My application of the OODA loop to educational psychology has been centering on “working memory” (in other words, “general intelligence” or “attention”). More working memory lets you consciously think about more things at the same time, letting you make better decisions than you could otherwise.
Some tasks require more attention / intelligence / working memory than you have. Where possible, you should rely on your orientation (which you can sometimes tell from your gut- or fingertip- feeling) in those situations. But often you are called on to make decisions in situations where your gut feeling just isn’t good enough — and you can’t pay attention to everything you have to! This is called “cognitive load” or “information overload,” and has been the main application of working memory research in educational psychology.
Thus, I may end up with a trendy paper at the end of all of this, because, as Wired (and Slashdot) notes: information overload has been predicted as the problem of the year in 2008:
“It’s too much information. It’s too many interruptions. It’s too much lost time,” Basex chief analyst Jonathan Spira declared. “It’s always too much of a good thing.”
Information overload isn’t exactly new, but Spira said the problem has grown as technology increases societal expectations for instantaneous response. And more information available, he said, also means more time wasted looking for the right information, whether in an old e-mail or through a search engine.
Hilariously, Wired’s page on information overload is so bad at preserving working memory, I feel dumber just looking at it!: