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]


Flat-panel display devices are widely used in conjunction with computing devices, in portable devices, and for entertainment devices; including televisions. Such displays typically employ a plurality of pixels distributed over a substrate to display images. Each pixel incorporates several, differently-colored emitters, typically red, green, and blue, to represent each image element represented within an input image signal. A variety of flat-panel display technologies are known, for example, plasma displays, field emissive displays (FEDs), liquid crystal displays (LCDs), and electro-luminescent (EL) displays, such as organic light-emitting diode (OLED) displays. To present images on these displays, the display typically receives an image input signal containing three-color-components for each image element which the display utilizes to drive each differently-colored emitter for each pixel.
In emissive displays, including plasma, field-emissive and electro-luminescent displays, the amount of visible radiant energy produced by the display is proportional to the amount of power that the display consumes. This same relationship does not exist in transmissive displays, such as certain LCDs, in which the energy provided to the light source is not modulated as these displays typically create enough light to provide the brightest possible image and then modulate the light rather than the input energy so that only the necessary portion of the light is transmitted to the user.
Displays are used in many professional and consumer electronic devices. In many professional and consumer electronic devices, the user is given the opportunity to adjust the color temperature of the display device. Typically, the color temperature of the display is adjusted to various white points representing different points on or near the Planckian Locus, including colors having color coordinates near the color of standard emitters such as D50, D65, D70 and D95. Further, some display devices provide the ability to change the color temperature of the display at a higher level. For example, the color temperature of the display can be adjusted to D65 when the display is placed in modes, such as those referred to by names such as “Cinema” and the display and to a color temperature such as D93 when placed in modes, such as those referred to by names such as “Standard”.
It is known to adjust the color temperature of a display device. For example, in the LCD art, it is known to use multiple illumination sources to enable the adjustment of color temperature in a display. For example, Cornelissen in U.S. Pat. No. 6,840,646, entitled “Illumination system and display device” discusses a liquid crystal display device with an adjustable backlight, comprising a low-pressure discharge lamp and additional blue LEDs. By changing the ratio of the power to these two light sources, the color of the LCD backlight can be modified to change the color temperature of the display as it passes through the liquid crystal and red, green, and blue color filters. Similarly, Evanicky in U.S. Pat. No. 6.535,190, entitled “Multiple light source color balancing system within a liquid crystal flat panel display” discusses an LCD having fluorescent lamps that serve as the backlight for the LCD, some lamps producing a different color of light than others. By adjusting the ratio of light produced by each of the lamps, the color temperature of the backlight and therefore the color temperature of the light that is passed through the LCD and its red, green, and blue color filters is modified. Although, this method adds cost to the overall LCD system, these displays make relatively efficient use of the light that is produced, as the light source is directly modified to create the color of light that is needed. Unfortunately, it is not possible to employ adjustable backlights in emissive displays and so this method cannot be applied directly in emissive displays, such as EL displays.
It is also known to adjust the color temperature of a display by adjusting the ratios of the red, green, and blue light-emitting elements to change the color temperature of the display. For example, Inohara et al. in U.S. Pat. No. 4,449,148, entitled “Image Display Apparatus” discusses a method for adjusting the color temperate of a CRT by adjusting the ratio of the electron power to the phosphors in the CRT, either by adjusting power or adjusting the on time to each of the red, green, and blue color channels of the CRT. Similar methods are used to adjust the luminance ratio of red, green, and blue emitters in emissive displays, this problem becomes somewhat more complex when additional emitters are added to the display.
However, not all displays have only red, green, and blue emitters. For example, Miller et al in U.S. Pat. No. 7,230,594, entitled “Color OLED display with improved power efficiency” discusses an OLED display having red, green, blue and an additional in-gamut emitter, wherein the efficiency of the in-gamut white emitter is significantly higher than the efficiency of the red, green, and blue emitters. As discussed in this patent, the presence of the in-gamut emitter significantly improves the power consumption of the display.
In the more than three-color emitter art, it is known to adjust the color temperature of a display having an in-gamut emitter. For example, Murdoch et al. in U.S. Pat. No. 6,897,876, entitled “Method for transforming three color input signals to four or more output signals for a color display” describes a method for driving an electro-luminescent display having red, green, blue, and white emitters to color temperatures other than the color of the white emitter. Also, in the LCD art, Higgins in U.S. Pat. No. 7,301,543 entitled “Systems and methods for selecting a white point for image displays” describes a method for adjusting the color temperature of an LCD having red, green, blue, and white emitters using a set of weighting coefficients. These methods allow the color temperature of the display to be adjusted, however, they have the disadvantage that they also have a significant effect on the power consumption of the display. For example, the method discussed by Higgins changes the ratio of light that is blocked by the LCD and in the emissive display case, the ratio of light produced by highly efficient white emitters to the ratio of light produced by lower efficiency red, green, and blue emitters of emissive displays with color filters is altered. As a result, the power consumption of the display can vary dramatically for displays having four or more emitters as the color temperature of the display is changed.
There is a need for an emissive display structure that permits the color temperature to be adjusted in emissive, specifically electro-luminescent displays having four or more color emitter systems, wherein the power efficiency of the resulting display does not vary significantly as a function of color temperature. It is further desirable to maintain high power efficiency, and therefore low display power consumption, regardless of display color temperature.