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]


A radio control transmitter for a model controlling an object to be controlled such as a model plane, a model helicopter, a model car or a model boat comprises a stick lever operating a main controller and various levers and switches operating as an auxiliary controller. Each of the stick lever and the various levers is connected to a shaft of a variable resistor. Each of the various switches operates as the auxiliary controller by turning ON and OFF. Each of the stick lever and the various levers is controlled to control a rotational range of the variable resistor, thereby generating multiple control signals that is transmitted from the radio control transmitter as a radio frequency wave. The object to be controlled has a receiver for receiving the control signal and servos for operating an operating section of the object to be controlled. The object is remotely controlled by controlling an operating range of each of the servos based on the control signal received by the receiver.
For instance, when a model helicopter is remotely controlled as the object to be controlled, the model helicopter including a main rotor and a tail rotor is flown with various maneuvers by operating the stick lever of the radio control transmitter for the model to control pitch angles of the two rotors (Japanese Patent Publication 2000-225277 for reference).
In other words, the control of the pitch angle of the main rotors is carried out by controlling a swash plate using the servo wherein the swash plate is disposed concentric with a shaft of the main rotor and has a degree of freedom in three axes.
FIG. 7 illustrates a control manner of the swash plate in the model helicopter (the main rotor is not shown). A control of forward and reverse shown in FIG. 7 (a) is referred to as a pitch control (also referred to as an elevator control), a control of left and right shown in FIG. 7 (b) is referred to as a roll control (also referred to as an aileron control), and a control of up and down shown in FIG. 7 (c) is referred to as a collective pitch control. The helicopter is controlled to a desired direction by combining the controls during a flight.
Specifically, in order to fly the helicopter in a forward direction (a direction of an arrow A) shown in FIG. 7(a), a left stick lever 101L of a radio control transmitter 100 is pushed upward (forward) to control a swash plate 120 disposed concentric with a shaft of a main rotor 110 using the servo (not shown) in a manner that the swash plate 120 is tilted in a direction of an arrow a. In order to fly the helicopter in a left direction (a direction of an arrow B) shown in FIG. 7(b), the left stick lever 101L of the radio control transmitter 100 is pushed left to control the swash plate 120 disposed concentric with the shaft of the main rotor 110 using the servo (not shown) in a manner that the swash plate 120 is tilted in a direction of an arrow b. In order to fly the helicopter in a upward direction (a direction of an arrow C) shown in FIG. 7(c), a right stick lever 101R of the radio control transmitter 100 is pushed upward to control the swash plate 120 disposed concentric with the shaft of the main rotor 110 using the servo (not shown) in a manner that the swash plate 120 is tilted in a direction of an arrow c.
As described above, while the model helicopter is remotely controlled by controlling the swash plate using the servo, controls for moving a fuselage in the forward, reverse, left, right, upward and downward directions are carried out in a combined manner. Therefore, the swash plate is subjected to the combination of the pitch control, the roll control and the collective pitch control.
However, the swash plate disposed concentric with the shaft of the main rotor has a limited maximum control range (maximum slant) at which a control range is maximum due to a mechanical limitation. Therefore, when the pitch control and the roll control perpendicular to each other are carried out simultaneously so that ranges of the pitch control and the roll control are added, a control range of the swash plate is saturated. When the control range of the swash plate is saturated, an excessive load is applied to the servo (the servo for controlling the roll or the pitch) which is an operating source thereof or to a linkage rod connecting the swash plate and the servo.
Therefore, the control range is required to be large because an immediate response of the roll control and the pitch control is necessary in the model helicopter performing an acrobatic flying (three dimensional flying).
Some of the transmitter employs a method wherein the control range of the swash plate is controlled by inserting a ring shape plate referred to as a stopper along an outer edge of the stick lever of the radio control transmitter for the model to mechanically limit the operation of the stick lever.
However, even when the saturation of the swash plate is solved by the stopper which is a mechanical means, a drawback described below still exists.
The controls of the pitch and the roll are carried out by one stick lever or by dividing into left and right stick levers. When the one stick lever is used, the stopper solves the problem. However, when the left and right stick levers are used, the stopper is not sufficient for a normal operation.