letter-spacing: 0.3px; }
.reasoning-section { margin-bottom: 18px; }
.reasoning-section:last-child { margin-bottom: 0; }
.reasoning-section h5 { margin: 0 0 8px; font-size: 14px; color: var(--primary); font-weight: 600; font-family: var(--body-font); }
.reasoning-section p { margin: 0 0 8px; color: var(--text); font-size: 13.5px; }
.reasoning-section ul { margin: 8px 0; padding-left: 20px; }
.reasoning-section li { margin: 4px 0; font-size: 13.5px; color: var(--text); }
.reasoning-conclusion { background: #e9f2ff; border-left: 3px solid var(--primary); padding: 12px 14px; margin-top: 14px; border-radius: 6px; font-size: 14px; line-height: 1.65; color: var(--text); }
.reasoning-conclusion strong { color: var(--primary); font-weight: 600; }
.answer-label { display: inline-block; background: var(--primary-weak); color: var(--primary); padding: 2px 8px; border-radius: 4px; font-weight: 600; font-size: 13px; }
/* ========== LaTeX / MathJax 样式优化 ========== */
.reasoning-box mjx-container,
.reasoning-section mjx-container,
.qa-box mjx-container {
margin: 0.5em 0;
}
/* 行内公式样式 */
mjx-container[jax="CHTML"][display="false"] {
margin: 0 0.2em;
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mjx-container[jax="CHTML"][display="true"] {
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padding: 0.5em 0;
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font-size: 105%;
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footer { padding: 28px 20px; color: var(--muted); text-align: center; }
.back-top { position: fixed; right: 16px; bottom: 16px; padding: 10px 12px; border-radius: 10px; background: #ffffff; border: 1px solid var(--border); }
.back-top:hover { box-shadow: 0 0 0 2px var(--ring); text-decoration: none; }
/* ========== 打印样式 ========== */
@media print {
.nav, .back-top { display: none !important; }
body { background: #ffffff; color: #000000; }
.section { box-shadow: none; border-color: #cccccc; }
a { color: #000000; text-decoration: none; }
}
</style>
</head>
<body>
<!-- 顶部导航 -->
<nav class="nav" aria-label="主导航">
<div class="nav__inner container">
<div class="brand">
<img src="assets/stepfun logo.png" alt="StepFun Logo" />
<span>Step Audio R1</span>
</div>
<div class="nav__links">
<a href="#overview">Overview</a>
<a href="#abstract">Abstract</a>
<a href="#leaderboard">Leaderboard</a>
<a href="#samples-1">Samples</a>
</div>
</div>
</nav>
<main class="container">
<!-- 英雄标题 -->
<header class="hero" aria-labelledby="hero-title">
<h1 id="hero-title">Step Audio R1</h1>
<div class="authors">Step-Audio Team</div>
<div class="notes"><em>StepFun</em></div>
</header>
<!-- Overview -->
<section id="overview" class="section" aria-labelledby="h-overview">
<div class="section__head"><h2 id="h-overview">Overview</h2></div>
<div class="section__body">
<p class="muted">Different from our previous Step-Audio [32], Step-Audio 2 further integrates the generation of audio tokens into language modeling, achieves end-to-end audio perception and generation. As shown in Figure 3, Step-Audio 2 consists of an audio encoder, an audio adaptor, an LLM decoder and an audio detokenizer. The audio encoder is pretrained on various speech and audio understanding tasks including ASR, speaker age and gender prediction, audio event detection, etc. The audio encoder has an output frame rate of 25 Hz and is frozen during the entire training process. An audio adaptor with a downsampling rate of 2 is employed to connect the audio encoder to LLM, thereby reducing the output frame rate of the audio encoder to 12.5 Hz.</p>
<figure>
<img src="assets/overview.png" alt="Step-Audio R1 Overview" />
<figcaption>Figure 1: Architecture of the Step-Audio 2.</figcaption>
</figure>
</div>
</section>
<!-- Abstract -->
<section id="abstract" class="section" aria-labelledby="h-abstract">
<div class="section__head"><h2 id="h-abstract">Abstract</h2></div>
<div class="section__body">
<p>This paper presents Step-Audio 2, an end-to-end multi-modal large language model designed for industry-strength audio understanding and speech conversation. By integrating a latent audio encoder and reasoning-centric reinforcement learning (RL), Step-Audio 2 achieves promising performance in automatic speech recognition (ASR) and audio understanding. To facilitate genuine end-to-end speech conversation, Step-Audio 2 incorporates the generation of discrete audio tokens into language modeling, significantly enhancing its responsiveness to paralinguistic information such as speaking styles and emotions. To effectively leverage the rich textual and acoustic knowledge in real-world data, Step-Audio 2 integrates retrieval-augmented generation (RAG) and is able to call external tools such as web search to mitigate hallucination and audio search to switch timbres. Trained on millions of hours of speech and audio data, Step-Audio 2 delivers intelligence and expressiveness across diverse conversational scenarios. Evaluation results demonstrate that Step-Audio 2 achieves state-of-the-art performance on various audio understanding and conversational benchmarks compared to other open-source and commercial solutions.</p>
<ul>
<li>The audio encoder is pretrained on various speech and audio understanding tasks including ASR, speaker age and gender prediction, audio event detection, etc. The audio encoder has an output frame rate of 25 Hz and is frozen during the entire training process. An audio adaptor with a downsampling rate of 2 is employed to connect the audio encoder to LLM, thereby reducing the output frame rate of the audio encoder to 12.5 Hz.</li>
<li>The audio encoder is pretrained on various speech and audio understanding tasks including ASR, speaker age and gender prediction, audio event detection, etc. The audio encoder has an output frame rate of 25 Hz and is frozen during the entire training process. An audio adaptor with a downsampling rate of 2 is employed to connect the audio encoder to LLM, thereby reducing the output frame rate of the audio encoder to 12.5 Hz.</li>
</ul>
</div>
</section>
<!-- Leaderboard -->
<section id="leaderboard" class="section" aria-labelledby="h-leaderboard">
<div class="section__head"><h2 id="h-leaderboard">Leaderboard</h2></div>
<div class="section__body">
<div class="table-wrap">
<table>
<!-- 分组列带状底色 -->
<colgroup>
<col class="col-rank">
<col class="col-model">
<col span="4" class="col-text">
<col span="3" class="col-audio">
</colgroup>
<thead>
<tr>
<th rowspan="2">Rank</th>
<th rowspan="2">Model</th>
<th colspan="4" class="group-text">Text BMK (↑)</th>
<th colspan="3" class="group-audio">Audio BMK (↑)</th>
</tr>
<tr>
<!-- Text BMK 子列 -->
<th>Arena Hard</th>
<th>Arena Hard v2</th>
<th>Multi Challenge</th>
<th>AIME2025</th>
<!-- Audio BMK 子列 -->
<th class="split-left">MMSU</th>
<th>MMAU Mini</th>
<th>Big Bench Audio</th>
</tr>
</thead>
<tbody>
<tr>
<td>1</td>
<td><span class="medal gold" aria-hidden="true">★</span>Gemini 2.5 Pro</td>
<td>—</td><td>—</td><td>—</td><td>—</td>
<td>—</td><td>—</td><td>—</td>
</tr>
<tr>
<td>2</td>
<td><span class="medal silver" aria-hidden="true">★</span>Step Audio R1</td>
<td>—</td><td>—</td><td>—</td><td>—</td>
<td>—</td><td>—</td><td>—</td>
</tr>
<tr>
<td>3</td>
<td><span class="medal bronze" aria-hidden="true">★</span>GPT 4o realtime</td>
<td>—</td><td>—</td><td>—</td><td>—</td>
<td>—</td><td>—</td><td>—</td>
</tr>
<tr>
<td>4</td>
<td>GPT 4o Audio</td>
<td>—</td><td>—</td><td>—</td><td>—</td>
<td>—</td><td>—</td><td>—</td>
</tr>
<tr>
<td>5</td>
<td>Gemini 2.5 flash</td>
<td>—</td><td>—</td><td>—</td><td>—</td>
<td>—</td><td>—</td><td>—</td>
</tr>
<tr>
<td>6</td>
<td>Kimi Audio</td>
<td>—</td><td>—</td><td>—</td><td>—</td>
<td>—</td><td>—</td><td>—</td>
</tr>
<tr>
<td>7</td>
<td>MiMO Audio</td>
<td>—</td><td>—</td><td>—</td><td>—</td>
<td>—</td><td>—</td><td>—</td>
</tr>
<tr>
<td>8</td>
<td>Step Audio 2</td>
<td>—</td><td>—</td><td>—</td><td>—</td>
<td>—</td><td>—</td><td>—</td>
</tr>
</tbody>
</table>
</div>
<p class="muted" style="margin-top:10px">注：表格中 Kimi Audio 和 MiMO Audio 的数值为原始论文中的数值。</p>
</div>
</section>
<!-- Samples 1：Knowledge & Logic Reasoning -->
<section id="samples-1" class="section samples" aria-labelledby="h-samples-1">
<div class="section__head"><h2 id="h-samples-1">Knowledge & Logic Reasoning</h2></div>
<div class="section__body">
<div class="tabs" role="tablist" aria-label="Samples Tabs 1">
<button class="tab-btn" role="tab" aria-selected="true" aria-controls="p-reason-1" id="t-reason-1">Coreference Resolution</button>
<button class="tab-btn" role="tab" aria-selected="false" aria-controls="p-emotion-1" id="t-emotion-1">Coreference Resolution</button>
<button class="tab-btn" role="tab" aria-selected="false" aria-controls="p-free-1" id="t-free-1">Logical Reasoning</button>
<button class="tab-btn" role="tab" aria-selected="false" aria-controls="p-perception-1" id="t-perception-1">Knowledge Grounded Reasoning</button>
</div>
<div id="p-reason-1" class="tab-panel active" role="tabpanel" aria-labelledby="t-reason-1">
<div class="sample-case">
<h3>Coreference Resolution</h3>
<div class="audio-center" style="margin-bottom:12px">
<audio src="assets/Coreference resolution-en.mp3" controls preload="none"></audio>
</div>
<div class="qa-wrap">
<div class="qa-box">
<h4>Question</h4>
<p>音频中的内容是在同一时间内同一场景下发生的对话，音频中按照先后顺序依次说话的三个人分别是小A、小B、小C。请根据以上文本信息以及音频信息回答：小B说的"哥"指的是谁？小B说的"他"又指的是谁？请从下列选项中选出一个正确答案：</p>
<ul style="margin-left: 24px; line-height: 1.8;">
<li><strong>A.</strong> 小A；小C</li>
<li><strong>B.</strong> 小A；小F</li>
<li><strong>C.</strong> 小F；小C</li>
<li><strong>D.</strong> 小C；小A</li>
</ul>
<h4 style="margin-top: 12px;">Ground-Truth Answer: <span class="answer-label">A</span></h4>
</div>
<div class="reasoning-box">
<h4>Model Thinking Process</h4>
<div class="reasoning-section">
<p>首先，问题是：小B说的"哥"指的是谁？小B说的"他"又指的是谁？选项是A到D。</p>
<p>我需要回顾音频中的对话顺序。音频中，三个人依次说话：小A、小B、小C。</p>
<ul>
<li>A说："你们都到了，那我们出发吧。"（00:02-00:04）</li>
<li>B说："等等，小F还没到了，咋回事？"（00:04-00:07）</li>
<li>C说："你今天怎么这么准时啊，真是稀奇。"（00:08-00:12）</li>
<li>最后，音频中还有另一段：小B说："哥，你看他，又阴阳我。"（00:12-00:13）——等等，我需要确认音频时间戳。</li>
</ul>
<p>在提供的文本中：</p>
<ul>
<li>00:00-00:01: 有笑声或背景音</li>
<li>00:02-00:04: A说："你们都到了，那我们出发吧。"</li>
<li>00:04-00:07: B说："等等，小F还没到了，咋回事？"</li>
<li>00:08-00:12: C说："你今天怎么这么准时啊，真是稀奇。"</li>
<li>00:12-00:13: B说："哥，你看他，又阴阳我。"</li>
</ul>
<p>用户消息中明确说："音频中按照先后顺序依次说话的三个人分别是小A、小B、小C。"然后：</p>
<ul>
<li>A说：00:02-00:04</li>
<li>B说：00:04-00:07</li>
<li>C说：00:08-00:12</li>
</ul>
<p>但00:12-00:13是另一段，文本说"小B说"，且问题中提到小B说"哥，你看他，又阴阳我"。</p>
<p>在对话中，小C说："你今天怎么这么准时啊，真是稀奇。"——是对谁说的？小C在00:08-00:12说话，说"你今天怎么这么准时啊"，这里的"你"应该是指小B，因为小B在00:04-00:07说话，小B说"小F还没到了"，然后小C回应小B的准时。</p>
<p>小B在00:04-00:07说："等等，小F还没到了，咋回事？"——但小B是在提醒小F没到，但小C在00:08-00:12说"你今天怎么这么准时啊"，这里的"你"很可能是指小B，因为小B刚说了话。</p>
<p>然后，在00:12-00:13，小B说："哥，你看他，又阴阳我。"——但"哥"和"他"指的是谁？</p>
<p>小B说"哥，你看他"，这里的"哥"应该是称呼某人，而"他"是另一个人。</p>
<p>在上下文中，小C刚刚说了"你今天怎么这么准时啊"，这可能是在阴阳小B，意思是讽刺小B准时，因为平时不准时。</p>
<p>所以，小B可能在对某人说："哥，你看他（小C），又阴阳我。"</p>
<p>但小B说"哥"，所以"哥"指的是被称呼的人。</p>
<p>现在，小B在说"哥，你看他"，这里的"哥"是称呼，所以"哥"指的是听者，而"他"指的是小C。</p>
<p>但问题是要找出"哥"和"他"分别指谁。</p>
<p>选项中：</p>
<ul>
<li>A. A；C</li>
<li>B. A；F</li>
<li>C. F；C</li>
<li>D. C；A</li>
</ul>
<p>首先，小B说"哥"，所以"哥"是小B在称呼某人，因此"哥"应该是指在场的某个人。</p>
<p>在对话中，有小A、小B、小C。</p>
<p>小B说"哥"，在中文中，"哥"可以指哥哥，但这里可能指朋友或熟人，比如称呼朋友为"哥"。</p>
<p>在上下文中，小C刚刚说了讽刺的话，所以小B可能在对小A说"哥"，意思是"哥，你看他（小C），又阴阳我。"</p>
<p>或者，小B可能在对小C说？但小B说"哥"，如果小C是"哥"，但小C是小C，不是"哥"。</p>
<p>小B说"哥"，所以"哥"是听者。</p>
<p>在对话中，小B在00:12-00:13说话，但00:12-00:13是紧接在小C说话之后，所以小B可能是在回应小C的话。</p>
<p>小C说："你今天怎么这么准时啊，真是稀奇。"——对小B说的。</p>
<p>然后小B说："哥，你看他，又阴阳我。"——但小B在对谁说"哥"？</p>
<p>可能小B在对小A说，因为小A是第一个说话的，可能年纪大或被尊称为"哥"。</p>
<p>或者，在团队中，小A可能被称为"哥"。</p>
<p>此外，小B在00:04-00:07说"小F还没到了"，所以小F是另一个人。</p>
<p>现在，小B说"又阴阳我"，意思是小C又在讽刺我。</p>
<p>所以，"他"指的是小C。</p>
<p>但"哥"指的是谁？小B在称呼"哥"，所以"哥"应该是小A，因为小A是第一个说话的，可能年纪大或领导。</p>
<p>在选项中，A是小A，C是小C。</p>
<p>选项A: A; C</p>
<p>B: A; F</p>
<p>C: F; C</p>
<p>D: C; A</p>
<p>小F是另一个人，不是小A、小B、小C中的。</p>
<p>小F是"小F"，在对话中提到。</p>
<p>小B说"小F还没到了"，所以小F是缺席的。</p>
<p>但在"哥，你看他"中，"他"应该指在场的人，小C在说话，所以"他"指小C。</p>
<p>"哥"指听者，可能小A。</p>
<p>为什么小B会对小A说"哥"？</p>
<p>在00:00-00:02，小A说"你们都到了"，然后小B说"小F还没到了"，小A可能没注意小F。</p>
<p>然后小C对小B说讽刺的话。</p>
<p>小B可能觉得小C在阴阳他，所以对小A抱怨。</p>
<p>所以，小B说"哥，你看他（小C），又阴阳我。"</p>
<p>因此，"哥"指小A，"他"指小C。</p>
<p>所以，哥是A，他是C。</p>
<p>选项A是A; C。</p>
<p>但选项A是"小A；小C"，是的。</p>
<p>现在，检查其他选项。</p>
<p>选项B: A; F — 但F不在场，小F没到，所以"他"不可能是F。</p>
<p>选项C: F; C — 但F没到，小B不可能说"哥"指F。</p>
<p>选项D: C; A — 但小C是"他"，不是"哥"。</p>
<p>小B说"哥"，所以"哥"不是小C。</p>
<p>在对话中，小C是说话者，小B在回应。</p>
<p>另一个可能性：小B说"哥"，可能"哥"指小C？但小C是小C，不是"哥"，除非小C被叫"哥"，但文本中没有说。</p>
<p>在中文中，"哥"通常指男性长辈或朋友，但这里小C可能不是"哥"。</p>
<p>小A可能被尊称为"哥"。</p>
<p>此外，在00:02，小A说"你们都到了"，可能小A是组织者或领导。</p>
<p>所以，合理。</p>
<p>小B说"又阴阳我"，意思是小C经常这样，所以"他"指小C。</p>
<p>因此，哥指小A，他指小C。</p>
<p>所以答案应该是A。</p>
<p>但选项A是"小A；小C"。</p>
<p>问题说："小B说的"哥"指的是谁？小B说的"他"又指的是谁？"</p>
<p>所以，哥：小A，他：小C。</p>
<p>在选项中，A是"小A；小C"。</p>
<p>现在，确认时间线。</p>
<p>小A说：00:02-00:04 "你们都到了，那我们出发吧。"</p>
<p>小B说：00:04-00:07 "等等，小F还没到了，咋回事？"</p>
<p>小C说：00:08-00:12 "你今天怎么这么准时啊，真是稀奇。"——这里"你"指小B，因为小B刚说了话。</p>
<p>然后，00:12-00:13，小B说："哥，你看他，又阴阳我。"——但00:12-00:13是紧接在小C之后，所以小B在回应小C。</p>
<p>小B说"哥"，所以小B在对某人说话，而"他"指小C。</p>
<p>"哥"应该指小A，因为小A是第一个说话的，可能年纪大。</p>
<p>小C说"你今天怎么这么准时啊"，可能是在讽刺小B，因为小B说小F没到，但小B自己准时了。</p>
<p>小B觉得被阴阳，所以对小A说"哥，你看他，又阴阳我。"</p>
<p>所以，哥：小A，他：小C。</p>
<p>是的。</p>
<p>选项中，B是"小A；小F"，但F没到，不可能。</p>
<p>C是"小F；小C"，但小B不可能说"哥"指小F，因为小F没到。</p>
<p>D是"小C；小A"，但小C是"他"，不是"哥"。</p>
<p>所以只有A合理。</p>
<p>但问题中，小B说"哥"，在对话中，小A可能被叫"哥"。</p>
<p>此外，在00:00有笑声，可能小A是领导。</p>
<p>所以我认为A是正确。</p>
<p>但用户消息中说"音频中按照先后顺序依次说话的三个人分别是小A、小B、小C。"但小B在00:04说话，小C在00:08说话，然后小B又在00:12说话，所以小B说了两次。</p>
<p>在顺序上，小A先，然后小B，然后小C，但小B在小C之后又说话了。</p>
<p>但问题焦点是小B说"哥，你看他"。</p>
<p>另一个点：小B说"又阴阳我"，意思是之前也有过，所以小C经常这样。</p>
<p>但"哥"指谁。</p>
<p>或许"哥"指小F？但小F没到，不可能。</p>
<p>小F是"小F"，在对话中提到，但没在场。</p>
<p>所以不可能。</p>
<p>因此，哥必须指小A或小C。</p>
<p>但小C是"他"，所以不可能指小C。</p>
<p>小B不可能对小C说"哥"，因为小C是说话者。</p>
<p>小B在00:12说话，小C在00:08-00:12说话，所以当小B说"哥"时，可能小A在场，小B对小A说。</p>
<p>是的。</p>
<p>所以我认为A正确。</p>
<p>但让我们看选项D: C; A — 但小C是"他"，所以如果哥指小C，但小B说"哥"，小C是"他"，矛盾。</p>
<p>在小B的话中，"哥"是称呼，所以听者是"哥"，而"他"是另一个人。</p>
<p>所以听者是小A或小C。</p>
<p>但小C是"他"，所以听者不能是小C，因为小C是"他"，不是听者。</p>
<p>当小B说"哥，你看他"，听者是"哥"，而"他"是第三人。</p>
<p>所以听者是小A，小C是"他"。</p>
<p>是的。</p>
<p>如果听者是小C，但小B不可能说"哥"指小C，因为小C是说话者，小B在回应。</p>
<p>在时间上，小C刚说完，小B就说话，所以小B可能直接对小C说，但小B说"哥"，所以不是对小C说。</p>
<p>如果小B对小C说，应该说"你"或直接说，但小B说"哥"，所以是在对别人说。</p>
<p>因此，小B在对小A说"哥"，意思是"哥，你看他（小C），又阴阳我。"</p>
<p>所以哥：小A，他：小C。</p>
<p>答案应为A。</p>
<p>但选项中，A是"小A；小C"。</p>
<p>问题说"请从下列选项中选出一个正确答案"，选项是A到D。</p>
<p>所以我认为A正确。</p>
<p>但用户消息中，小B说"哥"，在文本中是"哥"，可能指小A。</p>
<p>或许在上下文中，小C被叫"哥"？但文本中没有线索。</p>
<p>小A说"你们都到了"，可能小A是领导。</p>
<p>我认为A是答案。</p>
</div>
<div class="reasoning-conclusion">
<p>根据音频内容和对话顺序，分析如下：</p>
<ul>
<li>音频中依次说话的三个人是小A、小B、小C。</li>
<li>小A在00:02-00:04说："你们都到了，那我们出发吧。"（表明小A可能是组织者或领导，可能被尊称为"哥"）。</li>
<li>小B在00:04-00:07说："等等，小F还没到了，咋回事？"（提到小F，但小F不在场）。</li>
<li>小C在00:08-00:12说："你今天怎么这么准时啊，真是稀奇。"（这里的"你"指小B，因为小B刚说了话，小C在讽刺小B准时，暗示小B平时不守时）。</li>
<li>小B在00:12-00:13说："哥，你看他，又阴阳我。"（这是关键句）。</li>
</ul>
<h5>在小B的这句话中</h5>
<ul>
<li><strong>"哥"是称呼，指听者。</strong>小B是在回应小C的讽刺，因此小B很可能是在对小A说话，因为小A是第一个说话的、可能年纪较大或地位较高的人（如组织者），常被尊称为"哥"。小A在00:02-00:04说"你们都到了"，显示其主导地位。</li>
<li><strong>"他"指被指代的人。</strong>小C刚说完讽刺的话（"你今天怎么这么准时啊"），小B说"又阴阳我"，表明小C在讽刺小B，因此"他"指小C。</li>
</ul>
<h5>选项分析</h5>
<ul>
<li><strong>选项A: 小A；小C</strong> — ✓ 符合分析（"哥"指小A，"他"指小C）。</li>
<li><strong>选项B: 小A；小F</strong> — ✗ 不符合，因为小F未到场（小B在00:04-00:07提到小F"还没到了"），不可能是"他"。</li>
<li><strong>选项C: 小F；小C</strong> — ✗ 不符合，因为小F未到场，且小B不可能称呼未到场的小F为"哥"。</li>
<li><strong>选项D: 小C；小A</strong> — ✗ 不符合，因为"他"指被讽刺者，应为小C（小C是说话者），而"哥"指听者，不可能是小C（小C是"他"，不能同时是听者）。</li>
</ul>
<p style="margin-top: 16px;">因此，正确答案是 <strong>A. 小A；小C</strong>。</p>
<p style="margin-top: 12px; font-size: 16px;"><strong>最终答案：A</strong></p>
</div>
</div>
</div>
</div>
</div>
<div id="p-emotion-1" class="tab-panel" role="tabpanel" aria-labelledby="t-emotion-1">
<div class="sample-case">
<h3>Coreference Resolution</h3>
<div class="audio-center" style="margin-bottom:12px">
<audio src="assets/Coreference resolution-zh.mp3" controls preload="none"></audio>
</div>
<div class="qa-wrap">
<div class="qa-box">
<h4>Question</h4>
<p>The city councilmen refused the demonstrators a permit because they feared violence.</p>
<p>What does the word 'they' refer to: The city councilmen or The demonstrators?</p>
<h4 style="margin-top: 12px;">Ground-Truth Answer: <span class="answer-label">The city councilmen</span></h4>
</div>
<div class="reasoning-box">
<h4>Model Thinking Process</h4>
<div class="reasoning-section">
<p>Okay, let's look at this problem. So, the question is about identifying what the word "they" refers to in the sentence: "The city councilmen refused the demonstrators a permit because they feared violence." The options are either the city councilmen or the demonstrators.</p>
<p>First, I need to recall how pronouns work in English. Pronouns usually refer to the nearest antecedent, but sometimes context plays a big role. Let's break down the sentence structure.</p>
<p>The main clause is "The city councilmen refused the demonstrators a permit". Then the dependent clause starting with "because" gives the reason. The pronoun "they" is in the because clause. So, who is "they" referring to?</p>
<p>The two possible antecedents are "the city councilmen" and "the demonstrators". Now, in English grammar, when you have a sentence like this, the pronoun typically refers to the subject of the main clause unless there's a reason to think otherwise. Here, the subject is "the city councilmen", so maybe "they" refers to them.</p>
<p>But let's think about the logic. Why would the city councilmen refuse a permit? Because they feared violence. That makes sense. The councilmen are worried that the demonstrators might cause violence, so they refuse the permit. Alternatively, if "they" referred to the demonstrators, it would mean the demonstrators feared violence, which wouldn't make much sense in this context. Why would the demonstrators' fear of violence lead the councilmen to refuse the permit? That seems less logical. The councilmen are the ones making the decision, so their own fears would be the reason.</p>
<p>Wait, but sometimes in English, especially in complex sentences, the pronoun might refer to the object. Let me check some examples. For instance, "The teacher praised the student because he worked hard." Here, "he" could refer to the student (object) or the teacher (subject). But contextually, it's more likely the student. However, in this case, the structure is a bit different.</p>
<p>Wait, in the original problem, the sentence is structured as "The city councilmen refused the demonstrators a permit because they feared violence." So the verb "refused" takes two objects: the demonstrators (indirect object) and the permit (direct object). The structure is similar to "The city councilmen refused the demonstrators (the object) a permit (the direct object)".</p>
<p>In such constructions, the pronoun "they" could potentially refer to either, but again, context is key. Let's think about real-world scenarios. City councilmen refusing permits for demonstrations usually do so because they fear that the demonstrators might cause violence. So the councilmen's fear is the reason. Therefore, "they" refers to the councilmen.</p>
<p>But wait, another way to check is to replace "they" with "the city councilmen" and "the demonstrators" to see which makes more sense.</p>
<p>If "they" is "the city councilmen": "The city councilmen refused the demonstrators a permit because the city councilmen feared violence." That's grammatically correct and makes logical sense.</p>
<p>If "they" is "the demonstrators": "The city councilmen refused the demonstrators a permit because the demonstrators feared violence." That would mean the councilmen refused the permit because the demonstrators were afraid of violence. But why would the demonstrators' fear be a reason for the councilmen to refuse the permit? Maybe if the demonstrators were afraid of violence from the councilmen or others, but that's less likely. Typically, the councilmen's fear is the reason.</p>
<p>However, there's a known ambiguity in such sentences. In fact, this is a classic example of a pronoun ambiguity. But in standard English usage, especially in formal writing, the pronoun tends to refer to the subject of the main clause. But I'm not sure if that's a strict rule or just a tendency.</p>
<p>Wait, let me think of another example. "The police arrested the protesters because they were violent." Here, "they" could refer to either, but contextually it's the protesters. Because the police arrested them because the protesters were violent. So in that case, the pronoun refers to the object. Hmm, so maybe it's not always the subject.</p>
<p>Wait, but in that example, the verb "arrested" has the protesters as the object. So the structure is "Police arrested protesters because they were violent." Here, "they" refers to the protesters (object). So in that case, the pronoun refers to the object.</p>
<p>So perhaps in such constructions, when the main verb is transitive and the object is mentioned, the pronoun in the because clause refers to the object. But that's not a hard rule. It's ambiguous.</p>
<p>But in the original problem, the sentence is "The city councilmen refused the demonstrators a permit because they feared violence."</p>
<p>If we model it after the police example: "Police arrested protesters because they were violent." → they refers to protesters (object).</p>
<p>Similarly, "The city councilmen refused the demonstrators a permit because they feared violence." → "they" would refer to the demonstrators? But that seems counterintuitive because why would the demonstrators' fear be the reason for refusal?</p>
<p>Wait, but maybe in this case, the fear is on the part of the councilmen. So maybe the structure is different.</p>
<p>Wait, another angle: the verb "refuse" here is in the form "refuse someone something". So the councilmen are refusing the demonstrators a permit. The reason for refusal is their own fear. So "they" should be the councilmen.</p>
<p>But in the police example, "arrest" is "police arrested protesters", and the reason is the protesters' violence, so "they" refers to protesters.</p>
<p>So the difference is in the verb's semantics. The verb "refuse" implies that the subject is doing the refusing for a reason related to themselves or their concerns. Whereas "arrest" implies the subject is taking action because of the object's behavior.</p>
<p>Therefore, in the refusal case, the reason is likely the subject's own concern. So "they" refers to the councilmen.</p>
<p>But how to be sure? Maybe looking for official grammar sources.</p>
<p>According to some grammar resources, in complex sentences, the pronoun in the subordinate clause often refers to the subject of the main clause. However, this isn't a universal rule. Context is crucial.</p>
<p>In this specific sentence, if we consider that the councilmen are the ones making the decision, it's their fear that's the reason. The demonstrators' fear wouldn't typically be the reason for the councilmen to refuse a permit. Unless the councilmen are refusing because they think the demonstrators are too afraid, but that's a stretch.</p>
<p>Therefore, logically, "they" refers to the city councilmen.</p>
<p>But wait, another test: change the sentence structure slightly. If the sentence was "Refusing the permit, the city councilmen did so because they feared violence." Here, the participle phrase refers to the councilmen, so "they" is clearly councilmen.</p>
<p>Alternatively, if it's "The demonstrators were refused a permit by the city councilmen because they feared violence." Now, the main clause is about the demonstrators, so "they" might refer to them. But this is passive voice.</p>
<p>But in the original active voice sentence, the subject is councilmen, so pronoun refers to subject.</p>
<p>Wait, here's a tip from grammar checking: when the main clause is in active voice, the pronoun in the subordinate clause tends to refer to the subject. If it's passive, it refers to the object.</p>
<p>Original sentence is active voice: "The city councilmen (subject) refused... because they feared..."</p>
<p>Therefore, "they" refers to the subject, city councilmen.</p>
<p>Yes, that seems to be a common guideline. So the answer should be the city councilmen.</p>
<p>But I've heard conflicting explanations. Let me verify with a reliable source.</p>
<p>According to the American Heritage Guide to Contemporary Usage and Style, in sentences with a main clause followed by a because clause, the pronoun in the because clause usually refers to the subject of the main clause. For example: "He left early because he was tired." Here, "he" refers to the subject of the main clause.</p>
<p>Another example: "The committee rejected the proposal because they believed it was flawed." Here, "they" refers to the committee (subject), even though "committee" is singular (should be "he" or "it", but assuming plural committee).</p>
<p>Wait, but in our problem, the main clause subject is city councilmen (plural), so "they" matches.</p>
<p>Therefore, according to this rule, "they" refers to the city councilmen.</p>
<p>However, there's also the possibility of misplacement. If the sentence was structured as "...the demonstrators, because they feared violence," then "they" might refer to demonstrators. But in the original sentence, it's "...a permit because they feared violence."</p>
<p>So the because clause is directly modifying the main verb, and the pronoun refers to the subject.</p>
<p>Hence, the answer is that "they" refers to the city councilmen.</p>
</div>
<div class="reasoning-conclusion">
<p>The pronoun "they" in the sentence <strong>"The city councilmen refused the demonstrators a permit because they feared violence"</strong> refers to <strong>the city councilmen</strong>. Here's why:</p>
<h5>Key Grammar Rule</h5>
<p>In English, when a main clause is followed by a <strong>because</strong> clause, the pronoun in the <strong>because</strong> clause <strong>typically refers to the subject of the main clause</strong> — <strong>not</strong> the object. This is especially true in <strong>active voice</strong> sentences.</p>
<ul>
<li><strong>Main clause</strong>: <em>The city councilmen (subject) refused the demonstrators (object) a permit.</em></li>
<li><strong>Because clause</strong>: <em>because they feared violence.</em></li>
</ul>
<p>Here, <strong>"they"</strong> refers back to the <strong>subject</strong> ("the city councilmen"), as they are the ones taking action (refusing the permit) <strong>because of their own fear</strong>.</p>
<h5>Why Not the Demonstrators?</h5>
<p>While the sentence is grammatically ambiguous, <strong>context and logic</strong> clarify the meaning:</p>
<ul>
<li>The <strong>city councilmen</strong> are the decision-makers. Their refusal is motivated by <strong>their own concerns</strong> (e.g., fearing violence <em>from the demonstrators</em>).</li>
<li>If "they" referred to the <strong>demonstrators</strong>, the sentence would imply the councilmen refused the permit <strong>because the demonstrators were afraid of violence</strong> — which is illogical in this context. The demonstrators' fear would not typically be a reason for the council to deny a permit.</li>
</ul>
<h5>Real-World Example</h5>
<p>This aligns with standard usage:</p>
<blockquote style="border-left: 3px solid var(--primary); padding-left: 12px; color: var(--muted); font-style: italic;">
<em>"The teacher canceled the field trip because she was worried."</em><br>
→ <strong>"She"</strong> refers to the <strong>teacher</strong> (subject), not the students.
</blockquote>
<p>Similarly:</p>
<blockquote style="border-left: 3px solid var(--primary); padding-left: 12px; color: var(--muted); font-style: italic;">
<em>"The city councilmen refused the demonstrators a permit because they feared violence."</em><br>
→ <strong>"They"</strong> refers to the <strong>city councilmen</strong> (subject).
</blockquote>
<h5>Conclusion</h5>
<p><strong>"They" refers to the city councilmen.</strong> This interpretation aligns with <strong>grammar rules</strong>, <strong>logical context</strong>, and <strong>standard English usage</strong>.</p>
<p style="margin-top: 12px;"><strong>Answer: The word "they" refers to the city councilmen.</strong></p>
</div>
</div>
</div>
</div>
</div>
<div id="p-free-1" class="tab-panel" role="tabpanel" aria-labelledby="t-free-1">
<div class="sample-case">
<h3>Logical Reasoning</h3>
<div class="audio-center" style="margin-bottom:12px">
<audio src="assets/cloth.mp3" controls preload="none"></audio>
</div>
<div class="qa-wrap">
<div class="qa-box">
<h4>Question</h4>
<p>可以请你帮我一个忙吗？我不太理解下面这段话，请你帮我给出合理的解释："重庆的夏天能穿多少穿多少，重庆的冬天能穿多少穿多少。"</p>
</div>
<div class="reasoning-box">
<h4>Model Thinking Process</h4>
<div class="reasoning-section">
<p>嗯，用户让我帮忙解释重庆夏天和冬天"能穿多少穿多少"这句话的意思。首先，我得确定用户对重庆的气候了解多少。可能用户是外地人，或者刚接触这句话，不太明白为什么同一个说法在冬夏两季都适用。</p>
<p>先拆解字面意思。"能穿多少穿多少"字面上是"能穿多少就穿多少"，但重庆的语境下显然有反讽。需要联系重庆的气候特点。重庆夏天特别热，冬天湿冷，这两个季节的穿着差异很大，但都可能让人觉得"穿多少都不够"或者"穿多少都多余"。</p>
<p>接下来想夏天的情况。重庆夏天高温高湿，可能达到40度以上，体感温度更高。这时候如果"能穿多少穿多少"，其实是讽刺地建议少穿，比如只穿背心短裤。但字面说"穿多少"，实际是反话，意思是尽量少穿。比如有人可能开玩笑说"热得想裸奔"，但实际是穿得少。</p>
<p>然后是冬天。重庆冬天阴冷潮湿，没有暖气，体感温度很低。这时候"能穿多少穿多少"可能是指多穿衣服，因为再厚的衣服可能都不够暖。比如裹成粽子，但依然觉得冷。所以字面"穿多少"在这里是正向的，鼓励多穿。</p>
<p>但用户给的例句里冬夏都是同一句话，需要确认是否有矛盾。可能重庆人用同一句话表达不同情况，通过上下文理解。比如夏天说这句话是反讽少穿，冬天则是正经建议多穿。但用户可能困惑为什么同样的话在不同季节意思相反。</p>
<p>需要查证重庆方言或常见用法。可能重庆人习惯用这句话来强调极端天气，夏天是反话，冬天是实话。比如夏天说"能穿多少穿多少"其实是"少穿点"，冬天则是"多穿点"。关键在于重庆的气候特点导致两季都极端，所以用同一句式表达不同建议。</p>
<p>还要考虑用户可能的误解点：是否以为字面意思一样，但实际语境相反。需要解释反讽和直述的区别。比如夏天用反话，冬天用正话，都是重庆人幽默应对气候的方式。</p>
<p>可能还要举例子。比如夏天有人中暑，朋友说"能穿多少穿多少"，其实是调侃别穿太多。冬天冷得发抖，说"能穿多少穿多少"就是真的多穿。这样用户更容易理解。</p>
<p>最后总结：同一句话因季节不同，含义相反，体现重庆人对极端气候的幽默应对。需要强调语境的重要性，以及重庆气候的特殊性（夏天湿热，冬天阴冷）导致这种表达方式。</p>
</div>
<div class="reasoning-conclusion">
<p>这句话是重庆人对当地<strong>极端气候</strong>的幽默调侃，<strong>字面意思与实际含义完全相反</strong>，需要结合重庆独特的天气特点来理解。核心在于：<strong>重庆的夏天和冬天都"极端"，但"极端"的方向不同，所以"能穿多少穿多少"在两季的实际建议是相反的！</strong></p>
<h5>1. 重庆的夏天：字面"穿多少" → 实际"少穿点！"（反话）</h5>
<ul>
<li><strong>气候特点</strong>：湿热蒸笼！高温（常超35℃）+ 高湿（闷热如蒸桑拿）+ 持续时间长（"三大火炉"之首）。</li>
<li><strong>"能穿多少穿多少"的真实含义</strong>：<strong>"热得要命，能少穿就少穿！"</strong>
<ul>
<li><strong>为什么是反话？</strong>字面说"能穿多少穿多少"，但实际是讽刺夏天热到<strong>连背心短裤都觉得多余</strong>，恨不得"裸奔"。</li>
<li><strong>例</strong>：大太阳下有人中暑，朋友调侃："兄弟，重庆夏天能穿多少穿多少啊！"（潜台词：赶紧脱衣服！）</li>
</ul>
</li>
<li><strong>正确做法</strong>：穿最轻薄透气的衣物（背心、短裤、速干T恤），甚至光脚穿凉鞋。</li>
</ul>
<p style="margin-left: 24px; color: var(--primary); font-weight: 600;">✅ 夏天真谛：这句话是"反向指令"——鼓励你少穿！</p>
<h5>2. 重庆的冬天：字面"穿多少" → 实际"多穿点！"（正话）</h5>
<ul>
<li><strong>气候特点</strong>：魔幻湿冷！低温（常5-10℃）+ 阴雨绵绵 + 无集中供暖（室内比室外冷）+ "魔法攻击"（体感温度比实际低5-10℃）。</li>
<li><strong>"能穿多少穿多少"的真实含义</strong>：<strong>"冷到骨髓，能裹多少裹多少！"</strong>
<ul>
<li><strong>为什么是正话？</strong>字面"能穿多少穿多少"在这里是<strong>真心建议</strong>——再厚的衣服（羽绒服+秋裤+暖宝宝）都可能扛不住湿冷。</li>
<li><strong>例</strong>：冬天路上行人裹成"熊"，路人感叹："重庆冬天能穿多少穿多少，不然真顶不住！"</li>
</ul>
</li>
<li><strong>正确做法</strong>：全副武装（羽绒服+毛衣+秋裤+帽子+围巾），室内也要开空调。</li>
</ul>
<p style="margin-left: 24px; color: var(--primary); font-weight: 600;">✅ 冬天真谛：这句话是"正向指令"——鼓励你多穿！</p>
<h5>为什么重庆人用同一句话说两季？</h5>
<ol>
<li><strong>气候极端性</strong>：重庆四季分明到"极端"，夏天热死、冬天冷死，都让人"穿衣崩溃"。</li>
<li><strong>重庆人的幽默感</strong>：用<strong>同一句反讽/正话</strong>应对两季，体现"苦中作乐"的江湖气。
<ul>
<li>夏天说"能穿多少穿多少" = <strong>"热疯了，快脱！"</strong>（反讽）</li>
<li>冬天说"能穿多少穿多少" = <strong>"冷疯了，快裹！"</strong>（实话）</li>
</ul>
</li>
<li><strong>外地人易踩坑</strong>：如果游客冬天听信"能穿多少穿多少"，可能真穿短袖出门……然后冻成冰棍！</li>
</ol>
<h5>一句话总结</h5>
<table style="width: 100%; border-collapse: collapse; margin: 16px 0;">
<thead>
<tr style="background: var(--primary-weak);">
<th style="padding: 8px; border: 1px solid var(--border);">季节</th>
<th style="padding: 8px; border: 1px solid var(--border);">表面意思</th>
<th style="padding: 8px; border: 1px solid var(--border);">重庆人真实意思</th>
<th style="padding: 8px; border: 1px solid var(--border);">关键原因</th>
</tr>
</thead>
<tbody>
<tr>
<td style="padding: 8px; border: 1px solid var(--border);"><strong>夏天</strong></td>
<td style="padding: 8px; border: 1px solid var(--border);">"多穿点！"</td>
<td style="padding: 8px; border: 1px solid var(--border); color: var(--primary); font-weight: 600;"><strong>"少穿！热死了！"</strong></td>
<td style="padding: 8px; border: 1px solid var(--border);">湿热如蒸笼，穿多必中暑</td>
</tr>
<tr>
<td style="padding: 8px; border: 1px solid var(--border);"><strong>冬天</strong></td>
<td style="padding: 8px; border: 1px solid var(--border);">"多穿点！"</td>
<td style="padding: 8px; border: 1px solid var(--border); color: var(--primary); font-weight: 600;"><strong>"多穿！冷死了！"</strong></td>
<td style="padding: 8px; border: 1px solid var(--border);">湿冷刺骨，穿少必冻僵</td>
</tr>
</tbody>
</table>
<p style="margin-top: 16px;"><strong>下次听到重庆人说这句话，先问一句："是夏天还是冬天？" —— 答案直接决定你是该脱衣服还是裹棉被！</strong></p>
</div>
</div>
</div>
</div>
</div>
<div id="p-perception-1" class="tab-panel" role="tabpanel" aria-labelledby="t-perception-1">
<div class="sample-case">
<h3>Knowledge Grounded Reasoning</h3>
<div class="audio-center" style="margin-bottom:12px">
<audio src="assets/music knowledge.wav" controls preload="none"></audio>
</div>
<div class="qa-wrap">
<div class="qa-box">
<h4>Question</h4>
<p>What singing style is demonstrated in the audio?</p>
<ul style="margin-left: 24px; line-height: 1.8;">
<li><strong>A.</strong> Opera singing style</li>
<li><strong>B.</strong> Rich singing style</li>
<li><strong>C.</strong> Yodeling style</li>
<li><strong>D.</strong> Bel canto singing style</li>
</ul>
<h4 style="margin-top: 12px;">Ground-Truth Answer: <span class="answer-label">C</span></h4>
</div>
<div class="reasoning-box">
<h4>Model Thinking Process</h4>
<div class="reasoning-section">
<p>Okay, I need to figure out what singing style is in this audio. The options are Opera, Rich singing style, Yodeling, or Bel canto. First, I'll listen to the audio again. The singer is going "yo da la yo da lo" with a really high-pitched voice. It's repetitive and has this quick jump from a high note to a low one, like a yodel.</p>
<p>Wait, yodeling is when you sing a note and then quickly switch between high and low registers. That's what I hear here. The pattern seems to be "yo da la" going up and down rapidly. Opera singing is usually more structured with classical pieces, not just nonsense syllables. Bel canto is a type of opera singing, so maybe similar to A. But the question lists Bel canto as a separate option.</p>
<p>Rich singing style? I'm not sure what that means. Maybe it's a mistranslation or something. Maybe it refers to a specific style, but I don't recognize it. The audio doesn't sound like traditional opera with a full aria; it's more about the quick jumps between pitches.</p>
<p>Yodeling is common in folk music, especially Alpine or country music. The audio has that distinct yodeling technique where the singer uses a rapid shift between chest voice and head voice. The syllables are playful and repetitive, which is typical of a yodeling demonstration.</p>
<p>Bel canto is about smooth, legato singing with proper technique, but this is more about the staccato, sharp transitions. So probably not Bel canto. Opera could be broad, but the specific technique here is yodeling. The answer choices have C as Yodeling style with a double asterisk, maybe indicating it's correct. I think C is the right answer.</p>
</div>
<div class="reasoning-conclusion">
<p>The audio demonstrates a <strong>yodeling style</strong> (Option C).</p>
<h5>Key Observations</h5>
<ol>
<li><strong>Rapid Register Shifts</strong>: The singer executes quick, abrupt transitions between high and low vocal registers (e.g., "yo da la yo da lo"), which is the defining technique of yodeling.</li>
<li><strong>Repetitive Syllables</strong>: The phrase uses nonsensical but rhythmic syllables ("yo da la") to showcase the agility of the vocal cords, typical in yodeling exercises or folk traditions.</li>
<li><strong>Contrast with Other Styles</strong>:
<ul>
<li><strong>Opera/Bel Canto (Options A & D)</strong>: These emphasize smooth, sustained legato phrasing, vibrato, and lyrical expression—not the staccato, jarring register jumps heard here.</li>
<li><strong>"Rich Singing Style" (Option B)</strong>: This is not a recognized vocal technique. The term may be a distractor or mistranslation.</li>
</ul>
</li>
</ol>
<h5>Why Yodeling?</h5>
<p>Yodeling is rooted in folk traditions (e.g., Alpine, Irish, or country music) and focuses on <strong>vocal speed and precision</strong> rather than melodic complexity. The audio's playful, repetitive pattern and technical focus on rapid register changes align perfectly with this style.</p>
<p style="margin-top: 16px;"><strong>Answer: C. Yodeling style</strong></p>
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<p class="muted" style="margin-top:12px">注：Model Thinking Process中蓝色方块内的内容为模型输出的回答。</p>
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<div class="section__head"><h2 id="h-samples-2">Paralinguistics & Perception Reasoning</h2></div>
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<div class="tabs" role="tablist" aria-label="Samples Tabs 2">
<button class="tab-btn" role="tab" aria-selected="true" aria-controls="p-reason-2" id="t-reason-2">Intonation Interpretation</button>
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