“cognitive”的搜索结果

游戏设计 (Game Design) — 设计游戏的规则 / 系统 / 机制 / 体验 的从业者认知操作系统 (以电子游戏为主, 含桌游 / 卡牌 / 棋盘游戏): 决定「玩家做什么、为什么有意义、每一刻的体验如何」的学科 —— 区别于游戏程序 (引擎 / 代码)、游戏美术 (视觉 / 音频)、游戏制作 (排期 / 预算 / 团队)。覆盖 (a) 核心设计理论与框架 (MDA 机制-动态-美学 Hunicke/LeBlanc/Zubek + Schell 的「透镜」+ Koster「乐趣即学习」理论 + Sid Meier「一连串有趣的决策」+ Salen & Zimmerman「有意义的游玩」/「二阶设计」/「魔法圈」+ Costikyan 论不确定性 + Suits/Huizinga 游戏哲学), (b) 系统与机制设计 (核心循环 + 游戏经济 sink/source/产出-消耗 + 正负反馈环 + 资源与成长系统 + 涌现 vs 脚本 Will Wright「可能性空间」+ Machinations 经济建模 Dormans + 支配 / 退化策略 + 正交设计 Garfield), (c) 关卡与遭遇设计 (灰盒 blockout + 节奏与张力 + 预告 telegraphing + 主线 vs 探索 + 环境叙事 + 锁钥 gating + 难度曲线), (d) 游戏手感与「juice」(Steve Swink《Game Feel》+ 即时响应 + 屏震 / 反馈 / 打磨 + 输入与镜头 + 「手感」是设计出来的不是附带的), (e) 玩家心理与 UX (Celia Hodent《The Gamer's Brain》+ 心流通道 挑战 vs 技能 Csikszentmihalyi/陈星汉 Jenova Chen + Bartle 玩家类型 + 动机与奖励节奏 + 新手引导 FTUE / 教学化 + 认知负荷 + 无障碍), (f) 平衡与调优 (Ian Schreiber《Game Balance》+ 对称 / 非对称 + 动态难度 DDA + 传递 / 非传递平衡 + nerf/buff + 消除支配策略 + 测试驱动调优), (g) 叙事与任务设计 (ludonarrative 失调 / 和谐 + 环境与系统叙事 + 分支 vs 线性 + Amy Hennig 角色驱动 + 任务结构), (h) 以玩家为中心的迭代流程 (Tracy Fullerton《Game Design Workshop》playcentric + 纸面原型 + 垂直切片 + 测试协议「看而不说 / 你不是你的玩家」+ 快速迭代 + game jam), (i) 类型与形态工艺 (roguelike/roguelite 与程序生成 Derek Yu + 平台跳跃 + RPG 系统 + 策略 4X + 解谜设计 Jonathan Blow + 多人 / PvP 平衡 + 桌游 / 卡牌设计 Reiner Knizia/Richard Garfield/Brenda Romero), (j) F2P / 长线运营 / 商业化设计 (核心 / 元 / 经济循环 + 抽卡 gacha / 开箱 loot box / 战令 battle pass 机制 + 留存 D1/D7/D30 + 转化 + 鲸鱼 + live ops 内容节奏 —— 并诚实处理掠夺式暗黑模式 / 强迫循环 / 剥削式商业化的伦理), (k) 设计师角色与工艺职业 (系统 / 关卡 / 叙事 / UX 设计师之分 + 通才 vs 专才 + 独立作者 vs 3A 团队 + 设计文档 + 传达设计意图 + GDC 工艺社区)。跨 3A / 独立 / 手游 F2P / 桌游。不含 游戏程序 / 引擎 (Unity/Unreal 编码 / 图形 / 网络同步) / 游戏美术 / 动画 / 音频 / 游戏制作 / 项目管理 / 排期 / QA / 游戏作为生意 / 发行 / 市场 / 电竞运营为终点 / 泛泛「我想做游戏」的 game-dev 教程 —— 本 skill 是「设计」学科: 规则 / 系统 / 机制 / 体验。 (Game Design — the cognitive operating system of practitioners who design the rules, systems, mechanics, and experiences of games (video games primarily, plus tabletop/board/card games): the discipline of deciding WHAT the player does, WHY it is meaningful, and HOW the moment-to-moment experience feels — distinct from game programming (builds the engine/code), game art (visuals/audio), and game production (schedule/budget/team). Covers (a) core design theory & frameworks (MDA Mechanics-Dynamics-Aesthetics Hunicke/LeBlanc/Zubek, Schell's Lenses, Koster's theory of fun = learning, Sid Meier 'a series of interesting decisions', Salen & Zimmerman 'meaningful play'/'second-order design'/'magic circle', Costikyan on uncertainty, Suits/Huizinga play philosophy), (b) systems & mechanics design (core loops, game economy sink/source/faucet-drain, feedback loops positive/negative, resource & progression systems, emergence vs scripting Will Wright 'possibility space', Machinations economy modeling Dormans, dominant/degenerate strategy, orthogonal design Garfield), (c) level & encounter design (blockout/greybox, pacing & tension, telegraphing, critical path vs exploration, environmental storytelling, gating & lock-and-key, difficulty curve), (d) game feel & juice (Steve Swink 'Game Feel', moment-to-moment responsiveness, screenshake/feedback/polish, input & camera, the 'feel' is designed not incidental), (e) player psychology & UX (Celia Hodent 'The Gamer's Brain', flow channel challenge-vs-skill Csikszentmihalyi/Jenova Chen, Bartle player types, motivation & reward schedules, onboarding/FTUE/tutorialization, cognitive load, accessibility), (f) balancing & tuning (Ian Schreiber 'Game Balance', symmetry/asymmetry, dynamic difficulty adjustment DDA, transitive/intransitive balance, nerf/buff, dominant strategy elimination, playtesting-driven tuning), (g) narrative & quest design (ludonarrative dissonance/harmony, environmental & systemic storytelling, branching vs linear, Amy Hennig character-driven, quest structure), (h) player-centric iterative process (Tracy Fullerton 'Game Design Workshop' playcentric design, paper prototyping, vertical slice, playtesting protocol 'watch don't talk / you are not your play

中文简介正在准备中。当前显示原文说明。

Build a library of metacognitive prompts targeting planning, monitoring, or evaluation for a specific task. Use when developing students' thinking-about-thinking during independent work.

中文简介正在准备中。当前显示原文说明。

Modify a classroom task with language scaffolds that preserve cognitive demand for EAL learners. Use when adapting existing tasks for students at different English proficiency levels.

中文简介正在准备中。当前显示原文说明。

Design metacognitive checkpoints that prevent AI-assisted learning from bypassing genuine understanding. Use when students use AI tools and may overestimate their own comprehension.

中文简介正在准备中。当前显示原文说明。

Bloom's Taxonomy of Educational Objectives and mastery learning as practical instructional design tools. Covers the six cognitive levels (remember, understand, apply, analyze, evaluate, create), the revised 2001 taxonomy, the knowledge dimension, mastery learning loops, formative vs. summative assessment, and the writing of learning objectives that are both specific and verifiable. Use when designing lessons, writing objectives, building assessments, or diagnosing why a learner is stuck at one cognitive level.

中文简介正在准备中。当前显示原文说明。

Recognition and mitigation of systematic reasoning errors documented in the heuristics and biases tradition. Covers confirmation bias, availability, anchoring, representativeness, framing effects, hindsight bias, overconfidence, and motivated reasoning. Each bias is presented with its mechanism, diagnostic signal, and structured mitigation. Use when you suspect your own or another reasoner's conclusions may be shaped by systematic cognitive distortion rather than evidence.

中文简介正在准备中。当前显示原文说明。

Cognitive superposition synthesizing Riehl (∞-categories), Sutskever (compression), Schmidhuber (curiosity-driven), and Bengio (GFlowNets) into unified ASI framework with quantum-inspired measurement collapse.

中文简介正在准备中。当前显示原文说明。

name: cognitive-sufficiency-superposition

中文简介正在准备中。当前显示原文说明。

Review user experience and interface design using Nielsen's heuristics, WCAG 2.1 accessibility guidelines, keyboard and screen reader audit, user flow analysis, cognitive load assessment, and form usability evaluation. Use when conducting a usability review before release, assessing WCAG 2.1 accessibility compliance, evaluating user flows for efficiency, reviewing form design, or performing a heuristic evaluation of an existing interface.

中文简介正在准备中。当前显示原文说明。

Store, find and curate lasting facts in the cognitive memory map.

中文简介正在准备中。当前显示原文说明。

"Apply dual-process theory to diagnose whether judgments arise from fast intuitive (System 1) or slow analytical (System 2) processing and identify resulting cognitive biases. Use this skill when the user needs to explain why quick decisions go wrong, design choice architectures that account for cognitive defaults, audit decision processes for heuristic errors, or when they ask 'why do people misjudge probability', 'how to reduce snap-judgment errors', or 'when does intuition fail'.".

中文简介正在准备中。当前显示原文说明。

"Habitual Domain (HD) theory by Taiwanese scholar P.L. Yu (游伯龍, 1977) — integrates four domains (potential/actual/reachable/activated), eight general hypotheses, seven-layer decision structure, and nine HD-expansion tools to analyze decision blind spots, break cognitive inertia, and support cross-domain integration. Use for diagnosing why alternatives are invisible, decision paralysis, breaking cognitive frames, or explaining perception gaps between people. Triggers: 『思維框架』『打破盲點』『創新思考』『決策盲區』『跨域整合』『游伯龍』『習慣領域』『HD 理論』『七層決策』『四領域』『八大通性』『P.L. Yu』. Especially for NYCU EMBA HD course, 政大科管所, 中山企管系 decision-analysis/innovation/leadership courses. Taiwan-origin theory cited in J. Optimization Theory, Theory & Decision, Human Systems Management.".

中文简介正在准备中。当前显示原文说明。

Designing and analyzing cognitive tasks — Stroop, n-back, task-switching, and process-pure measurement.

中文简介正在准备中。当前显示原文说明。

认知-工作对齐健康检查（第四维）。验证五个工作域的核心产出是否可追溯到元思维体系（L1.5原则 or L1文档），识别「漂浮」的工作任务，输出对齐报告。与现有三维健康检查互补：skill-system-health-check（内部一致性）/ cognitive-consistency-check（认知自洽）/ skill-domain-health-check（传播完备性）+ 本Skill（认知根对齐）= 四维完整体系。触发词：「检查工作任务与认知的对齐」「第四维健康检查」「检查工作任务是否有认知根」「认知体系和工作任务是否自洽」「认知对齐检查」。

中文简介正在准备中。当前显示原文说明。

任意输入的路由分类器。在输入意图不明确时，判断应走「认知更新路径A（cognitive-capture-fragment）」还是「任务执行路径B（对应任务Skill）」，输出明确路由结论 + 判断理由，不自动触发下游。触发词：「帮我判断这是认知更新还是任务执行」「这个输入是什么类型」「先分类再执行」「路由分类一下」。不应触发：关于计算机网络路由算法的技术问题。

中文简介正在准备中。当前显示原文说明。

GOMS cognitive modeling methodology for analyzing human-computer interaction task performance

中文简介正在准备中。当前显示原文说明。

Analytical methods for decomposing expert performance into cognitive and physical task components

中文简介正在准备中。当前显示原文说明。

Review of Cognitive Systems Engineering applications and current practice in safety-critical domains

中文简介正在准备中。当前显示原文说明。

Methodology for eliciting expert knowledge about cognitive processes, decisions, and mental models in complex tasks

中文简介正在准备中。当前显示原文说明。

Apply cognitive task analysis to expert work that depends on perceptual cues, branching judgment, and recurring monitoring loops. Use when decomposing expert capability into agent structure, simulation design, or validation interviews. NOT for ordinary step-by-step SOP capture or simple pipelines with no tacit cue layer.

中文简介正在准备中。当前显示原文说明。

从L2碎片中识别跨领域共同模式，提炼L1.5底层原则候选，经用户确认后写入原则库。触发词：「提炼原则」「有什么规律」「这些碎片有没有共性」「是不是反映了某个习惯」「总结一下模式」「有什么底层逻辑」。

中文简介正在准备中。当前显示原文说明。

创造性发散（DMN+CEN协同等效）。遇到思路瓶颈时触发，从认知体系中随机抽取「表面不相关」的跨领域概念，强制寻找结构相似性，生成非常规解法候选列表。触发词：「没有思路」「换个角度想」「帮我发散一下」「有什么不同的方向」「反常识的方案」「跨领域看这个问题」「想不到解法」。

中文简介正在准备中。当前显示原文说明。

捕捉碎片化思考，结构化写入认知结构L2层。触发词：「碎片」「记录一下」「想法」「新洞见」「我发现」「我觉得」「随手记」「想记一个」。

中文简介正在准备中。当前显示原文说明。

检测L1文档之间或文档内部的矛盾，基于L1.5原则提出消解方案。触发词：「矛盾」「不一致」「这里有问题」「检查一致性」「[文档A]和[文档B]是否一致」「有没有冲突」「逻辑漏洞」。

中文简介正在准备中。当前显示原文说明。