The PsychoEducation Tensor Theoretical Overview Poster was designed to illustrate relationships between sixteen elementary mental processes and focuses on four primary forms of working memory.Moreover, the PsychoEducation Tensor (PET) is described as one of seven primary tensors describing all scientifically measurable phenomena. PET is adapted from EM-Theory as a minimalist model of global cognition.

The PsychoEducation Tensor (PET)® is a 4x4 diamond-shaped skew-hermitian tensor transformational matrix describing 16 elementary brain processes. The PET divides into a 7-element metacognitive component called EM-Path, represented by colours and letters, and a 9-element cognitive component called EM-Core, represented by numbers. The PET® describes a set of Vygotskian-like elementary mental processes that constitute an integrated model of cognitive architecture. The elements are organized according to the scientific literature on mind wandering and spontaneous cognitions. The PET® was designed as a psychoeducational tool to help reduce psychological distress and mental perplexity. The PET® further integrates with dual complementary classical and quantum models of physics. Moreover, the PET® interfaces with dual physical stimuli environments and socially constructed propositional narratives. The PET® may also serve as a Minimalist program for cognitive architecture. EM-Theory claims that dual conceptual and knowledge consciousnesses are chiral and complementary (Lahav & Neemeh).

The PsychoEducation Tensor (PET)® is a 4x4 diamond-shaped skew-hermitian tensor transformational matrix describing 16 elementary brain processes. The PET divides into a 7-element metacognitive component called EM-Path, represented by colours and letters, and a 9-element cognitive component called EM-Core, represented by numbers. The PET® describes a set of Vygotskian-like elementary mental processes that constitute an integrated model of cognitive architecture. The elements are organized according to the scientific literature on mind wandering and spontaneous cognitions. The PET® was designed as a psychoeducational tool to help reduce psychological distress and mental perplexity. The PET® further integrates with dual complementary classical and quantum models of physics. Moreover, the PET® interfaces with dual physical stimuli environments and socially constructed propositional narratives. The PET® may also serve as a Minimalist program for cognitive architecture. EM-Theory claims that dual conceptual and knowledge consciousnesses are chiral and complementary (Lahav & Neemeh).

The PsychoEducation Tensor (PET)® is a 4x4 diamond-shaped skew-hermitian tensor transformational matrix describing 16 elementary brain processes. The PET divides into a 7-element metacognitive component called EM-Path, represented by colours and letters, and a 9-element cognitive component called EM-Core, represented by numbers. The PET® describes a set of Vygotskian-like elementary mental processes that constitute an integrated model of cognitive architecture. The elements are organized according to the scientific literature on mind wandering and spontaneous cognitions. The PET® was designed as a psychoeducational tool to help reduce psychological distress and mental perplexity. The PET® further integrates with dual complementary classical and quantum models of physics. Moreover, the PET® interfaces with dual physical stimuli environments and socially constructed propositional narratives. The PET® may also serve as a Minimalist program for cognitive architecture. EM-Theory claims that dual conceptual and knowledge consciousnesses are chiral and complementary (Lahav & Neemeh).

The PsychoEducation Tensor (PET)® is a 4x4 diamond-shaped skew-Hermitian tensor transformational matrix describing 16 Vygotskian-like elementary mental processes (EM). The PET divides into a 7-element metacognitive component called EM-Path, represented by colours and letters, and a 9-element cognitive component called EM-Core, represented by numbers. The elements are organized according to the scientific literature on the organization of mind wandering and spontaneous cognitions. The PET® was designed as a psychoeducational tool to help reduce psychological distress and mental perplexity. The PET® further integrates with dual complementary classical and quantum models of physics. Moreover, the PET® interfaces with dual physical stimuli environments and socially constructed propositional narratives. The PET® may also serve as a Minimalist program for cognitive architecture. Furthermore, The PET® may be used as a psychoeducational clinical intervention, an approach to coherently organize the six cognitive domains of the Research Domain Criteria (RDoC) framework, and to help integrate diverse psychological theories into a global model of cognition.