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]


1. Field of the Invention
This invention relates generally to automotive vehicles and more specifically to a brake light control assembly.
2. Background of the Invention
The rear lights of vehicles help to communicate the actions and intentions of a driver to someone following the vehicle. For example, a single flashing taillight helps to indicate that the driver of the vehicle intends to turn left or right. In other situations, double flashing tail lights help to communicate that the driver of the vehicle believes there is some situation with the vehicle, the surrounding environment, or the driver that creates a hazardous or dangerous situation for other drivers. Brake lights also help to communicate to following drivers that the vehicle is either slowing down, or already stopped.
Brake lights are typically either separate lights, or a separate filament of the same light bulb that is used for the taillights so that brake lights can have a higher intensity than normal taillights. Brake lights on most automobiles generally consist of a pair of lights that are located toward both the passenger and driver sides on the rear end of the vehicle. As desired, sometimes a centrally located brake light is positioned in the center of the rear end to aid in the communication that the vehicle is braking rather than turning.
With most systems that are manufactured today, the brake lights are either illuminated or not. With such systems, if a driver communicates a braking action to a following driver beyond the simple illumination of the brakes, the driver would have to depress and release the brake pedal repeatedly to cause the brake lights to flash as desired. Flashing the brake lights of the vehicle can help to alert a following driver of impending reduction of speed of the vehicle. Pumping the brake pedal before applying the brakes as ultimately desired is not always practical or effective because a driver may not have time or may not remember flash the brake lights.
Several systems have been developed to automatically interrupt or cause the brake lights to flash upon application of the brakes by the driver. Many of the systems include electrical or mechanical sensors that detect rapid decelerations, which in turn causes the brake lights to illuminate in a manner different from normal. These systems may cause the brake lights to flash for a certain amount of time and remain illuminated, or flash until the rate of deceleration is below a predetermined amount. Instead of flashing or interrupting the lights, other warning systems vary the intensity of the lights in a similar manner. Common to the rapid deceleration systems is the problem that the brake lights flash or change intensity only if the deceleration rate surpasses the preselected value. Therefore, during slower or normal braking conditions the brake lights operate as usual.
Systems have also been developed that interrupt or cause the brake lights to flash a predetermined amount of time every time the driver applies the brakes of the vehicle. These systems typically use timers, magnetic coils, transistors, or heating elements to interrupt the illumination of the brake lights for a predetermined amount of time. These systems do not vary, nor allow the driver to vary the number of flashes when the brake pedal is depressed. Accordingly, the brake lights flash in the same manner every time the brakes are applied.
Other systems have also been developed that interrupt or cause the lights to flash in different manners depending on various conditions like vehicle speed, rate of deceleration, ambient driving conditions, angle of incline of the road, etc. These systems include sensors that detect these conditions, which then communicate the data to a central processing unit to automatically vary the brake lights. These systems do not allow a driver to select or monitor the illumination of the brake lights. Therefore, the vehicle""s central processor controls how the brake lights illuminate based upon certain sensed data rather than allowing the driver to manipulate the brake lights as desired.
A brake light control assembly allows the driver of the vehicle to determine how many times the brake lights will flash or are interrupted before upon each application of the brakes. The brake light assembly includes a brake light interrupter circuit that is adapted to be connected to a vehicle with brake lights that are illuminated upon actuation of a brake assembly. The brake light interrupter circuit is also adapted to be in electrical communication with an electrical circuit of the vehicle between a battery and a brake light for selectively interrupting illuminations of the brake light a predetermined number of times.
A switch is selectively positioned to vary the predetermined number of times the illuminations of the brake lights are interrupted upon each actuation of the brake assembly. The switch is adapted to be connected within the passenger compartment of the vehicle so that the driver of the vehicle can select the number of times the brake lights flash upon each application of the brakes. Additionally, the switch is responsive to the driver so that the number of the times the illuminations of the brake lights are interrupted can be varied while the driver is driving the vehicle. The switch therefore allows the driver to change the number of times the brake lights flash, as desired, depending upon various driving conditions like traffic, weather, vehicle speed, and road conditions.