RESEARCH OF INTELLIGENCE INFORMATION ANALYSIS METHODOLOGY

Abstract

The word "taxonomy" comes from the Greek "taxis" meaning arrangement, division, or order, and "nomos" meaning law. Classic examples of taxonomy are the hierarchical classification of all living organisms according to Carl Linnaeus' system into kingdoms, types, classes, orders, families, genera, and species, which is widely used in the biological sciences, as well as in Dmytro Medeleev`s periodic table of elements, which is used by chemists. Taxonomy is a classification of all elements of a certain area of information or knowledge. It defines that area by identifying, naming, and categorizing all the various objects in that area. Objects are organized into related groups based on some common factor inherent to each object in the group. System 1 thinking is intuitive, fast, efficient, and often thoughtless. This paper notes that intuition is often accurate, but it is also a common source of cognitive biases and other intuitive errors that lead to incorrect analysis. System 2 thinking is analytical. It is slow, considered and conscious, the result of judicious thinking. In addition to structured analytical techniques, System 2 thinking encompasses critical thinking and the full range of empirical and quantitative analysis. System 2 thinking is analytical. It is slow, considered and conscious, the result of judicious thinking. In addition to structured analytical techniques, System 2 thinking encompasses critical thinking and the full range of empirical and quantitative analysis. Exploratory analysts rely primarily on intuitive judgment, a System 1 process, in constructing their linear analysis. Intuitive reasoning done right, sometimes called traditional analysis, combines domain expertise with basic thinking skills. Evidential thinking, the historical method, the case study method, and thinking by analogy are examples of this category of analysis. The paper also notes that the main characteristic that distinguishes intuitive thinking from structured analysis is that it is usually an individual effort in which the understanding remains largely in the mind of the individual analyst until it is written down in a draft report. This type of analysis is usually taught in higher education, especially in the social sciences and humanities, often with some expertise in a country or language. System 1 thinking, or intuitive thinking, differs significantly from System 2 thinking, which is characterized by four broad categories of analytical methods. She describes the nature of these four categories, one of which is structured analysis. Others are critical thinking, empirical analysis, and quasi-quantitative analysis.