s4h-cognition

Name: s4h-cognition
Author: human-avatar

205stars23forks

How to install s4h-cognition?

human-avatar/skills-for-humanity/s4h-cognition

$npx -y skills add human-avatar/skills-for-humanity --skill s4h-cognition

Installs into the current project.

Summary

Entry point for the cognition toolkit. Routes to the right cognition skill based on your situation. Use when you say 'cognition', 'how am I thinking about this', 'why can't I focus', 'what mental model is driving this', 'am I thinking clearly', 'this is too complex to hold in my

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SKILL.md

1	# Cognition
2
3	Applies cognitive science to understand and improve how thinking itself works — attention, mental models, metacognition, and cognitive load. Diagnoses what kind of cognitive work is needed and routes to the right tool.
4
5	## Which tool fits
6
7	\| You need to... \| Tool \|
8	\|---\|---\|
9	\| Understand what is capturing or depleting attention — and how to protect it \| cognition-attention \|
10	\| Surface and audit the mental models driving perception and decisions \| cognition-mental-models \|
11	\| Apply thinking-about-thinking to monitor comprehension and calibrate confidence \| cognition-metacognition \|
12	\| Manage the limits of working memory — chunking, offloading, reducing complexity \| cognition-cognitive-load \|
13
14	## Routing Decision
15
16	Framing check: Confirm the specific cognitive situation before routing. State what you've identified — the thinker or system in question, the cognitive challenge, and what the user wants to improve or understand — in one sentence, then use `AskUserQuestion`:
17	- Question: "I'm reading this as: [your one-sentence framing of the specific cognitive challenge and what you want to understand or change]. Is that right?"
18	- Header: "Framing"
19	- Options:
20	- Yes — proceed — framing is correct
21	- Adjust — one element is off; user will correct it before you continue
22	- Reframe — different situation than read; incorporate the correction before proceeding
23
24	- "I can't focus" / "attention keeps getting pulled away" / "how do I protect deep work time" → cognition-attention (map the attention economy, identify threats and defences)
25	- "I keep seeing this the same way" / "what assumptions are built into how I see this" / "what mental model am I using" → cognition-mental-models (surface the implicit representations driving perception)
26	- "I don't know what I don't know" / "how confident should I be" / "am I actually understanding this" → cognition-metacognition (apply thinking-about-thinking to calibrate and monitor)
27	- "This is too much to hold at once" / "complexity is overwhelming" / "how do I simplify this" → cognition-cognitive-load (apply Sweller's cognitive load theory to manage working memory limits)
28	- Unclear → cognition-metacognition; most cognitive difficulties trace back to not knowing what you do and don't understand
29
30	## Confirm Direction
31
32	After diagnosing which tool fits, use the `AskUserQuestion` tool to confirm direction. Construct the question dynamically to include your diagnosis:
33
34	- Question: "My read: [diagnosed tool] — [one sentence on why it fits]. How would you like to proceed?"
35	- Header: "Direction"
36	- Options:
37	- Yes, run that tool — Execute the diagnosed skill immediately using the context already provided
38	- Show all options — List every skill in this category with one-line descriptions
39	- Quick version — Run a lighter-weight alternative if one exists for this situation
40	- Re-diagnose — Revisit the situation description for a different read
41
42	Proceed based on their selection.
43
44	---
45
46	## Attention
47
48	Maps the attention economy of a mind or situation — what captures it, what depletes it, and how to protect it.
49
50	Attention is finite and directional. What occupies it is not random — it follows predictable rules: salience, novelty, emotional charge, and personal relevance all compete for the cognitive resource that enables everything else. This skill maps the full attention landscape of a specific person or context: what is actively competing for focus, what legitimate demands exist, what noise can be eliminated, and what structural conditions protect or destroy sustained attention. The output is a prioritised defence plan for cognitive bandwidth.
51
52	Output: Attention threat map, current depletion sources, structural protection measures, and a priority list for reclaiming focus.
53
54	---
55
56	## Mental Models
57
58	Surfaces and audits the internal representations that drive perception and decision-making.
59
60	Every perception and decision runs through a mental model — a simplified internal representation of how part of the world works. The danger is that models become invisible: they shape what we notice, how we interpret evidence, and what options we can imagine, all without our awareness. This skill, rooted in Philip Johnson-Laird's model theory, makes the implicit explicit. It identifies which models are active in a situation, tests them for accuracy and completeness, and surfaces the gaps and distortions that are shaping judgment without being seen.
61
62	Output: Active models identified, a

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Type

s4h-cognition

205stars23forks

View on GitHub

How to install s4h-cognition?

human-avatar/skills-for-humanity/s4h-cognition

$npx -y skills add human-avatar/skills-for-humanity --skill s4h-cognition

Installs into the current project.

Summary

Files · 1

View on GitHub

SKILL.md

1	# Cognition
2
3	Applies cognitive science to understand and improve how thinking itself works — attention, mental models, metacognition, and cognitive load. Diagnoses what kind of cognitive work is needed and routes to the right tool.
4
5	## Which tool fits
6
7	\| You need to... \| Tool \|
8	\|---\|---\|
9	\| Understand what is capturing or depleting attention — and how to protect it \| cognition-attention \|
10	\| Surface and audit the mental models driving perception and decisions \| cognition-mental-models \|
11	\| Apply thinking-about-thinking to monitor comprehension and calibrate confidence \| cognition-metacognition \|
12	\| Manage the limits of working memory — chunking, offloading, reducing complexity \| cognition-cognitive-load \|
13
14	## Routing Decision
15
16	Framing check: Confirm the specific cognitive situation before routing. State what you've identified — the thinker or system in question, the cognitive challenge, and what the user wants to improve or understand — in one sentence, then use `AskUserQuestion`:
17	- Question: "I'm reading this as: [your one-sentence framing of the specific cognitive challenge and what you want to understand or change]. Is that right?"
18	- Header: "Framing"
19	- Options:
20	- Yes — proceed — framing is correct
21	- Adjust — one element is off; user will correct it before you continue
22	- Reframe — different situation than read; incorporate the correction before proceeding
23
24	- "I can't focus" / "attention keeps getting pulled away" / "how do I protect deep work time" → cognition-attention (map the attention economy, identify threats and defences)
25	- "I keep seeing this the same way" / "what assumptions are built into how I see this" / "what mental model am I using" → cognition-mental-models (surface the implicit representations driving perception)
26	- "I don't know what I don't know" / "how confident should I be" / "am I actually understanding this" → cognition-metacognition (apply thinking-about-thinking to calibrate and monitor)
27	- "This is too much to hold at once" / "complexity is overwhelming" / "how do I simplify this" → cognition-cognitive-load (apply Sweller's cognitive load theory to manage working memory limits)
28	- Unclear → cognition-metacognition; most cognitive difficulties trace back to not knowing what you do and don't understand
29
30	## Confirm Direction
31
32	After diagnosing which tool fits, use the `AskUserQuestion` tool to confirm direction. Construct the question dynamically to include your diagnosis:
33
34	- Question: "My read: [diagnosed tool] — [one sentence on why it fits]. How would you like to proceed?"
35	- Header: "Direction"
36	- Options:
37	- Yes, run that tool — Execute the diagnosed skill immediately using the context already provided
38	- Show all options — List every skill in this category with one-line descriptions
39	- Quick version — Run a lighter-weight alternative if one exists for this situation
40	- Re-diagnose — Revisit the situation description for a different read
41
42	Proceed based on their selection.
43
44	---
45
46	## Attention
47
48	Maps the attention economy of a mind or situation — what captures it, what depletes it, and how to protect it.
49
50	Attention is finite and directional. What occupies it is not random — it follows predictable rules: salience, novelty, emotional charge, and personal relevance all compete for the cognitive resource that enables everything else. This skill maps the full attention landscape of a specific person or context: what is actively competing for focus, what legitimate demands exist, what noise can be eliminated, and what structural conditions protect or destroy sustained attention. The output is a prioritised defence plan for cognitive bandwidth.
51
52	Output: Attention threat map, current depletion sources, structural protection measures, and a priority list for reclaiming focus.
53
54	---
55
56	## Mental Models
57
58	Surfaces and audits the internal representations that drive perception and decision-making.
59
60	Every perception and decision runs through a mental model — a simplified internal representation of how part of the world works. The danger is that models become invisible: they shape what we notice, how we interpret evidence, and what options we can imagine, all without our awareness. This skill, rooted in Philip Johnson-Laird's model theory, makes the implicit explicit. It identifies which models are active in a situation, tests them for accuracy and completeness, and surfaces the gaps and distortions that are shaping judgment without being seen.
61
62	Output: Active models identified, a

People who liked this also viewed

6 picks

Type