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001 | https://www.youtube.com/watch?v=AYSYelOQtQI | logic | [1,2,3,4] | 001-1 | What is the ethnicity of the protagonist's mother? | A. Malaysian.
B. British.
C. Singaporean.
D. German.
E. Canadian.
F. Chinese.
G. American.
H. Cannot be determined. | F | null | null | null |
001 | https://www.youtube.com/watch?v=AYSYelOQtQI | logic | [1,2,3,4] | 001-2 | Why didn't the boss let the protagonist dress as Hello Kitty? | A. Because she is not slender enough.
B. Because her mom is Malaysian Chinese.
C. Because she is not Japanese.
D. Because her face is not beautiful enough.
E. Because she has no relevant work experience.
F. Because she is not a Black girl.
G. Because she doesn't have a deep understanding of Hello Kitty.
H. Because her temperament doesn't match. | B | null | null | null |
001 | https://www.youtube.com/watch?v=AYSYelOQtQI | logic | [1,2,3,4] | 001-3 | What is the short film about? | A. Racial discrimination.
B. Religious conflict.
C. Cosplay as a means of psychological healing.
D. Career dilemmas and breakthroughs of independent fashion designers.
E. The complex psychological struggle of grieving a lost family member.
F. The conflict between traditional values and modern fashion.
G. Generational gap.
H. Gender inequality. | A | null | null | null |
001 | https://www.youtube.com/watch?v=AYSYelOQtQI | logic | [1,2,3,4] | 001-4 | What does the segment of the performer at the end of the video aim to convey? | A. It illustrates the blurring boundary between virtuality and reality.
B. It embodies the fear of being replaced by artificial intelligence.
C. It represents the reclamation of one's true self in a rigid world.
D. It represents the psychological struggle between the conscious mind and subconscious desires.
E. It reflects the conflict between humanity's biological instincts and moral reasoning.
F. It critiques the collapse of interpersonal communication in the digital age.
G. It critiques the commodification of subculture in modern media.
H. It depicts the compromise of individual authenticity to align with collective norms. | H | 3 | Complex Plot Comprehension | Symbolic/Metaphorical Interpretation |
002 | https://www.youtube.com/watch?v=3kkRIIRDm0k | logic | [1,[2,3],4] | 002-1 | Within the first 15 seconds of the Green Level challenge, how many times in total did the man water the flowers? | A. 4.
B. 1.
C. 7.
D. 2.
E. 0.
F. 5.
G. 6.
H. 3. | F | null | null | null |
002 | https://www.youtube.com/watch?v=3kkRIIRDm0k | logic | [1,[2,3],4] | 002-2 | Within the first 15 seconds of the Green Level challenge, how many times was each flower watered, counting from left to right? | A. 2, 2, 1.
B. 3, 2, 1.
C. 2, 1, 2.
D. 2, 1, 1.
E. 1, 2, 2.
F. 1, 2, 1.
G. 1, 1, 2.
H. 2, 2, 2. | E | null | null | null |
002 | https://www.youtube.com/watch?v=3kkRIIRDm0k | logic | [1,[2,3],4] | 002-3 | At the first 15 seconds of the Green Level challenge, how many times had each flower been watered, ordered from shortest to tallest? | A. 1, 2, 3.
B. 1, 1, 2.
C. 1, 2, 2.
D. 1, 1, 1.
E. 2, 2, 3.
F. 2, 2, 2.
G. 2, 3, 3.
H. 3, 3, 3. | C | null | null | null |
002 | https://www.youtube.com/watch?v=3kkRIIRDm0k | logic | [1,[2,3],4] | 002-4 | Within the first 15 seconds of the Green Level challenge, suppose the leftmost flower on the screen is watered exactly the same number of times. Now let the rightmost flower on the screen be watered the same number of times as the leftmost flower, and the middle flower is watered exactly one more time than it was originally watered. Under this hypothetical change, how many times are the tallest and the shortest flowers watered, respectively? | A. 2, 0.
B. 3, 3.
C. 3, 2.
D. 1, 0.
E. 4, 2.
F. 3, 1.
G. 2, 2.
H. 2, 1. | F | 3 | Physical World Reasoning | Counterfactual Reasoning |
003 | https://www.youtube.com/watch?v=SwbI-xFdRis | logic | [1,2,3,4] | 003-1 | Does the ball exist underneath any of the shells? | A. No.
B. Yes.
C. Cannot be determined. | B | null | null | null |
003 | https://www.youtube.com/watch?v=SwbI-xFdRis | logic | [1,2,3,4] | 003-2 | Underneath which shell is the ball located at the end? | A. There is no ball under any shell.
B. The third shell.
C. The sixth shell.
D. The second shell.
E. The seventh shell.
F. The fifth shell.
G. The fourth shell.
H. The first shell. | G | null | null | null |
003 | https://www.youtube.com/watch?v=SwbI-xFdRis | logic | [1,2,3,4] | 003-3 | The host performed a total of two shell swaps (defining a single swap as an instance where all shells return to an approximately straight line). Underneath which shell was the ball located after the first swap? | A. There is no ball under any shell.
B. The seventh shell.
C. The fourth shell.
D. The fifth shell.
E. The sixth shell.
F. The second shell.
G. The third shell.
H. The first shell. | C | null | null | null |
003 | https://www.youtube.com/watch?v=SwbI-xFdRis | logic | [1,2,3,4] | 003-4 | The host performed a total of two shell swaps (defining a single swap as an instance where all shells return to an approximately straight line). Underneath which shell was the ball located initially? | A. The seventh shell.
B. The fourth shell.
C. The fifth shell.
D. The third shell.
E. The second shell.
F. There is no ball under any shell.
G. The first shell.
H. The sixth shell. | D | 3 | Physical World Reasoning | Entity Persistence Tracking |
004 | https://www.youtube.com/watch?v=SseVCuT0vAI | logic | [1,2,3,4] | 004-1 | How many cargo-loaded wagons are on the train traveling down the hill towards BEARHEAD STATION? | A. 6.
B. 3.
C. 4.
D. 1.
E. 5.
F. 7.
G. 0.
H. 2. | B | null | null | null |
004 | https://www.youtube.com/watch?v=SseVCuT0vAI | logic | [1,2,3,4] | 004-2 | What color are the cargo wagons on the train traveling down the hill towards BEARHEAD STATION? | A. All are blue.
B. All are black.
C. Two are red, two is black.
D. Two are red, two is blue.
E. All are red.
F. Two are black, one is red.
G. Two are blue, one is red.
H. One is red, one is blue, one is black. | F | null | null | null |
004 | https://www.youtube.com/watch?v=SseVCuT0vAI | logic | [1,2,3,4] | 004-3 | Which wagon(s) on the train traveling down the hill towards BEARHEAD STATION are loaded with cargo and are red? Which wagon(s) on the train traveling down the hill towards BEARHEAD STATION are loaded with cargo and are black? | A. The second and the third one from the front; the first one from the front.
B. The second one from the front; the fourth one from the front.
C. The middle one; the one immediately following the middle one.
D. The third one from the front; the first and the second one from the front.
E. Cannot be determined.
F. The second one from the front; the second and the third one from the rear.
G. The first one from the front; the second and the third one from the front.
H. The first one from the rear; the second and the third one from the front. | G | null | null | null |
004 | https://www.youtube.com/watch?v=SseVCuT0vAI | logic | [1,2,3,4] | 004-4 | When the train came down the hill and stopped at BEARHEAD STATION, from which wagon did the person wearing the bear headgear come out? | A. The first one from the rear.
B. Cannot be determined.
C. The third one from the rear.
D. The third one from the front.
E. The second one from the front.
F. The fourth one from the front.
G. The second one from the rear.
H. The middle one. | C | 3 | Physical World Reasoning | Entity Persistence Tracking |
005 | https://www.youtube.com/watch?v=xrx6cB7Thbw | logic | [[1,2],3,4] | 005-1 | What is the relationship between x and b? | A. Xb=2.
B. Xb=6.
C. Xb=1.
D. Xb=7.
E. Xb=3.
F. Xb=8.
G. Xb=5.
H. Xb=4. | B | null | null | null |
005 | https://www.youtube.com/watch?v=xrx6cB7Thbw | logic | [[1,2],3,4] | 005-2 | What is the relationship between y and a? | A. Ya=6.
B. Ya=10.
C. Ya=12.
D. Ya=16.
E. Ya=8.
F. Ya=20.
G. Ya = 18.
H. Ya=4. | E | null | null | null |
005 | https://www.youtube.com/watch?v=xrx6cB7Thbw | logic | [[1,2],3,4] | 005-3 | What is the area of the entire rectangle? | A. 18.
B. 26.
C. 28.
D. 24.
E. 16.
F. 20.
G. 22.
H. 14. | D | null | null | null |
005 | https://www.youtube.com/watch?v=xrx6cB7Thbw | logic | [[1,2],3,4] | 005-4 | What is the value of A? | A. 6.
B. 12.
C. 20.
D. 18.
E. 22.
F. 8.
G. 16.
H. 24. | D | 3 | Video-Based Knowledge Acquisition | Professional Knowledge Acquisition |
006 | https://www.youtube.com/watch?v=5G3NWgAnjPw | logic | [1,2,3,4] | 006-1 | What is the area of triangle CDQ? | A. 20.
B. 32.
C. 12.
D. 21.
E. 18.
F. 68/7.
G. 24.
H. 63/5. | D | null | null | null |
006 | https://www.youtube.com/watch?v=5G3NWgAnjPw | logic | [1,2,3,4] | 006-2 | What is the area of triangle OCD? | A. 16/3.
B. 48/7.
C. 10.
D. 8.
E. 7.5.
F. 9.
G. 7.
H. 6. | F | null | null | null |
006 | https://www.youtube.com/watch?v=5G3NWgAnjPw | logic | [1,2,3,4] | 006-3 | What is the area of triangle OQB? | A. 17.
B. 20.
C. 16.
D. 18.
E. 13.
F. 22.
G. 14.
H. 21. | C | null | null | null |
006 | https://www.youtube.com/watch?v=5G3NWgAnjPw | logic | [1,2,3,4] | 006-4 | What is the value of A? | A. 75.
B. 54.
C. 33.
D. 71.
E. 70.
F. 58.
G. 61.
H. 49. | E | 3 | Video-Based Knowledge Acquisition | Professional Knowledge Acquisition |
007 | https://www.youtube.com/watch?v=if6bxEFxkTY | logic | [[1,2],3,4] | 007-1 | What is the length of line segment EG? | A. 7.
B. 8.
C. 6.
D. 5.
E. R.
F. 9.
G. 4.
H. 3. | D | null | null | null |
007 | https://www.youtube.com/watch?v=if6bxEFxkTY | logic | [[1,2],3,4] | 007-2 | The length of line segment NG is equal to the length of which line segment? | A. EQ.
B. NB.
C. BG.
D. OP.
E. GQ.
F. EB.
G. BP.
H. GE. | E | null | null | null |
007 | https://www.youtube.com/watch?v=if6bxEFxkTY | logic | [[1,2],3,4] | 007-3 | What is the value of r? | A. 1.
B. 7.
C. 2.
D. 4.
E. 6.
F. 5.
G. Cannot be determined.
H. 3. | C | null | null | null |
007 | https://www.youtube.com/watch?v=if6bxEFxkTY | logic | [[1,2],3,4] | 007-4 | What is the value of A? | A. 4Ο.
B. 5Ο.
C. 1.69Ο.
D. 2.25Ο.
E. 2Ο.
F. 4.41Ο.
G. 3Ο.
H. 3.69Ο. | A | 3 | Video-Based Knowledge Acquisition | Professional Knowledge Acquisition |
008 | https://www.youtube.com/watch?v=fOoRmfNuIUg | logic | [1,2,3,4] | 008-1 | Which point does the guide line at the end of the video pass through? | A. The center of the largest sector.
B. The bottom-left vertex of the rectangle.
C. The intersection point of three sectors.
D. The top-right vertex of the rectangle.
E. The point of tangency between two sectors.
F. The midpoint of the top side of the rectangle.
G. The center of the smallest sector.
H. The intersection point of two sectors. | E | null | null | null |
008 | https://www.youtube.com/watch?v=fOoRmfNuIUg | logic | [1,2,3,4] | 008-2 | What is the result of 2R + r? | A. 4r.
B. 8.
C. 11.
D. 7.
E. 12.
F. 3r.
G. 10.
H. 9. | G | null | null | null |
008 | https://www.youtube.com/watch?v=fOoRmfNuIUg | logic | [1,2,3,4] | 008-3 | What is the value of r? | A. 1.96.
B. 5.
C. 4.
D. 3.
E. 1.
F. 2.25.
G. 2.
H. 1.69. | G | null | null | null |
008 | https://www.youtube.com/watch?v=fOoRmfNuIUg | logic | [1,2,3,4] | 008-4 | What is the value of A? | A. Ξ /3.
B. 2Ο/3.
C. Ξ .
D. 4Ο.
E. 3Ο/2.
F. Ξ /2.
G. 2Ο.
H. 5Ο/2. | C | 3 | Video-Based Knowledge Acquisition | Professional Knowledge Acquisition |
009 | https://www.youtube.com/watch?v=GkK5d-atQjs | relevance | 4 | 009-1 | In the scene where everyone gets injured, what is the main punchline? | A. The terrifying enemy that defeats them is actually a toddler throwing toys.
B. The culprit turns out to be a puppy.
C. They are not actually fighting a monster, but all accidentally slip on the same banana peel.
D. The skull that appears in the bottom right corner is very cute.
E. It's a funny coincidence that everyone sustains facial injuries.
F. A cat hurts them.
G. Although the injuries aren't serious, their expressions are full of terror, making them look cowardly.
H. Everyone is injured in a different embarrasing location. | F | 3 | Complex Plot Comprehension | High-Order Narrative Deconstruction |
009 | https://www.youtube.com/watch?v=GkK5d-atQjs | relevance | 4 | 009-2 | In the scene at the end of the video, what is the main punchline? | A. The student writes the number "22" on the board.
B. The student called to the board cannot solve an extremely simple math problem.
C. The student was called up as a result of a prank by other students.
D. It's not just the student at the board; actually, none of the students can solve the problem, which means the situation is even worse than the teacher realizes.
E. The student called to the board mistakes another student's hand gesture.
F. The student solves the simple problem using a complex calculus formula that covers the entire board.
G. The student picks up the eraser and tries to write with it.
H. The student usually pretends to be good at math, but reveals his ignorance once at the board. | E | 3 | Complex Plot Comprehension | High-Order Narrative Deconstruction |
009 | https://www.youtube.com/watch?v=GkK5d-atQjs | relevance | 4 | 009-3 | In the water bottle flip game, what is the main punchline? | A. The little boy throws the bottle too hard, and it flies out and directly hit a lady on the sofa.
B. It takes a tremendous amount of effort to complete such a simple game of flipping a water bottle, which is quite funny.
C. After opening the iPad box, the little boy finds it contains a thick pile of summer homework.
D. When the boy picks up the bottle to celebrate, everyone realizes the bottom of the bottle was cut off, so he won by cheating.
E. The moment the boy succeeds, the whole family instantly erupts in exaggerated and hilarious cheering.
F. The little boy's motivation to win the bottle flip game lies in the prize, but he eventually discovers the prize is a joke.
G. Although the little boy successfully lands the bottle, he fails because he forgets to shout the slogan "JOE COOL" before throwing it.
H. Everyone else fails miserably when trying to flip the bottle, but the little boy succeeds on the first try, making the others look foolish. | F | 3 | Complex Plot Comprehension | High-Order Narrative Deconstruction |
009 | https://www.youtube.com/watch?v=GkK5d-atQjs | relevance | 4 | 009-4 | In the scene where the boy in red cheats in class, what is the main punchline? | A. The boy uses the most traditional method of cheating while everyone else uses high-tech methods; the humor is that he is too "outdated".
B. The boy is not arrested for cheating, but because he used a specific pen that was reported stolen from a bank robbery.
C. Other students use outrageous cheating methods without consequence, while the boy is caught just for using a cheat sheet.
D. The audience knows something will happen to the boy, but he remains nonchalant, forming dramatic irony.
E. Cannot be determined.
F. The police arrest him because his cheat sheet was accidentally swapped with a "Most Wanted" poster of himself.
G. The "police" turn out to be male strippers hired for a prank, and they start dancing instead of arresting him.
H. The humor lies in his panicked behavior. | C | 3 | Complex Plot Comprehension | High-Order Narrative Deconstruction |
010 | https://www.youtube.com/watch?v=DPWqkyaBEcM | logic | [1,2,3,4] | 010-1 | What do the woman with glasses, the man with long hair and a beard, and the man with short hair and a beard have in common? | A. They all like wearing orange clothes.
B. They have all done things that violate public order or laws.
C. They prefer solitude over socializing.
D. They are all chefs explaining their philosophy on food.
E. They all have the experience of being imprisoned.
F. They are all homeless orphans.
G. They are all recovering alcoholics sharing their sobriety journey.
H. They are all PTSD patients. | E | null | null | null |
010 | https://www.youtube.com/watch?v=DPWqkyaBEcM | logic | [1,2,3,4] | 010-2 | What is the short film about? | A. The psychological effects of solitary confinement.
B. The physical discipline used to maintain sanity.
C. The silent communication between separated cells.
D. The anxiety of an inmate awaiting release.
E. The aftermath of a failed escape attempt.
F. The moral conflict experienced by a guard.
G. The final conversation before an execution.
H. The internal power struggle within a prison gang. | A | null | null | null |
010 | https://www.youtube.com/watch?v=DPWqkyaBEcM | logic | [1,2,3,4] | 010-3 | A bus appears at the beginning of the video. Who are mainly inside the bus? | A. Tourists.
B. Patients.
C. A sports team.
D. Hostages.
E. Prisoners.
F. Military recruits.
G. Construction workers.
H. Refugees. | E | null | null | null |
010 | https://www.youtube.com/watch?v=DPWqkyaBEcM | logic | [1,2,3,4] | 010-4 | A bird appears at the beginning of the video. Does this bird have any symbolic meaning? If so, what does it symbolize? | A. Hope.
B. Sadness.
C. Waiting.
D. Suffering.
E. No clear symbolic meaning.
F. Loneliness.
G. Happiness.
H. Lofty ideals. | A | 3 | Complex Plot Comprehension | Symbolic/Metaphorical Interpretation |
011 | https://www.youtube.com/watch?v=38y_1EWIE9I | logic | [1,2,3,4] | 011-1 | Do cookies appear in the video? | A. No.
B. Cannot be determined.
C. Yes. | C | null | null | null |
011 | https://www.youtube.com/watch?v=38y_1EWIE9I | logic | [1,2,3,4] | 011-2 | How many packets of cookies appear in the video in total? | A. 3.
B. 6.
C. 1.
D. 5.
E. 7.
F. 2.
G. 0.
H. 4. | F | null | null | null |
011 | https://www.youtube.com/watch?v=38y_1EWIE9I | logic | [1,2,3,4] | 011-3 | Why is the old woman angry? | A. Because the boy ate the first cookie before her.
B. Because the boy broke the last cookie.
C. Because the boy ate more cookies than she did.
D. Because she thinks the boy stole her cookies.
E. Because she feels the boy has been ignoring her.
F. Because the cookies wouldn't come out of the vending machine.
G. Because she thinks the boy snatched the last cookie.
H. Because she thinks the boy ate her cookies without permission. | H | null | null | null |
011 | https://www.youtube.com/watch?v=38y_1EWIE9I | logic | [1,2,3,4] | 011-4 | What is the biggest turning point in the plot shown in the video? | A. The boy did not board the train.
B. The boy took away the last cookie.
C. The old woman discovers that the boy took another packet of cookies out of his pocket.
D. After boarding the train, the old woman discovers that the boy put a packet of cookies in her bag.
E. The old woman crushed the half cookie the boy gave her.
F. The boy broke the last cookie.
G. After boarding the train, the old woman discovers that she had been eating the boy's cookies.
H. After boarding the train, the old woman discovers that there was actually a packet of cookies in her bag all along. | G | 3 | Complex Plot Comprehension | Narrative Turning Point Detection |
012 | https://www.youtube.com/watch?v=kDVelBWmN98 | logic | [1,[2,3],4] | 012-1 | How many of the main characters are not pure humans? | A. 7.
B. 1.
C. 0.
D. 5.
E. 2.
F. 6.
G. 4.
H. 3. | E | null | null | null |
012 | https://www.youtube.com/watch?v=kDVelBWmN98 | logic | [1,[2,3],4] | 012-2 | What species are the main characters, respectively? | A. The man is a Humanoid, the woman is a human, and the girl is a Humanoid-human hybrid.
B. All three are self-aware Humanoids.
C. The man is a Humanoid, while the woman and the girl are humans.
D. The man is a Humanoid, the woman is a human, and the girl is an adopted human orphan.
E. The woman is a Humanoid, while the girl and the man are humans.
F. All three are genetically modified mutant humans.
G. The man is a Humanoid, the woman is a Humanoid, and the girl is a Humanoid.
H. The man is a human, the woman is a Humanoid, and the girl is a Humanoid-human hybrid. | A | null | null | null |
012 | https://www.youtube.com/watch?v=kDVelBWmN98 | logic | [1,[2,3],4] | 012-3 | What is the relationship between the man and the girl? | A. Doctor and patient.
B. Father and daughter.
C. Older brother and younger sister.
D. Grandfather and granddaughter.
E. Strangers.
F. Shopkeeper and customer.
G. Coach and student.
H. Uncle and niece. | B | null | null | null |
012 | https://www.youtube.com/watch?v=kDVelBWmN98 | logic | [1,[2,3],4] | 012-4 | What does the scene in which the energy wall is broken at the end symbolize? | A. The barrier between the two races is too hard to cross forever.
B. TheΒ loss of the last protectionΒ for humanity.
C. TheΒ inevitable mergingΒ of two distinct cultures.
D. The complete betrayal of the human faction.
E. Violence are the only ways to overthrow oppressive rule.
F. TheΒ release of suppressed angerΒ from the oppressed.
G. TheΒ chaosΒ that comes with unchecked freedom.
H. The power of love can break through fear. | H | 3 | Complex Plot Comprehension | Symbolic/Metaphorical Interpretation |
013 | https://www.youtube.com/watch?v=yNuCJi_hd_o | relevance | 4 | 013-1 | Why did the Suns' player #3 leave the court when the score was 113:114? | A. Because he could not continue due to excessive physical exhaustion.
B. Because he could not continue due to a rib injury from a collision.
C. Because he could not continue due to an ankle injury.
D. Because he was protesting the officiating by refusing to play.
E. Because he was ejected due to a technical foul.
F. Because it was time for a rotation substitution.
G. Because he was ejected due to regular fouls.
H. Because he was subbed out by the coach due to poor performance. | E | 2 | Temporal Reasoning | Causal Reasoning |
013 | https://www.youtube.com/watch?v=yNuCJi_hd_o | relevance | 4 | 013-2 | Why did the Lakers' player #23 go to the free-throw line when the score was 113:114? | A. Because the Suns' center committed a defensive three-second violation.
B. Because a Suns player committed a blocking foul while defending the Lakers' player #23's layup.
C. Because the Suns' coach argued with the referee and was assessed a technical foul.
D. Because a Suns player committed a technical foul, and the Lakers' player #23 chose to execute the free throw himself.
E. Because the Suns requested a timeout when they had none remaining.
F. Because the Suns had more than 5 players on the court after a timeout, and the Lakers' player #23 chose to execute the free throw himself.
G. Because the Suns had fewer than 5 players on the court after a timeout, and the Lakers' player #23 chose to execute the free throw himself.
H. Because the Lakers were fouled tactically on a fast break with no defender in front, and the Lakers' player #23 chose to execute the free throw himself. | D | 2 | Temporal Reasoning | Causal Reasoning |
013 | https://www.youtube.com/watch?v=yNuCJi_hd_o | relevance | 4 | 013-3 | Why did the Suns' player #3 feel dissatisfied and angry when the score was 113:114? | A. Fans on the sidelines were booing him.
B. He believed the referee's officiating standards were inconsistent and biased.
C. He believed the team did not call a timeout in time to make adjustments.
D. He felt dissatisfied with the coach's substitution adjustments.
E. A Lakers player made a motion to crash into him.
F. He repeatedly received "grenade" passes from teammates and had a difficult time on the court.
G. He believed the referee made a serious missed call.
H. He missed a crucial three-point shot. | E | 2 | Temporal Reasoning | Causal Reasoning |
013 | https://www.youtube.com/watch?v=yNuCJi_hd_o | relevance | 4 | 013-4 | What impact did missing that technical free throw have on the tactics of both sides for the final possession? | A. Neither the offensive nor defensive strategies are affected, as the game has entered garbage time.
B. The offensive team can choose to play conservatively to force overtime, or take some risk to attack actively; the defensive team's strategy remains unchanged.
C. The offensive team needs to actively complete the last attack; the defensive team's strategy remains unchanged.
D. The offensive team can only choose to shoot a three-pointer on the final possession; the defensive team only needs to focus on defending beyond the three-point line.
E. The offensive team needs to complete the attack quickly to fight for an extra offensive possession; the defensive team's strategy remains unchanged.
F. The offensive team's strategy remains unchanged; the defensive team only needs to focus on defending the paint.
G. The offensive team needs to make a three-pointer to overcome the deficit; the defensive team's strategy remains unchanged.
H. The offensive team's strategy remains unchanged, needing only to run out the clock to win; the defensive team needs to foul quickly to gain an extra offensive possession. | C | 2 | Temporal Reasoning | Causal Reasoning |
014 | https://www.youtube.com/watch?v=sI2VBJH8Jn4 | logic | [1,2,3,4] | 014-1 | Is the number of goals in this match greater than or equal to 2? | A. Yes.
B. No.
C. Cannot be determined. | A | null | null | null |
014 | https://www.youtube.com/watch?v=sI2VBJH8Jn4 | logic | [1,2,3,4] | 014-2 | Which teams scored the first and last goals in this match, respectively? | A. The green team, the green team.
B. The white team, the blue team.
C. The red team, the red team.
D. The green team, the red team.
E. The white team, the white team.
F. The red team, the green team.
G. The red team, the white team.
H. The white team, the red team. | F | null | null | null |
014 | https://www.youtube.com/watch?v=sI2VBJH8Jn4 | logic | [1,2,3,4] | 014-3 | Which players scored the first and last goals in this match, respectively? | A. The green team's #19, the green team's team's #6.
B. The red team's #7, the green team's #11.
C. The green team's #6, the green team's #19.
D. The green team's #11, the red team's #19.
E. The red team's #9, the green team's #6.
F. The red team's #19, the red team's #9.
G. The red team's #7, the red team's #9.
H. The red team's #19, the green team's #11. | H | null | null | null |
014 | https://www.youtube.com/watch?v=sI2VBJH8Jn4 | logic | [1,2,3,4] | 014-4 | What is the chronological order of all goalscorers in this match? | A. The red team's #19, the green team's #6, the red team's #7, the red team's #9, the green team's #11.
B. The red team's #19, the red team's #7, the green team's #11, the red team's #9, the green team's #6.
C. The red team's #7, the red team's #19, the green team's #6, the red team's #9, the green team's #11.
D. The red team's #19, the red team's #27, the green team's #6, the red team's #9, the green team's #11.
E. The red team's #19, the red team's #7, the green team's #6, the green team's #11, the red team's #9.
F. The red team's #19, the read team's #7, the green team's #6, the red team's #9, the green team's #11.
G. The green team's #11, the red team's #19, the red team's #7, the green team's #6, the red team's #9.
H. The red team's #9, the red team's #19, the red team's #7, the green team's #6, the green team's #11. | F | 2 | Order | Event Sequence Ordering |
015 | https://www.youtube.com/watch?v=Aqe6C9iQ-HQ | logic | [1,2,3,4] | 015-1 | Is the number of goals in this match greater than or equal to 2? | A. No.
B. Yes.
C. Cannot be determined. | B | null | null | null |
015 | https://www.youtube.com/watch?v=Aqe6C9iQ-HQ | logic | [1,2,3,4] | 015-2 | Which teams scored the first and last goals in this match, respectively? | A. The White Team, the Yellow Team.
B. The Red Team, the Red Team.
C. The Blue Team, the Red Team.
D. The Blue Team, the Blue Team.
E. The Red Team, the Blue Team.
F. The White Team, the Blue Team.
G. The Blue Team, the White Team.
H. The White Team, the White Team. | C | null | null | null |
015 | https://www.youtube.com/watch?v=Aqe6C9iQ-HQ | logic | [1,2,3,4] | 015-3 | Which players scored the first and last goals in this match, respectively? | A. The Blue Team's No. 49, the Red Team's No. 18.
B. The Red Team's No. 18, the Red Team's No. 7.
C. The Blue Team's No. 49, the Blue Team's No. 7.
D. The Blue Team's No. 7, the Red Team's No. 7.
E. The Blue Team's No. 7, the Red Team's No. 7.
F. The Blue Team's No. 49, the Red Team's No. 7.
G. The Red Team's No. 7, the Red Team's No. 18.
H. The Red Team's No. 7, the Blue Team's No. 49. | F | null | null | null |
015 | https://www.youtube.com/watch?v=Aqe6C9iQ-HQ | logic | [1,2,3,4] | 015-4 | What is the chronological order of all goalscorers in this match? | A. The Red Team's No. 18, the Red Team's No. 7, the Blue Team's No. 49.
B. The Blue Team's No. 49, the Red Team's No. 18, the Blue Team's No. 7.
C. The Blue Team's No. 49, the Red Team's No. 18, the Red Team's No. 7.
D. The Red Team's No. 18, the Blue Team's No. 49, the Blue Team's No. 7.
E. The Blue Team's No. 7, the Red Team's No. 18, the Red Team's No. 7.
F. The Blue Team's No. 49, the Blue Team's No. 7, the Red Team's No. 7.
G. The Blue Team's No. 49, the Red Team's No. 7, the Red Team's No. 18.
H. The Red Team's No. 18, the Blue Team's No. 49, the Red Team's No. 7. | C | 2 | Order | Event Sequence Ordering |
016 | https://www.youtube.com/watch?v=rRNRJtzdBIU | relevance | 4 | 016-1 | Compared to Level 3, what changes were made to the experimental setup in Level 4? | A. The weight of the train was increased.
B. The base of the blocking pole was reinforced by replacing it with special materials.
C. The base of the blocking pole was increased from one side to two sides.
D. The weight of the train was decreased.
E. An additional blocking pole was added.
F. The blocking pole was reinforced.
G. The base of the blocking pole was lightened in weight.
H. The speed of the train was reduced. | F | 2 | Change | Scene Transformation Detection |
016 | https://www.youtube.com/watch?v=rRNRJtzdBIU | relevance | 4 | 016-2 | Compared to Level 1, what changes were made to the experimental setup in Level 2? | A. The number of the obstacle was increased by one.
B. The speed of the train was increased.
C. The speed of the train was reduced.
D. The number of the obstacle was increased by two.
E. The type of the obstacle was changed.
F. The friction of the track has increased.
G. The obstacle was reinforced.
H. The weight of the train has increased. | E | 2 | Change | Scene Transformation Detection |
016 | https://www.youtube.com/watch?v=rRNRJtzdBIU | relevance | 4 | 016-3 | Compared to Level 10, what changes were made to the experimental setup in Level 11? | A. The thickness of the wall decreased from triple-layer to single-layer.
B. The thickness of the wall decreased from triple-layer to double-layer.
C. The thickness of the wall increased from single-layer to double-layer.
D. The thickness of the wall increased from double-layer to triple-layer.
E. The thickness of the wall increased from triple-layer to quadruple-layer.
F. The thickness of the wall increased from double-layer to quadruple-layer.
G. The thickness of the wall decreased from double-layer to single-layer.
H. The thickness of the wall increased from single-layer to triple-layer. | C | 2 | Change | Scene Transformation Detection |
016 | https://www.youtube.com/watch?v=rRNRJtzdBIU | relevance | 4 | 016-4 | Compared to Level 5, what changes were made to the experimental setup in Level 6? | A. The number of components in the friction buffer device was increased.
B. The structure of the train was modified.
C. The mass of the train was increased.
D. The base of the blocking pole was reinforced by adding weight.
E. Both the body and the base of the blocking pole were reinforced.
F. The body of the blocking pole was reinforced by thickening it.
G. The speed of the train was increased.
H. A friction buffer device was installed. | H | 2 | Change | Scene Transformation Detection |
017 | https://www.youtube.com/watch?v=68LwytImuPs | relevance | 4 | 017-1 | When testing with the original car at 25% speed, how did the width of the pothole change? | A. It gradually widened from 4cm to 6cm, 8cm, 10cm, and 14cm.
B. It gradually widened from 4cm to 6cm, 8cm, 10cm, 12cm, and 14cm.
C. It gradually widened from 4cm to 6cm, 8cm, 9cm, 10cm, 11cm, 12cm, and 14cm.
D. It gradually widened from 4cm to 6cm, 10cm, 12cm, and 14cm.
E. It gradually widened from 4cm to 6cm, 8cm, 10cm, 12cm, 13cm, and 14cm.
F. It gradually widened from 4cm to 6cm, 8cm, 9cm, 10cm, 12cm, and 14cm.
G. It gradually widened from 4cm to 6cm, 10cm, 12cm, and 14cm.
H. It gradually widened from 4cm to 6cm, 8cm, 10cm, and 12cm. | A | 2 | Change | Scene Transformation Detection |
017 | https://www.youtube.com/watch?v=68LwytImuPs | relevance | 4 | 017-2 | Compared to the previous experiment, what modification was made to the car in the experiment where it successfully crossed the 20cm pothole? | A. Two rods were added to the front part of the vehicle.
B. Weight was added to the front part of the vehicle.
C. The speed of the car was increased.
D. Two rods were added to the rear part of the vehicle.
E. An elastic device was installed on the front wheels.
F. Weight was added to the rear part of the vehicle.
G. The weight of the car was increased.
H. An elastic device was installed on the rear wheels. | H | 2 | Change | Scene Transformation Detection |
017 | https://www.youtube.com/watch?v=68LwytImuPs | relevance | 4 | 017-3 | Compared to the previous experiment, what modification was made to the car in the experiment where it successfully crossed the 14cm pothole? | A. The yellow weight on the front part of the vehicle was decreased.
B. The black weight was moved from the front part of the vehicle to the rear part.
C. The red weight was added to both the front and rear parts of the vehicle respectively.
D. The diameter of the wheels was increased.
E. The yellow weight was moved from the front part of the vehicle to the rear part.
F. Screws were added to the bottom of the vehicle.
G. The yellow weight on the rear part of the vehicle was increased.
H. The initial speed of the car was significantly increased. | B | 2 | Change | Scene Transformation Detection |
017 | https://www.youtube.com/watch?v=68LwytImuPs | relevance | 4 | 017-4 | Compared to the previous experiment, what modification was made to the car in the experiment where it successfully crossed the 24cm pothole? | A. The mass of the weight was reduced.
B. The weight was moved to the front.
C. The suspension stiffness was increased.
D. The weight was moved to the top.
E. The mass of the weight was increased.
F. The weight was moved to the rear.
G. The speed of the car was increased.
H. An elastic device was installed on the rear wheels. | D | 2 | Change | Scene Transformation Detection |
018 | https://www.youtube.com/watch?v=4_r5jkMCcKk | relevance | 4 | 018-1 | How did the corn at the beginning of the video change? | A. The corn cob curves β white roots emerge β green tender shoots emerge β corn seedlings grow tall, corn cob disappears.
B. Green tender shoots and white roots emerge β the corn cob curves β corn seedlings grow tall, corn cob disappears.
C. Green tender shoots emerge β corn seedlings grow tall, corn cob disappears β white roots emerge.
D. Green tender shoots emerge β the corn cob curves β corn seedlings grow tall, corn cob remains visible.
E. Green tender shoots emerge β white roots emerge β corn seedlings grow tall, corn cob remains visible.
F. Green tender shoots emerge β corn seedlings grow tall, corn cob remains visible β white roots emerge.
G. The corn cob curves β green tender shoots emerge β white roots emerge β corn seedlings grow tall, corn cob disappears.
H. The corn cob curves β green tender shoots and white roots emerge β corn seedlings grow tall, corn cob disappears. | H | 2 | Change | Entity Attribute Change Detection |
018 | https://www.youtube.com/watch?v=4_r5jkMCcKk | relevance | 4 | 018-2 | How did the onion change? | A. White roots grow β skin color becomes lighter β green shoots grow.
B. White roots grow β green shoots grow.
C. Green shoots grow β white roots grow β skin color becomes darker.
D. Skin color becomes darker β white roots grow β green shoots grow.
E. White roots grow β green shoots grow β skin color becomes lighter.
F. White roots grow β green shoots grow β skin color becomes darker.
G. Green shoots grow β white roots grow β skin color becomes lighter.
H. Skin color becomes lighter β white roots grow β green shoots grow. | E | 2 | Change | Entity Attribute Change Detection |
018 | https://www.youtube.com/watch?v=4_r5jkMCcKk | relevance | 4 | 018-3 | How did the cactus change? | A. Flower bud appears β flower bud blooms β flower bud closes β flower bud disappears.
B. Flower bud appears β flower bud closes β flower bud blooms.
C. Flower bud blooms β flower bud closes β flower bud disappears.
D. Flower bud blooms β flower bud disappears.
E. Flower bud appears β flower bud closes β flower bud disappears.
F. Flower bud closes β flower bud disappears.
G. Flower bud closes β flower bud blooms β flower bud disappears.
H. Flower bud appears β flower bud blooms β flower bud disappears. | C | 2 | Change | Entity Attribute Change Detection |
018 | https://www.youtube.com/watch?v=4_r5jkMCcKk | relevance | 4 | 018-4 | How did the red bean change? | A. Stem grows β white roots grow β true leaves and cotyledons break through the soil β new leaves constantly grow from the sides.
B. Stem grows β white roots grow β true leaves and cotyledons break through the soil β new leaves constantly grow from the middle.
C. White roots grow β green shoots sprout in clusters β stems grow tall rapidly β roots form a dense spherical net.
D. White roots grow β stem grows β cotyledons remain in the soil and only true leaves break through β new leaves constantly grow from the sides.
E. White roots grow β stem grows β true leaves and cotyledons break through the soil β new leaves constantly grow from the middle.
F. Stem grows β white roots grow β cotyledons remain in the soil and only true leaves break through β new leaves constantly grow from the sides.
G. Stem grows β white roots grow β flower bud grows from stem tip β flower bud blooms into a pink flower.
H. Seed splits β true leaves break through the soil β stem grows β white roots grow. | B | 2 | Change | Entity Attribute Change Detection |
019 | https://www.youtube.com/watch?v=lAIVJxXoc_Q | relevance | 4 | 019-1 | What is the sequence of last five aquatic animals appearing in the video? | A. Fish -> Hippo -> Whale -> Orca -> Seal & Orca.
B. Whale -> Hippo -> Fish -> Seal & Orca -> Orca.
C. Fish -> Seal & Orca -> Orca -> Whale -> Hippo.
D. Whale -> Orca -> Hippo -> Fish -> Seal & Orca.
E. Hippo -> Whale -> Fish -> Orca -> Seal & Orca.
F. Hippo -> Whale -> Orca -> Seal & Orca -> Fish.
G. Hippo -> Fish -> Whale -> Orca -> Seal & Orca.
H. Hippo -> Whale -> Fish -> Seal & Orca -> Orca. | A | 2 | Order | Object Appearance Ordering |
019 | https://www.youtube.com/watch?v=lAIVJxXoc_Q | relevance | 4 | 019-2 | What is the sequence of all felines appearing in the video? | A. Tiger -> Cougar -> Cheetah -> Lynx -> Tiger -> Tiger -> Lion -> Cougar.
B. Tiger -> Cheetah -> Cougar -> Tiger -> Tiger -> Lynx -> Cougar -> Lion.
C. Tiger -> Cougar -> Cheetah -> Tiger -> Lynx -> Tiger -> Cougar -> Lion.
D. Lion -> Tiger -> Cheetah -> Cougar -> Tiger -> Lynx -> Tiger -> Cougar.
E. Tiger -> Cheetah -> Tiger -> Cougar -> Lynx -> Tiger -> Lion -> Cougar.
F. Cheetah -> Tiger -> Cougar -> Tiger -> Lynx -> Tiger -> Lion -> Cougar.
G. Cheetah -> Tiger -> Tiger -> Cougar -> Lynx -> Cougar -> Tiger -> Lion.
H. Cougar -> Tiger -> Cheetah -> Tiger -> Tiger -> Lynx -> Lion -> Cougar. | B | 2 | Order | Object Appearance Ordering |
019 | https://www.youtube.com/watch?v=lAIVJxXoc_Q | relevance | 4 | 019-3 | What is the sequence of first five animals appearing in the video? | A. Brown Bear β Great White Shark β Sea Lion β Elephant β Kangaroo.
B. Brown Bear β Great White Shark β Elephant β Kangaroo β Tiger.
C. Sea Lion β Brown Bear β Great White Shark β Kangaroo β Elephant.
D. Brown Bear β Sea Lion β Kangaroo β Elephant β Great White Shark.
E. Kangaroo β Sea Lion β Brown Bear β Great White Shark β Elephant.
F. Great White Shark β Brown Bear β Sea Lion β Kangaroo β Elephant.
G. Sea Lion β Tiger β Great White Shark β Elephant β Brown Bear.
H. Kangaroo β Brown Bear β Sea Lion β Elephant β Great White Shark. | C | 2 | Order | Object Appearance Ordering |
019 | https://www.youtube.com/watch?v=lAIVJxXoc_Q | relevance | 4 | 019-4 | What is the sequence of primates appearing in the video (excluding humans)? | A. Gorilla -> Orangutan -> Monkeys -> Gorilla -> Gorilla.
B. Monkeys -> Orangutan -> Gorilla -> Gorilla -> Gorilla.
C. Gorilla -> Orangutan -> Gorilla -> Gorilla -> Monkeys.
D. Orangutan -> Gorilla -> Gorilla -> Gorilla -> Monkeys.
E. Gorilla -> Gorilla -> Gorilla -> Orangutan -> Monkeys.
F. Orangutan -> Gorilla -> Monkeys -> Gorilla -> Gorilla.
G. Orangutan -> Gorilla -> Gorilla -> Monkeys -> Gorilla.
H. Gorilla -> Gorilla -> Orangutan -> Gorilla -> Monkeys. | D | 2 | Order | Object Appearance Ordering |
020 | https://www.youtube.com/watch?v=0Vd_KNfvufc | relevance | 4 | 020-1 | In Round 1 of the shell game, after the first swap of the shells, under which shell is the ball located from the performer's perspective? | A. The fourth shell on the left.
B. The first shell on the right.
C. The fourth shell on the right.
D. Cannot be determined.
E. The middle shell.
F. The second shell on the right.
G. The first shell on the left.
H. The second shell on the left. | G | 3 | Physical World Reasoning | Entity Persistence Tracking |
020 | https://www.youtube.com/watch?v=0Vd_KNfvufc | relevance | 4 | 020-2 | In Round 1 of the shell game, after the second swap of the shells, under which shell is the ball located from the performer's perspective? | A. The fourth shell on the left.
B. Cannot be determined.
C. The third shell on the left.
D. The second shell on the left.
E. The first shell on the right.
F. The fourth shell on the right.
G. The third shell on the right.
H. The first shell on the left. | D | 3 | Physical World Reasoning | Entity Persistence Tracking |
020 | https://www.youtube.com/watch?v=0Vd_KNfvufc | relevance | 4 | 020-3 | In Round 1 of the shell game, after the third swap of the shells, under which shell is the ball located from the perspective of the audience member wearing white clothes? | A. The fourth shell on the left.
B. The third shell on the right.
C. The third shell on the left.
D. The first shell on the right.
E. The first shell on the left.
F. The fourth shell on the right.
G. Cannot be determined.
H. The second shell on the left. | H | 3 | Physical World Reasoning | Entity Persistence Tracking |
020 | https://www.youtube.com/watch?v=0Vd_KNfvufc | relevance | 4 | 020-4 | In Round 1 of the shell game, how many times does the ball change position? | A. 1.
B. 0.
C. 2.
D. 7.
E. 4.
F. 6.
G. 5.
H. 3. | C | 3 | Physical World Reasoning | Entity Persistence Tracking |
021 | https://www.youtube.com/watch?v=DkQWbcCf-QA | logic | [1,2,3,4] | 021-1 | What is the order of the first two competitions? | A. Arm wrestling, deadlift.
B. Deadlift, arm wrestling.
C. Punch strength, arm wrestling.
D. Push-ups, punch strength.
E. Punch strength, deadlift.
F. Arm wrestling, punch strength.
G. Push-ups, arm wrestling.
H. Deadlift, punch strength. | A | null | null | null |
021 | https://www.youtube.com/watch?v=DkQWbcCf-QA | logic | [1,2,3,4] | 021-2 | What is the order of the first three competitions? | A. Punch strength, deadlift, arm wrestling.
B. Arm wrestling, punch strength, deadlift.
C. Arm wrestling, deadlift, punch strength.
D. Punch strength, push-ups, one-finger lift.
E. Deadlift, push-ups, punch strength.
F. Arm wrestling, punch strength, push-ups.
G. Punch strength, push-ups, deadlift.
H. Deadlift, punch strength, push-ups. | C | null | null | null |
021 | https://www.youtube.com/watch?v=DkQWbcCf-QA | logic | [1,2,3,4] | 021-3 | What is the order of the first four competitions? | A. Deadlift, punch strength, push-ups, arm wrestling.
B. Push-ups, punch strength, arm wrestling, deadlift.
C. Arm wrestling, deadlift, punch strength, push-ups.
D. Punch strength, arm wrestling, deadlift, push-ups.
E. Punch strength, push-ups, deadlift, arm wrestling.
F. Arm wrestling, punch strength, deadlift, push-ups.
G. Deadlift, punch strength, push-ups, arm wrestling.
H. Push-ups, deadlift, punch strength, arm wrestling. | C | null | null | null |
021 | https://www.youtube.com/watch?v=DkQWbcCf-QA | logic | [1,2,3,4] | 021-4 | What is the order of all the competitions? | A. Arm wrestling, push-ups, punch strength, one-finger lift, deadlift, muscle-ups.
B. One-finger lift, push-ups, punch strength, arm wrestling, muscle-ups, deadlift.
C. Muscle-ups, arm wrestling, punch strength, push-ups, deadlift, one-finger lift.
D. Arm wrestling, deadlift, punch strength, push-ups, one-finger lift, muscle-ups.
E. One-finger lift, deadlift, push-ups, muscle-ups, arm wrestling, punch strength.
F. Muscle-ups, push-ups, one-finger lift, arm wrestling, deadlift, punch strength.
G. Push-ups, punch strength, one-finger lift, arm wrestling, deadlift, muscle-ups.
H. Push-ups, muscle-ups, one-finger lift, deadlift, punch strength, arm wrestling. | D | 2 | Order | Event Sequence Ordering |
022 | https://www.youtube.com/watch?v=YzOCzZ3FfeA | relevance | 4 | 022-1 | How is the overall narrative of this video organized through its cinematography? | A. A parallel montage is employed, presenting two narrative threads simultaneously: the protagonist's outing to celebrate Mark's birthday and the dialogue with the psychologist.
B. A tonal montage is used, employing motifs such as an empty swing and somber apartment buildings to establish an atmosphere of loneliness and loss.
C. The "green bench" functions as a visual anchor in the present, linking the past and the present.
D. A parallel montage is used, alternating perspectives between "husband and wife" across the 180-degree axis, thereby disrupting temporal flow.
E. The narrative adopts a reverse chronological structure, with the "green bench" representing the present and the conversation with the psychologist depicting the past.
F. A flashback montage is employed, repeatedly returning to past scenes of loneliness within an otherwise continuous timeframe to provide context for the protagonist's sorrow.
G. Temporal transitions are achieved through "invisible editing" via action matching or graphic matching, maintaining continuity of movement while concealing significant time jumps and memory insertions.
H. Narrative continuity is maintained through long takes and progressively changing shot scales, rather than through non-linear storytelling. | C | 3 | Complex Plot Comprehension | High-Order Narrative Deconstruction |
022 | https://www.youtube.com/watch?v=YzOCzZ3FfeA | relevance | 4 | 022-2 | How many scenes featuring the graffiti-covered green bench appear in the video, and what is their intended purpose? | A. Twice. The purpose is to create a cyclical structure by framing the nonlinear middle section (the conversation with the psychologist) with these scenes.
B. Three times. The purpose is to interlace narratives, intertwining the protagonist's journey to Mark's birthday and the conversation with the psychologist, reflecting the protagonist's emotional journey from despair to healing.
C. Twice. The purpose is to juxtapose two emotional states, from closed-off sadness to initial steps toward healing.
D. Once. The purpose is to hint at the protagonist's identity as an artist.
E. Once. The green bench is merely a part of the protagonist's routine path, with no significant narrative purpose.
F. Twice. The purpose is to juxtapose two emotional states, indicating that the protagonist remains immersed in sorrow throughout.
G. Three times. The purpose is to segment the narrative into three acts, using the same bench to open each act, thereby enhancing narrative tension.
H. Three times. The purpose is to juxtapose three emotional states, showing the protagonist's continuous immersion in sadness. | C | 3 | Complex Plot Comprehension | High-Order Narrative Deconstruction |
022 | https://www.youtube.com/watch?v=YzOCzZ3FfeA | relevance | 4 | 022-3 | Which of the following techniques does the film employ to convey the man's emotions? | A. Long take.
B. Metaphorical montage.
C. Parallel montage.
D. Expressionist lighting.
E. Flashback montage.
F. Alienation effect.
G. Interior monologue.
H. Match cut. | E | 3 | Complex Plot Comprehension | High-Order Narrative Deconstruction |
022 | https://www.youtube.com/watch?v=YzOCzZ3FfeA | relevance | 4 | 022-4 | What is the primary message conveyed through the conversation on the green bench with the woman? | A. The apparition of the deceased wife conveys the man's profound sorrow and longing.
B. The man is gradually emerging from his grief.
C. The wife constantly monitors the man, exhibiting strong controlling behavior.
D. The man deeply misses his deceased wife, to the extent of having a hallucination of her presence.
E. The man's loneliness.
F. The couple had a good relationship with Mark and, following tradition, went to celebrate his birthday together.
G. The man and his wife had differing views on Mark, leading to many arguments about him.
H. Due to her unique job, the wife seldom meets the man. | B | 3 | Complex Plot Comprehension | High-Order Narrative Deconstruction |
023 | https://www.youtube.com/watch?v=x9Ekl9Izd38 | relevance | 4 | 023-1 | Based on the conversation, what is the interviewee's stance on whether the model should be open-source or closed-source? | A. Open-source models can foster innovation and collaboration, but in certain high-risk scenarios, keeping the code closed may be necessary to prevent misuse or malicious applications.
B. Open source is just another IQ tax.
C. Closing the source code of models is unreasonable as it undermines the spirit of open-source and hinders technological development.
D. Closed source is a manifestation of lacking the scientific spirit.
E. It is reasonable for the most powerful models to be closed-source.
F. Closed source exists for safety considerations and should be understood.
G. Whether model code should be open or closed should depend on the specific application scenarios. General-purpose models should be open-source.
H. While neither open-source nor closed-source models are inherently wrong, open-source models deserve more respect. | E | 3 | Social Behavior Analysis | Individual Social Cognition |
023 | https://www.youtube.com/watch?v=x9Ekl9Izd38 | relevance | 4 | 023-2 | What is the interviewee's perspective on the Stargate project? | A. None of the other options are correct.
B. It is crucial for improving AI models at the application layer.
C. It serves as an accelerator for technological iteration in fields such as large language models and embodied AI, occupying an irreplaceable position.
D. It is negligible.
E. It is of significant importance for enhancing the performance of foundation models.
F. It possesses substantial global influence and promotes the worldwide development and proliferation of AI.
G. While its short-term returns are uncertain, its long-term benefits will undoubtedly outweigh its disadvantages.
H. It is a landmark project with the potential to reshape the future blueprint of artificial intelligence. | D | 3 | Social Behavior Analysis | Individual Social Cognition |
023 | https://www.youtube.com/watch?v=x9Ekl9Izd38 | relevance | 4 | 023-3 | What is the interviewee's opinion on the debate happening on X? | A. He is skeptical about the entire conversation, considering it a strategic attempt to manage public perception rather than an honest exchange.
B. He believes that at least Musk is telling the truth, while he is uncertain about Sam Altman.
C. He believes the public argument over the exact financial figures is less significant than the underlying strategic truth.
D. He believes that most of the discussions on X are nonsense, with very low credibility.
E. He regards the debate as a reflection of the ongoing power struggle between influential figures in the tech industry, rather than a discussion grounded in factual truths.
F. He believes that Sam Altman is telling the truth, while Musk's statements are uncertain.
G. He thinks both of them are lying.
H. He thinks that both of them are telling the truth because of their reputations and positions. | C | 3 | Social Behavior Analysis | Individual Social Cognition |
023 | https://www.youtube.com/watch?v=x9Ekl9Izd38 | relevance | 4 | 023-4 | What was the purpose of the Humanity's Last Exam (HLE) mentioned by the interviewee? | A. On one hand, to promote the company's work; on the other hand, to clarify that China's AI models are indeed competing with those of the United States.
B. Using the HLE Benchmark test results to explain to the host that current models struggle to solve the most complex problems, and there is still a long way to go before achieving AGI.
C. To illustrate how, in the era of rapid AI advancement, HLE represents a step toward assessing how closely models approximate human performance.
D. To emphasize that HLE is a benchmark that can truly quantify and evaluate the intelligence capabilities of models, making it a genuinely meaningful and superior benchmark.
E. To show that AI models have made significant progress but still fall short in areas requiring deep reasoning and human-like intelligence, and to suggest that benchmarks like HLE are crucial for measuring this gap.
F. On one hand, to make clear his stance in favor of the United States in the AI competition between China and the U.S. On the other hand, to demonstrate that the HLE dataset points the way forward for future model research and holds invaluable significance.
G. To illustrate that the explosive growth in the AI industry is largely the result of commercial hype, there is in fact a massive bubble.
H. On the one hand, to illustrate the importance of the high-quality data provided by the company in both training and evaluating models. On the other hand, to demonstrate that DeepSeek is very powerful. | A | 3 | Social Behavior Analysis | Individual Social Cognition |
024 | https://www.youtube.com/watch?v=iV8UkuD4gig | logic | [1,2,3,4] | 024-1 | How many times did Shark Damon make an offer to the participant? | A. 5.
B. 6.
C. 0.
D. 3.
E. 7.
F. 1.
G. 4.
H. 2. | D | null | null | null |
024 | https://www.youtube.com/watch?v=iV8UkuD4gig | logic | [1,2,3,4] | 024-2 | What were the other competing offers on the table each time Shark Daymond made an offer? | A. $250k for 10% equity; $100k for 15% of revenues and $250k for 10% equity; $1M for 33% equity, $200k for 10% equity, and $250k for 10% equity.
B. $250k for 10% equity; $90k for 15% of revenues and $250k for 10% equity; $1.2M for 30% equity, $200k for 10% equity, and $250k for 10% equity plus a 5% drop after repayment.
C. $200k for 10% equity; $100k for 15% of revenues and $250k for 10% equity; $1M for 30% equity, $200k for 10% equity plus a 5% drop after repayment, and $250k for 10% equity plus a 5% drop after repayment.
D. $250k for 10% equity; $90k for 15% of revenues and $250k for 10% equity; $1M for 33% equity, $200k for 10% equity, and $250k for 10% equity plus a 5% drop after repayment.
E. $250k for 10% equity; $100k for 15% of revenues and $200k for 10% equity; $1M for 30% equity, $200k for 10% equity, and $250k for 10% equity plus a 5% drop after repayment.
F. $200k for 10% equity; $100k for 15% of revenues and $250k for 10% equity; $1M for 33% equity, $200k for 10% equity plus a 5% drop after repayment, and $250k for 10% equity plus a 5% drop after repayment.
G. $200k for 10% equity; $90k for 10% of revenues and $250k for 10% equity; $1M for 33% equity, $200k for 10% equity plus a 5% drop after repayment, and $250k for 10% equity plus a 5% drop after repayment.
H. $200k for 10% equity; $90k for 15% of revenues and $250k for 10% equity; $1M for 30% equity, $200k for 10% equity plus a 5% drop after repayment, and $250k for 10% equity plus a 5% drop after repayment. | H | null | null | null |
024 | https://www.youtube.com/watch?v=iV8UkuD4gig | logic | [1,2,3,4] | 024-3 | Was Shark Daymond's offer a competitive one available on each occasion he presented it? | A. No; Yes; Yes; No; Yes.
B. Yes; Yes; No; No.
C. No; Yes.
D. No; No; Yes.
E. Yes; No.
F. Yes; No; No.
G. Yes; Yes; No; No; Yes.
H. No; No; Yes; Yes. | F | null | null | null |
024 | https://www.youtube.com/watch?v=iV8UkuD4gig | logic | [1,2,3,4] | 024-4 | On which occasion(s) was Shark Daymond's motivation based on a reliance on his personal resources and charisma rather than the offer itself? | A. The first and the fourth occasions.
B. The third and the fourth occasions.
C. The second and the fourth occasions.
D. The first and second occasions.
E. The second occasion.
F. The second and third occasions.
G. The first occasion.
H. The fourth and the fifth occasions. | F | 3 | Social Behavior Analysis | Collective Dynamics Analysis |
025 | https://www.youtube.com/watch?v=_RReu5WGhw4 | logic | [1,2,3,4] | 025-1 | During the bout, did the black-shorts fighter's stance change? | A. Cannot be determined.
B. Yes.
C. No. | B | null | null | null |
025 | https://www.youtube.com/watch?v=_RReu5WGhw4 | logic | [1,2,3,4] | 025-2 | How did the black-shorts fighter's stance change over the course of the bout? | A. Began southpaw and repeatedly alternated between southpaw and orthodox during the bout.
B. Remained southpaw throughout.
C. Began orthodox and repeatedly alternated between orthodox and southpaw during the bout.
D. Started southpaw and later switched to orthodox.
E. Remained orthodox throughout.
F. Began orthodox, briefly switched to southpaw in the middle, then returned to orthodox until the end.
G. Began southpaw, briefly switched to orthodox in the middle, then returned to southpaw until the end.
H. Started orthodox and later switched to southpaw. | D | null | null | null |
025 | https://www.youtube.com/watch?v=_RReu5WGhw4 | logic | [1,2,3,4] | 025-3 | What is the reason for the stance switch by the fighter in the black trunks? | A. Damage to the left lower leg from low kicks, prompting a switch to the southpaw stance.
B. Damage to the right lower leg from low kicks, prompting a switch to the orthodox stance.
C. Damage to the right ribs caused by heavy punches, prompting a switch to the orthodox stance.
D. Damage to the left lower leg from low kicks, prompting a switch to the orthodox stance.
E. Damage to the right ribs caused by heavy punches, prompting a switch to the southpaw stance.
F. Damage to the left ribs caused by heavy punches, prompting a switch to the southpaw stance.
G. Damage to the right lower leg from low kicks, prompting a switch to the southpaw stance.
H. Damage to the left ribs caused by heavy punches, prompting a switch to the orthodox stance. | B | null | null | null |
025 | https://www.youtube.com/watch?v=_RReu5WGhw4 | logic | [1,2,3,4] | 025-4 | Which sequence led to the victory of the fighter in the red and blue shorts? | A. Damaging the opponent's left leg to force a transition to a southpaw stance, then landing a head kick while the opponent was in an unfamiliar stance.
B. Utilizing frequent body shots to the right side of the torso to force a transition to an orthodox stance, then landing a head kick while the opponent was in an unfamiliar stance.
C. Damaging the opponent's right leg to force a transition to an orthodox stance, then landing a head kick while the opponent was in an unfamiliar stance.
D. Damaging the opponent's right leg to force a transition to an orthodox stance, then landing a heavy rear-hand punch while the opponent was in an unfamiliar stance.
E. Utilizing frequent body shots to the left side of the torso to force a transition to a southpaw stance, then landing a head kick while the opponent was in an unfamiliar stance.
F. Utilizing frequent body shots to the left side of the torso to force a transition to a southpaw stance, then landing a heavy rear-hand punch while the opponent was in an unfamiliar stance.
G. Utilizing frequent body shots to the right side of the torso to force a transition to an orthodox stance, then landing a heavy rear-hand punch while the opponent was in an unfamiliar stance.
H. Damaging the opponent's left leg to force a transition to a southpaw stance, then landing a heavy rear-hand punch while the opponent was in an unfamiliar stance. | D | 2 | Temporal Reasoning | Causal Reasoning |
End of preview. Expand in Data Studio
π Project Page | π Paper | π€ Dataset | π Leaderboard
π€ About This Repo
This repository contains annotation data for "Video-MME-v2: Towards the Next Stage in Benchmarks
for Comprehensive Video Understanding". It mainly consists of three parts: videos/, test.parquet, and subtitle.zip.
videos/contains 800 1080p MP4 files, organized sequentially into 40 zip archives. For example,001.mp4to020.mp4are stored in001.zip.test.parquetcontains 3200 QA instances, with each video paired with 4 questions. Each instance includes the question, options, answer, and auxiliary metadata such as the video id and task type.subtitle.zipcontains 800 JSONL files, each corresponding to a unique video id, with word-level entries and timestamps.
π©· About This Benchmark
In 2024, our Video-MME benchmark became a standard evaluation set for frontier models like Gemini and GPT. However, as model capabilities rapidly evolve, scores on existing benchmarks are saturating, yet a clear gap remains between leaderboard performance and actual user experience. This indicates that current evaluation paradigms fail to capture true video understanding abilities. To address this, we spent a year redesigning the evaluation system from first principles and now introduce Video-MME v2βa progressive and robust benchmark designed to drive the next generation of video understanding models.
Dataset Size
The dataset consists of 800 videos and 3,200 QA pairs, with each video associated with four MCQ-based questions.
Multi-level Evaluation Hierarchy
- π Level 1: Retrieval & Aggregation
- β±οΈ Level 2: Level 1 + Temporal Understanding
- π§ Level 3: Level 2 + Complex Reasoning.
Group-based Evaluation Strategy
- Capability consistency groups examine the breadth of a specific fundamental perception skill.
- Reasoning coherence groups assess the depth of a modelβs reasoning ability.
Video Sources
All videos are collected from YouTube. Over 80% were published in 2025 or later, with nearly 40% published after October 2025.
Video Categories
The dataset includes four top-level domains, further divided into 31 fine-grained subcategories.
Metrics
A non-linear scoring mechanism is applied to all question groups, and a first error truncation mechanism is used for reasoning coherence groups.
πΊ About a Concrete Case
π‘ Why this example matters? This video QA group demonstrates our Reasoning Coherence evaluation strategy and Multi-level Hierarchy. To answer the final state correctly, a model must successfully track the object backwards through temporal swaps. If a model guesses the initial state correctly but fails the intermediate swaps, our first error truncation mechanism will accurately penalize it for flawed reasoning.
π Click the cover image to view the demo video.
Q1: Did the ball exist underneath any of the shells?
A. No.
B. Yes. β
C. Cannot be determined.
Q2: Underneath which shell was the ball located at the end?
A. There is no ball under any shell.
B. The third shell.
C. The sixth shell.
D. The second shell.
E. The seventh shell.
F. The fifth shell.
G. The fourth shell. β
H. The first shell.
Q3: The host performed a total of two shell swaps (defining a single swap as an instance where all shells return to an approximately straight line). Underneath which shell was the ball located after the first swap?
A. There is no ball under any shell.
B. The seventh shell.
C. The fourth shell. β
D. The fifth shell.
E. The sixth shell.
F. The second shell.
G. The third shell.
H. The first shell.
Q4: The host performed a total of two shell swaps (defining a single swap as an instance where all shells return to an approximately straight line). Underneath which shell was the ball located initially?
A. The seventh shell.
B. The fourth shell.
C. The fifth shell.
D. The third shell. β
E. The second shell.
F. There is no ball under any shell.
G. The first shell.
H. The sixth shell.
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