Skip to main content
ClaudeWave
Skill65 estrellas del repoactualizado yesterday

cognitive-biases

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.

Instalar en Claude Code
Copiar
git clone --depth 1 https://github.com/Tibsfox/gsd-skill-creator /tmp/cognitive-biases && cp -r /tmp/cognitive-biases/examples/skills/critical-thinking/cognitive-biases ~/.claude/skills/cognitive-biases
Después abre una sesión nueva de Claude Code; el skill carga automáticamente.

SKILL.md

# Cognitive Biases

Human reasoning relies on heuristics — fast, frugal shortcuts that work well most of the time but produce systematic errors under predictable conditions. Cognitive biases are those systematic errors. They are not random noise; they are patterned departures from normative reasoning that can be anticipated, diagnosed, and partially corrected. This skill catalogs the twelve most consequential biases, each with a mechanism, a diagnostic signal, and a mitigation strategy.

**Agent affinity:** tversky (heuristics and biases tradition), kahneman-ct (System 1 / System 2 framing), paul (integration with elements of reasoning)

**Concept IDs:** crit-confirmation-bias, crit-availability-anchoring, crit-intellectual-humility, crit-calibrated-confidence

## The Bias Catalog at a Glance

| # | Bias | Mechanism | Diagnostic signal |
|---|---|---|---|
| 1 | Confirmation bias | Seek and weight supporting evidence more than disconfirming | "I knew it" for every matching case; disconfirming cases feel like "exceptions" |
| 2 | Availability heuristic | Judge probability by how easily examples come to mind | Vivid recent events dominate risk estimates |
| 3 | Anchoring | First number or idea biases subsequent estimates | Second guess is close to the first even with new information |
| 4 | Representativeness | Judge by resemblance to a stereotype, ignoring base rates | Ignoring how rare the category actually is |
| 5 | Framing effects | Same content, different phrasing, different choices | Preferences flip when the same option is described as gain vs. loss |
| 6 | Hindsight bias | Past events feel inevitable after the fact | "It was obvious" retrospectively; no one predicted it |
| 7 | Overconfidence | Confidence intervals are too narrow relative to accuracy | 90% confidence intervals contain the truth ~50% of the time |
| 8 | Motivated reasoning | Conclusion drives evidence evaluation, not vice versa | Evidence quality is judged leniently for favored conclusions |
| 9 | Sunk cost fallacy | Past investment justifies continued investment | Continuing a failing project because "we've already spent so much" |
| 10 | Fundamental attribution error | Others' behavior attributed to character; one's own to circumstance | "They're incompetent" vs. "I was having a bad day" |
| 11 | In-group favoritism | Judgments tilt toward one's own group | Same behavior is praised in allies, criticized in opponents |
| 12 | Base rate neglect | Ignoring prior probabilities in favor of new information | Updating too strongly on a single diagnostic result |

## Bias 1 — Confirmation Bias

**Mechanism.** Once a hypothesis is entertained, the mind preferentially searches for, attends to, remembers, and weighs evidence that supports it. Disconfirming evidence is overlooked, dismissed, or explained away.

**Worked example.** A researcher convinced that a particular herb cures headaches runs a trial. When the trial shows no effect, she attributes this to "impure samples." When a later trial shows a small effect, she counts this as confirmation. Over twenty trials, the balance is null — but her belief strengthens throughout.

**Mitigation — the disconfirmation pass.** Before committing to a conclusion, list three observations that would falsify it, then actively search for each. If you cannot find a way the claim could be wrong, you do not understand the claim.

**Mitigation — the pre-mortem.** Imagine the project has failed. What is the most likely reason? This reframes confirmation into disconfirmation without feeling threatening.

## Bias 2 — Availability Heuristic

**Mechanism.** Probability is estimated by the ease with which instances come to mind. Vivid, recent, or emotionally charged events are over-weighted; common but unremarkable events are under-weighted.

**Worked example.** After a high-profile plane crash, travelers estimate air travel as more dangerous than driving, even though per-mile statistics show driving is approximately 60 times more dangerous. The crash is vivid; driving fatalities are individually unmemorable.

**Mitigation — consult base rates.** Before judging probability from memory, check whether actual frequency data exists. The memory is a sample from attention, not from reality.

**Mitigation — reverse the question.** Instead of "how risky is X?" ask "how many times did X happen last year per million attempts?"

## Bias 3 — Anchoring

**Mechanism.** Numerical estimates are biased toward any anchor value available at the moment of estimation, even when the anchor is arbitrary or irrelevant.

**Worked example.** A classic study asked participants to write down the last two digits of their social security number, then estimate the price of a bottle of wine. People with higher digits consistently gave higher estimates. The digits had zero informational value, yet they shifted estimates by 50-100%.

**Mitigation — multiple independent estimates.** Generate the estimate twice, using different starting points, then average.

**Mitigation — consider the opposite.** Explicitly ask "why might my estimate be too high?" and "why might it be too low?" before committing.

## Bias 4 — Representativeness Heuristic

**Mechanism.** Probability is judged by how much an instance resembles a stereotype of the category, rather than by the base rate of the category.

**Worked example (Tversky & Kahneman, 1983).** Linda is 31, single, outspoken, and deeply concerned with issues of discrimination and social justice. Which is more probable?
1. Linda is a bank teller.
2. Linda is a bank teller and active in the feminist movement.

Most people pick (2), but (2) is a conjunction of (1) with another claim, so P(2) <= P(1) by the conjunction rule. Representativeness overrode probability.

**Mitigation — apply the conjunction rule.** A more specific claim is always less probable than its components.

**Mitigation — consult base rates.** How many bank tellers are there? How many active feminists? The base rates are what ac
art-history-movementsSkill

Major art movements and their historical context for art education. Covers 12 movements from the Renaissance to contemporary art, their defining characteristics, key artists, signature works, and the intellectual/social forces that produced them. Use when analyzing artworks in historical context, understanding stylistic lineages, identifying influences across periods, or connecting studio practice to art-historical precedent.

color-theorySkill

Color theory principles for art education. Covers the three color properties (hue, saturation, value), color mixing systems (subtractive and additive), color relationships (complementary, analogous, triadic, split-complementary), color temperature, simultaneous contrast and the relativity of color perception, and practical palette construction. Use when analyzing color in artworks, planning color schemes, understanding optical phenomena in painting, or investigating Albers's Interaction of Color experiments.

creative-processSkill

The creative process in art from idea to exhibition. Covers five phases of creative work (inspiration, incubation, exploration, execution, reflection), sketchbook practice, artist statements, critique methodology (formal and conceptual), portfolio development, and the studio as a working environment. Use when guiding students through project development, facilitating critique sessions, developing artist statements, curating portfolios, or understanding how professional artists structure their creative practice.

digital-artSkill

Digital art tools, techniques, and workflows for art education. Covers raster and vector workflows, digital painting, photo manipulation, generative and procedural art, 3D modeling and rendering, pixel art, the relationship between traditional skills and digital execution, and ethical considerations of AI-generated imagery. Use when working with digital tools, evaluating digital art, or bridging traditional art concepts into digital practice.

drawing-observationSkill

Observational drawing and visual perception techniques for art education. Covers contour drawing, gesture drawing, negative space, proportion and measurement, value mapping, spatial depth cues, and the cognitive shift from symbolic to perceptual seeing. Use when teaching drawing fundamentals, analyzing observational accuracy, or developing visual literacy in any medium.

sculpture-3dSkill

Three-dimensional art and sculptural thinking for art education. Covers additive and subtractive sculptural processes, armature construction, modeling in clay, carving principles, casting and moldmaking, assemblage and found-object sculpture, installation art as expanded sculpture, and the conceptual transition from pictorial to spatial thinking. Use when working with three-dimensional media, analyzing sculptural form, understanding spatial composition, or investigating the relationship between sculpture and site.

celestial-coordinatesSkill

Celestial coordinate systems and sky positioning. Covers horizon (altitude-azimuth), equatorial (right ascension-declination), ecliptic, and galactic systems; epoch and precession; coordinate transformations; planisphere use; and practical sky-locating from any latitude and date. Use when locating objects, planning observations, converting catalog coordinates, or teaching the geometry of the sky.

cosmological-observationSkill

Observational cosmology from Hubble's law to the CMB. Covers redshift, Hubble expansion, the cosmological parameters, the cosmic microwave background, large-scale structure, galaxy rotation curves and dark matter, Type Ia SNe and dark energy, and the current state of Lambda-CDM. Use when reasoning about the large-scale universe, interpreting cosmological surveys, or teaching the Big Bang evidence chain.