Retard

1.–verb (used with object) 1. to make slow; delay the development or progress of (
an action, process, etc.); hinder or impede.
2.- verb (used without object) 2. to be delayed.
=noun
3. a slowing down, diminution, or hindrance, as in a machine
4. Slang: Disparaging. a. a mentally retarded person.
b. a person who is stupid, obtuse, or ineffective in some way: a hopeless social
retard.
5. Automotive, Machinery. an adjustment made in the setting of the distributor o
f an internal-combustion engine so that the spark for ignition in each cylinder
is generated later in the cycle.
Origin:
1480–90; < L retardāre to delay, protract, equiv. to re- re- + tardāre to loiter, be s
low, deriv. of tardus slow; see tardy
Related forms:
re⋅tard⋅ing⋅ly, adverb

Synonyms:
1. obstruct, check.
re·tard 1 (rĭ-tärd')
v. re·tard·ed, re·tard·ing, re·tards
v. tr.
To cause to move or proceed slowly; delay or impede.
v. intr.
To be delayed.
n.
A slowing down or hindering of progress; a delay.
Music A slackening of tempo.

[Middle English retarden, from Old French retarder, from Latin retardāre : re-, re
- + tardāre, to delay (from tardus, slow).]
re·tard'er n.
re·tard·ed (rĭ-tär'dĭd)
adj.
Often Offensive Affected with mental retardation.

Medical Dictionary
Main Entry: re·tard
Pronunciation: ri-'tärd
Function: transitive verb
: to slow up especially by preventing or hindering advance or developmentretard
aging>
Main Entry: re·tard·ed
Pronunciation: ri-'tärd-&d
Function: adjective
http://dictionary.reference.com/browse/retarded

A list of some learning disabilities:

Cognitive
•Poor fund of information
•Difficulty sequencing ideas
•Little awareness of cause-and-effect relationships
•Poor ability to organize ideas and information

Cognition is the scientific term for "the process of thought". a faculty for the
processing of information, applying knowledge, and changing preferences
[Thomas Aquinas], who divided the study of behavior into two broad categories: c
ognitive (how we know the world), and affect (feelings and emotions).
In education, for instance, which has the explicit task in society of developing
child cognition, choices are made regarding the environment and permitted actio
n that lead to a formed experience.
Bias arises from various processes that are sometimes difficult to distinguish.
These include information-processing shortcuts (heuristics), motivational factor
s and social influence.
Biases can be distinguished on a number of dimensions. For example, there are bi
ases specific to groups (such as the risky shift) as well as biases at the indiv
idual level.
Some biases affect decision-making, where the desirability of options has to be
considered (e.g. Sunk Cost fallacy). Others such as Illusory correlation affect
judgment of how likely something is, or of whether one thing is the cause of ano
ther. A distinctive class of biases affect memory,[3] such as consistency bias (
remembering one's past attitudes and behaviour as more similar to one's present
attitudes).
Some biases reflect a subject's motivation,[4] for example the desire for a posi
tive self-image leading to Egocentric bias[5] and the avoidance of unpleasant co
gnitive dissonance. Other biases are due to the particular way the brain perceiv
es, forms memories and makes judgments. This distinction is sometimes described
as "Hot cognition" versus "Cold Cognition", as motivated cognition can involve a
state of arousal.
Among the "cold" biases, some are due to ignoring relevant information (e.g. Neg
lect of probability), whereas some involve a decision or judgement being affecte
d by irrelevant information (for example the Framing effect where the same probl
em receives different responses depending on how it is described) or giving exce
ssive weight to an unimportant but salient feature of the problem (e.g. Anchorin
g).
The fact that some biases reflect motivation, and in particular the motivation t
o have positive attitudes to oneself[5] accounts for the fact that many biases a
re self-serving or self-directed (e.g. Illusion of asymmetric insight, Self-serv
ing bias, Projection bias). There are also biases in how subjects evaluate in-gr
oups or out-groups; evaluating in-groups as more diverse and "better" in many re
spects, even when those groups are arbitrarily-defined (Ingroup bias, Outgroup h
omogeneity bias).
Some cognitive biases belong to the subgroup of attentional biases which refer t
o the paying of increased attention to certain stimuli. It has been, for example
, shown that people addicted to alcohol and other drugs pay more attention to dr
ug-related stimuli. Common psychological tests to measure those biases are the S
troop Task[6][7] and the Dot Probe Task.
The following is a list of the more commonly studied cognitive biases.
For other noted biases, see list of cognitive biases.
Framing by using a too narrow approach and description of the situation or issue
.
Hindsight bias, sometimes called the "I-knew-it-all-along" effect, is the inclin
ation to see past events as being predictable.
Fundamental attribution error is the tendency for people to over-emphasize perso
nality-based explanations for behaviors observed in others while under-emphasizi
ng the role and power of situational influences on the same behavior.
Confirmation bias is the tendency to search for or interpret information in a wa
y that confirms one's preconceptions; this is related to the concept of cognitiv
e dissonance.
Self-serving bias is the tendency to claim more responsibility for successes tha
n failures. It may also manifest itself as a tendency for people to evaluate amb
iguous information in a way beneficial to their interests.

Many social institutions rely on individuals to make rational judgments. A fair

jury trial, for example, requires that the jury ignore irrelevant features of th
e case (such as the attractiveness of the defendant), weigh the relevant feature
s appropriately, consider different possibilities open-mindedly and resist falla
cies such as appeal to emotion. The various biases demonstrated in these psychol
ogical experiments suggest that people will frequently fail to do all these thin
gs.[8] However, they fail to do so in systematic, directional ways that are pred
ictable.[9

A congnitive trap may be simply the "other side" trying to confuse you.....Analy
sts need to form hypotheses, but the analysts need to be open to data that eithe
r confirms or disproves a hypothesis, rather than searching for evidence that su
pports only one theory. They must remember that the enemy may be deliberately de
ceiving them with information that seems plausible to the enemy.

For there must be also heresies among you, that they which are approved may be m
ade manifest among you.
(1Co 11:19)

"For there must be also heresies among you…." The first question of importance is
, what does "heresies" mean? The Greek word hairesis is found nine times in the
Greek New Testament. Hairesis is translated "sect" five times and "heresy" four
times in the King James. Hairesis is always used in the bad sense.
Hairesis is defined thus: "Hairesis, a choosing, choice; then, that which i
s chosen, and hence, an opinion, especially a self-willed opinion, which is subs
tituted for submission to the power of truth, and leads to division and the form
ation of sects…" (W. E. Vine, Expository Dictionary of New Testament Words). There
is a different Greek word used in verse 18 translated "divisions." The word in
verse eighteen is Schisma. This Greek word means to rent or tear, to split, rend
open, according to W. E. Vine (cp. Matt. 9: 16). When the two descriptions foun
d in verse eighteen and nineteen are combined, the picture is indeed ugly and re
prehensible. The church at Corinth had division, separations and spiritual tears
, and sects or factions that existed as a result of choices made and loyalties f
ormed to matters other than truth.
But there rose up certain of the sect of the Pharisees which believed, saying, T
hat it was needful to circumcise them, and to command them to keep the law of Mo
ses. And the apostles and elders came together for to consider of this matter.
(Act 15:5-6)