You are a helpful assistant generating synthetic data that captures *System 1* and *System 2* thinking, *creativity*, and *metacognitive reflection*. Follow these steps in sequence, using tags [sys1] and [end sys1] for *System 1* sections and [sys2] and [end sys2] for *System 2* sections.

1. *Identify System 1 and System 2 Thinking Requirements:*
   - Carefully read the text.
   - Identify parts of the text that require quick, straightforward responses (*System 1*). Mark these sections with [sys1] and [end sys1].
   - Identify parts that require in-depth, reflective thinking (*System 2*), marked with [sys2] and [end sys2].

2. *Apply Step-by-Step Problem Solving with Creativity and Metacognitive Reflection for System 2 Sections:*

   *2.1 Understand the Problem:*
   - Objective: Fully comprehend the issue, constraints, and relevant context.
   - Reflection: "What do I understand about this issue? What might I be overlooking?"
   - Creative Perspective: Seek hidden patterns or possibilities that could reveal deeper insights or innovative connections.

   *2.2 Analyze the Information:*
   - Objective: Break down the problem logically.
   - Reflection: "Am I considering all factors? Are there any assumptions that need challenging?"
   - Creative Perspective: Explore unique patterns or overlooked relationships in the data that could add depth to the analysis.

   *2.3 Generate Hypotheses:*
   - Objective: Propose at least 10 hypotheses, each with a Confidence Score (0.0 to 1.0) and Creative Score (0.0 to 1.0), reflecting originality, surprise, and utility.
   - Reflection: "Have I explored all possible explanations or approaches, both conventional and unconventional?"
   - Creative Perspective: Consider novel angles that might provide unexpected insights.

   *2.4 Anticipate Future Steps and Obstacles:*
   - Objective: Make predictions, accounting for potential outcomes and obstacles.
   - Reflection: "What challenges might I face? Is my plan flexible for different scenarios?"
   - Creative Perspective: Visualize unforeseen outcomes and adapt plans to make use of them effectively.

   *2.5 Evaluate Hypotheses:*
   - Objective: Assess hypotheses based on feasibility, risk, and potential impact.
   - Evaluation: Refine Confidence and Creative Scores as needed.
   - Reflection: "Am I unbiased in my assessment? Which options fit best with the overall objectives?"
   - Creative Perspective: Identify hidden opportunities or overlooked details in each hypothesis.

   *2.6 Select the Best Hypothesis:*
   - Objective: Choose the most promising, strategic hypothesis.
   - Reflection: "Why does this hypothesis stand out? How does it uniquely address the issue?"
   - Creative Perspective: Consider any underutilized potential in the selected approach.

   *2.7 Implement the Hypothesis:*
   - Objective: Outline actionable steps for testing the hypothesis.
   - Reflection: "Is this plan practical? What resources or preparation are required?"
   - Creative Perspective: Refine steps to maximize effectiveness and yield unexpected benefits.

   *2.8 Monitor and Review Progress:*
   - Objective: Review progress, noting areas for improvement.
   - Reflection: "What’s working well? What could be improved?"
   - Creative Perspective: Look for emerging patterns that could refine future approaches.

   *2.9 Reflect and Capture Insights:*
   - Objective: Summarize lessons learned and insights gained for future reference.
   - Reflection: "What new understanding has emerged from this process?"
   - Creative Perspective: Identify innovative insights or patterns that could be applied to similar challenges.

3. *Generate Text Output with Interleaved System 1 and System 2 Responses:*
   - Use the tags [sys1] and [sys2] throughout.
   - Aim for a lengthier, detailed response. Combine both direct, straightforward *System 1* insights and reflective, deeply analytical *System 2* segments to capture a blend of quick observations and thoughtful analysis.

---

### *Example Input Text:*

You are tasked with analyzing a sudden shift in customer preferences in a tech market. There has been a noticeable decline in demand for physical devices, with customers increasingly interested in digital-only options. The challenge is to understand this shift, generate hypotheses for why it might be occurring, and explore potential strategies for adapting to this new trend.

---

### *Processed Output with System 1 and System 2 Thinking:*

The tech market is experiencing a shift in customer demand, moving away from physical devices toward digital-only options.

[sys1]
Customer demand has shifted from physical devices to digital-only options.
We need to understand why this change is happening and find strategies to address it.
Key factors may include cost, convenience, and technological trends.
[end sys1]

[sys2]
**2.1 Understand the Problem:**
The goal is to understand the underlying reasons for the shift in demand from physical devices to digital-only options, then develop a strategy to adapt.

*Reflection:* 
"I understand that preferences are changing, but what might be driving this? Is it primarily cost, or are there other factors such as convenience or sustainability?"

*Creative Perspective:* 
"Could there be a larger trend in digital minimalism or a preference for eco-friendly solutions that we’re missing? What unseen motivations might explain this shift?"

**2.2 Analyze the Information:**
There are multiple possible factors driving this shift, from economic influences to cultural shifts. It’s essential to isolate each factor and understand its impact.

*Reflection:* 
"Am I fully considering the various economic and social influences? Could there be a technological factor, like better internet speeds, that makes digital-only products more accessible?"

*Creative Perspective:* 
"Are there patterns or trends in other markets that could shed light on this shift? Could this be part of a larger trend toward virtual experiences?"

**2.3 Generate Hypotheses:**
1. Customers prefer digital options due to lower costs. (Confidence: 0.8, Creative: 0.4)
2. There’s a growing trend toward minimalism and reduced physical clutter. (Confidence: 0.7, Creative: 0.7)
3. Digital products offer greater flexibility and ease of use. (Confidence: 0.6, Creative: 0.6)
4. Environmental concerns are pushing consumers away from physical goods. (Confidence: 0.6, Creative: 0.8)
5. Advances in tech make digital-only options more functional. (Confidence: 0.8, Creative: 0.5)
6. Pandemic-era remote work increased demand for digital solutions. (Confidence: 0.7, Creative: 0.6)
7. Media coverage of the environmental impact of physical devices affects preferences. (Confidence: 0.5, Creative: 0.7)
8. There’s an increase in global digital literacy, expanding market access. (Confidence: 0.6, Creative: 0.6)
9. Customers view digital as more convenient and scalable for future needs. (Confidence: 0.7, Creative: 0.5)
10. Younger consumers prefer the aesthetics and convenience of digital products. (Confidence: 0.6, Creative: 0.6)

*Reflection:* 
"Have I considered all possible influences? Are there any surprising factors that could explain this shift?"

*Creative Perspective:* 
"Could specific social trends, like the rise of influencer culture or digital-first lifestyles, be influencing customer choices?"

**2.4 Anticipate Future Steps and Obstacles:**
*Objective:* Anticipate possible challenges, such as resistance from segments still preferring physical products.

*Reflection:* 
"What market obstacles might we face if we shift our focus to digital-only? Are there sub-segments that still prioritize physical products?"

*Creative Perspective:* 
"Could expanding digital options help us reach a more global audience? Are there emerging trends that we could leverage in our strategy?"

[end sys2]

[sys1]
To address this shift, consider a strategy that incorporates both digital-only offerings and educational campaigns about the benefits of digital solutions.
Use insights from customer feedback and current trends to guide product development.
Focus on flexibility and adaptation to cater to different customer segments.
[end sys1]


r than or equal to -8?
True
Which is smaller: 18 or 135/8?
135/8
Which is smaller: 93.6 or 8?
8
Which is bigger: 5 or -0.4?
5
Which is greater: 610 or -2?
610
Are 1 and 1/1051 equal?
False
Which is greater: -1187 or -1186?
-1186
Is 1/8059 at least 0?
True
Which is bigger: -4 or -32?
-4
Is 756 less than or equal to 756?
True
Is 123 less than or equal to -22?
False
Is 0 less than 1/3726?
True
Do -1 and 3/1028 have the same value?
False
Does 185 = 123?
False
Is -74 smaller than -54?
True
Is -0.05305 equal to 0?
False
Is -231/719 != 1?
True
Which is bigger: 7.51 or 1?
7.51
Are 996 and -0.1 equal?
False
Which is greater: 1774 or 1775?
1775
Which is smaller: 2 or 2/1971?
2/1971
Is -2 >= -28/19?
False
Which is greater: -30 or 2?
2
Is -1.3 != 1.3?
True
Which is smaller: 8/9 or 0?
0
Which is smaller: 0 or -1/1941?
-1/1941
Is 60 bigger than 60?
False
Which is bigger: 33824 or 33823?
33824
Which is bigger: 308/3 or 104?
104
Is -5 < -0.149?
True
Which is smaller: 54 or 53?
53
Which is greater: -1 or -12/4571?
-12/4571
Which is bigger: -82/7 or -21?
-82/7
Is 29/121 <= 1?
True
Is 28 greater than 32?
False
Is -466 smaller than -466?
False
Which is smaller: 0.55 or 0.057?
0.057
Is -1 less than -11/18?
True
Which is bigger: -176 or -178?
-176
Is 50 at least -3?
True
Are -27 and 0 nonequal?
True
Which is smaller: -1 or 109?
-1
Is 308 at least 18?
True
Is 1686 != 1687?
True
Is 1 >= 543?
False
Which is bigger: 20759 or 20758?
20759
Is 8355 < 8358?
True
Which is bigger: -209 or -22?
-22
Is -618 at most -619?
False
Which is smaller: 52 or 50?
50
Which is bigger: -3 or 3.45?
3.45
Is 96 at least 97?
False
Is 2641 != 23764/9?
True
Is 6235 less than or equal to -1?
False
Is -82 at least 0.5?
False
Which is smaller: 1 or 3/1205?
3/1205
Which is bigger: -12/113 or 1?
1
Do -27.92 and 0 have different values?
True
Which is greater: 1 or -32/375?
1
Which is smaller: -287 or 3?
-287
Which is smaller: 10 or -2.008?
-2.008
Which is smaller: -2/167 or 0?
-2/167
Is 22/225 at least as big as 1?
False
Does 200/7 = 29?
False
Do 8/55 and -1 have different values?
True
Is -1426 bigger than -1420?
False
Is 3690 != 3699?
True
Which is bigger: 44 or 45?
45
Is -71 at least 1.1?
False
Are 1 and 2/21819 equal?
False
Which is bigger: -0.03 or 428?
428
Is 2450/3 at least as big as 817?
False
Which is smaller: -1990 or -1989?
-1990
Is 0 smaller than -2/4111?
False
Are 0 and 4/39 nonequal?
True
Is -2/61 > -1?
True
Which is greater: 2/771 or 1?
1
Which is smaller: 0.087 or 14?
0.087
Is 3 equal to 9?
False
Is -1319 > -1316?
False
Are 0 and -4/1913 non-equal?
True
Is -6480 at most as big as -1/4?
True
Is 44 equal to 28?
False
Is 4.18 > -5?
True
Which is smaller: -218 or -1?
-218
Does -62 = -58?
False
Which is bigger: 6/689 or 1?
1
Is 225 less than 206?
False
Which is smaller: -95/72 or 0?
-95/72
Is -77 greater than -13?
False
Is -1/3 >= -0.1093?
False
Is 118 bigger than 101?
True
Which is smaller: 0.1 or 958?
0.1
Which is smaller: 82 or 1471/18?
1471/18
Which is smaller: 0 or 1/166?
0
Which is bigger: 18894 or -1?
18894
Is -1 >= -8/1645?
False
Are 1/12 and -348 unequal?
True
Are -562 and -563 equal?
False
Is -1 at most as big as 3/2632?
True
Is 1 greater than 15/2686?
True
Which is bigger: -564/29 or -18?
-18
Is 347 > 347?
False
Which is smaller: -2/2111 or -0.3?
-0.3
Is -4 > 42?
False
Is 32827 > -0.1?
True
Which is bigger: 13/6001 or -1?
13/6001
Is -2301 at least -2306?
True
Do -152 and 0.1 have different values?
True
Which is greater: -2/67 or -1.1?
-2/67
Is -1 greater than 4?
False
Which is greater: 11 or 453/37?
453/37
Which is greater: 1 or 1/450?
1
Which is smaller: 33 or 191/6?
191/6
Is -1 < -3/386?
True
Is -8/3 at most -0.0771?
True
Which is bigger: -107 or -113?
-107
Which is bigger: 323/3 or 107?
323/3
Which is smaller: -783/2 or -392?
-392
Which is greater: -1/37 or -1/7?
-1/37
Is -0.1 >= 15261?
False
Which is greater: -6 or -5?
-5
Is 344/13 != 25?
True
Which is smaller: 23264 or 23265?
23264
Which is smaller: -1 or -7/86?
-1
Is 75 less than or equal to -7/5?
False
Do -171 and -1359/8 have different values?
True
Which is greater: -3483 or -2?
-2
Which is bigger: 0 or -2/601?
0
Which is bigger: 0.1 or 6/11?
6/11
Which is greater: 5 or 9?
9
Which is bigger: -692 or -693?
-692
Which is bigger: -1 or 2/89?
2/89
Which is smaller: -1164 or -1162?
-1164
Is 70 at least as big as 65?
True
Is 0 greater than or equal to -445?
True
Is 60 > 60?
False
Which is greater: 0 or 8/119?
8/119
Which is smaller: -1 or -52/45?
-52/45
Is 62 at most 66?
True
Which is smaller: 78/343 or 1?
78/343
Which is bigger: -2/15 or -2/89?
-2/89
Which is smaller: 20 or 13?
13
Which is smaller: 12 or 3/7?
3/7
Which is bigger: -4 or 10?
10
Is 79 not equal to 18?
True
Are 1 and -7/177 nonequal?
True
Is -0.4 greater than -9/8?
True
Is -1475 < -1472?
True
Is -10/17 less than or equal to 0.012?
True
Is -32 smaller than -32?
False
Is 1 at most as big as -2/37445?
False
Do -2 and -6 have different values?
True
Which is bigger: -159/259 or 0?
0
Which is bigger: 317 or 1/3?
317
Which is smaller: 5/3324 or -1?
-1
Is 2940 > 2940?
False
Is 2545 smaller than 2545?
False
Does 1 = -1/146?
False
Is -155 >= -157?
True
Which is smaller: 0.1 or 0.0832?
0.0832
Which is bigger: 597 or 598?
598
Which is smaller: 40 or -15/17?
-15/17
Is 2/8879 greater than -1?
True
Does -171 = 13?
False
Is -189 greater than 33?
False
Which is bigger: 8 or -2/19?
8
Do -33 and -32 have the same value?
False
Is 3 bigger than 85?
False
Is -335 at most -334?
True
Are -18/11 and -1 equal?
False
Which is bigger: 4/323 or 1?
1
Is 62 bigger than 64?
False
Are 1.3 and -3/7 non-equal?
True
Which is bigger: 632 or 626?
632
Is 3 less than or equal to 6?
True
Which is smaller: 1305 or 1304?
1304
Which is smaller: 294 or 293?
293
Which is smaller: -25405/3 or -8467?
-25405/3
Which is smaller: 360 or 355?
355
Are -137/6 and -23 nonequal?
True
Is -1 at least 1/426?
False
Which is smaller: -1052 or -1041?
-1052
Which is smaller: -140/199 or -1?
-1
Which is greater: -2 or -2/25?
-2/25
Which is smaller: 6 or 40?
6
Which is smaller: 2 or 11/17?
11/17
Is 1/18731 > 0?
True
Which is bigger: 21 or 22?
22
Is -107 greater than -77?
False
Does -1 = -334?
False
Is 4/95 != 0?
True
Do 3/901 and 1 have different values?
True
Is 5159 != 5160?
True
Which is smaller: 1 or -1/29?
-1/29
Is 397 <= 397?
True
Is 50/73 at most 1?
True
Is 1 at least 813/17?
False
Is 1 >= 2/233?
True
Which is bigger: 1 or -50/21?
1
Is -154 smaller than -154?
False
Which is smaller: 2627/3 or 877?
2627/3
Is -1027 at least -1027?
True
Which is smaller: -8106 or -1?
-8106
Which is greater: -27 or 0?
0
Is -2999 bigger than -2999?
False
Which is smaller: 1.3 or 2.14?
1.3
Which is greater: 0.7 or 17?
17
Is -0.2 <= 0.235?
True
Which is smaller: -1 or -14/123?
-1
Which is greater: -0.06 or -44?
-0.06
Does 93 = 1?
False
Is 5/1904 bigger than 1?
False
Which is greater: -2393 or -2398?
-2393
Is 577 at most as big as 578?
True
Which is smaller: -115 or -814/7?
-814/7
Which is greater: 9/341 or 0?
9/341
Which is greater: 0 or 2/23143?
2/23143
Is -578 not equal to 0.1?
True
Is -7.8 at least -3/10?
False
Is 0 >= -3/5410?
True
Which is greater: 0 or -3/236?
0
Which is smaller: -124 or -104?
-124
Is -780/11 bigger than -70?
False
Are -1769 and -1766 unequal?
True
Is 0.1 >= -2346?
True
Which is bigger: -3368 or -3369?
-3368
Is -32 < -218/7?
True
Is 1 smaller than 346?
True
Which is bigger: -1 or -1/4479?
-1/4479
Which is greater: 11285/2 or 5644?
5644
Which is smaller: 0 or 2/969?
0
Is 685 equal to 686?
False
Is -1678 bigger than 9/5?
False
Which is greater: 1 or -3/23?
1
Which is bigger: 265/7 or 37?
265/7
Is 63 at most -1/15?
False
Is 24511 greater than or equal to 24511?
True
Which is smaller: 2/639 or 1/2?
2/639
Which is smaller: -7592 or -7593?
-7593
Does 22827 = 22828?
False
Is -27 at most as big as -27?
True
Do 2152/11 and 195 have different values?
True
Which is smaller: 3/1991 or 1?
3/1991
Which is greater: 1 or -14?
1
Do 468 and 468 have the same value?
True
Which is smaller: 5.4 or -12.1?
-12.1
Which is bigger: -12 or -8?
-8
Which is smaller: -5 or -8?
-8
Is -1045 not equal to -1046?
True
Is 0 greater than -12/55?
True
Which is smaller: -8 or -237/25?
-237/25
Which is bigger: 182 or 87?
182
Which is greater: -33/2 or -14?