ESPOL JEFFERSON ENRIQUE HERNANDEZ

MENTAL OPERATIONS
Piaget defined mental operation as 'the internalized action that modifies the object of
knowledge that is being built and grouped in a coherent manner in the
constant exchange between thought and external action." The child begins by focusing
in the own action and on the figurative aspects of the real; then it begins to decenter the
action to focus on the overall coordination of it, until building systems
operational processes that release the representation of the real and allow it to reach the operations
formal.
According to Reuven Feuerstein, mental operations are 'the set of actions
internalized, organized, and coordinated, based on which we carry out the
elaboration of the information we receive.” (Feuerstein, 1980), through the
Mental operations process information from external and internal sources.
Mental operations are analyzed based on the strategies employed by the person.
to explore, manipulate, organize, transform, represent, and reproduce new
information. They can be relatively simple (for example: recognize, identify,
compare) or complex (for example: analogical, transitive, logical thought and
inferential)
Each cognitive activity requires us to perform mental operations.
Formally, mental operations refer to the manipulations and
mental combinations of internal representations of a symbolic nature (images,
concepts, words, etc.
The mental operations united coherently are organized into structures.
cognitivas o de conocimiento y dan como resultado la estructura mental de la persona. Se
building little by little; the most basic ones allow the passage to the more complex ones and
abstract
Genesis, structure, and interaction become inseparable realities for us. The operations
logics, for example, rely on less complex (it's the genesis) already established ones.
in the mental structure; but its arrival becomes possible thanks to social interaction or
mediation.
Cognitive structures, as organized representations of information
stored, they are dynamic and modifiable and can be described as conceptual frameworks
and as schemes.
According to Feuerstein, the mental operations are the following:

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ESPOL JEFFERSON ENRIQUE HERNANDEZ

Mental operations Description

It is to recognize the essential and transient characteristics that

define the objects. Lexical wealth conditions our
Identify identification, as well as the search and relationship between all the
parts of the element we studied.
It is to relate any objects, elements, or data, to
find their similarities and differences. We seek to form the
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spontaneous comparative behavior that explores all the traits
to compare them systematically.
With this operation, the parts of a whole are separated, we seek
its relationships and we extract inferences. We need increasingly
3. Analysis greater precision and meticulousness to discriminate the
characteristics. For scientific analysis, resources are required.
precision specials.
It is the operation that integrates, discovers the relationships between all
the parts of a set. Synthesis refers to the elements
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essentials, that give meaning, summarize or better represent the
parts of the whole.
Relate or group the elements of a whole based on
certain criteria. This arises from our need or
interest, but always based on the shared characteristics
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for the objects we have. Strategies are used for classification.
and means that represent the internal relationships between the data:
frames, matrices, tables, diagrams.
Replace the objects with conventional symbols, in such a way
that facilitates the handling and saves time and effort
6. Coding in the preparation of the information. The easiest codes
they are the numbers and the verbals. Each discipline uses some
specific codes with specific meanings.
It is the inverse operation to encoding. It is about giving the
meaning or translation of the code. This relationship comes
7. Decoding
determined by the meanings and values of the symbols
used.
Based on our knowledge and our images
certain relationships in the stimuli are discovered mentally that
8. Projection of they arrive to us, giving them an organization, a shape or meaning
relationships explicitly known to us. No one can identify
virtual a square, upon seeing four points, if it does not know the properties
what relates the four points to be a square and not a
rhombus.
It arises from the activity of comparing. To discover in that relationship.
9. Differentiation
the uncommon traits, both relevant and irrelevant. The

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ESPOL JEFFERSON ENRIQUE HERNANDEZ

the ability to discriminate will depend on our attention,

systematic search and lexical level to define those
differences.
It is the mental operation that internalizes mental images of
our knowledge. Make a transformation and
abstraction of known objects based on their qualities
[Link] remembered essentials. The cognitive representations
mental consist of internalized structures in which they are organized,
relations, functions and transformations in a scheme
globalizer. The most significant representations are the
images and propositions (Halford, G.S. 1993: 21-36)
It is a mental elaboration of a concept that experiences a
11. Transformation change or transformation, but preserving its meaning
mental deep. It may imply a change or modification of the
characteristics of the internalized object.
It is lateral or creative thinking that finds new
relationships, new forms of representation, meanings and
[Link] other possible applications. It is an expansion of the field of the
divergent hypothesis, that goes beyond the known and that connects with
other types of thinking: analogical, inferential, deductive,
inductive, etc.
Mental preparation to anticipate situations and solutions to the
problems. A creative relationship is established between the elements
13. Reasoning
known and the foreseeable or predicted situations in the
hypothetical hypotheses. They are the new possibilities, anticipations of
future.
It is the mental elaboration that is deduced based on two
given propositions to determine logical conclusions.
14. Reasoning It is a formal logical thought, subjected to the laws.
of transitivity, by which we select information
transitive according to the same parameter, order, establish the term
middle and draw conclusions. Logical deductions have their
direction and reversibility: A > B > C, etc.
It is a relational operation in which it compares the attributes of
[Link] two given elements, to see their relationship with a third
induce the conclusion. It is about finding out the relationship of
analog amount, length, cause, etc. To determine the deduction for
the relationship of similarity or proportion found.
It is the metal-based process governed by standards that regulate the
conclusions of our thought. It is inductive if it goes from the
[Link] particular to general; and deductive if it starts from certain principles
logical general principles that we apply to specific cases. In their development
several types of reasoning intervene: analogical, hypothetical,
inferential, transitive, syllogistic

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ESPOL JEFFERSON ENRIQUE HERNANDEZ

etc.
It is formal logical reasoning based on propositions. It
based on syllogistic laws to reach logical conclusions.
[Link] Given two premises, in which one is taken in its greatest
extension and another in its minor, reaches a conclusion, in which
syllogistic they do not intervene in the mean term, given in the two premises. Their
high level of abstraction, coding, and meaning, as well as
its various forms place it at the top of formal logic.
It is the mental activity that allows the elaboration of new information.
[Link] based on the information given. It is based on the meanings
implicits of our definitions. Inference is the
inferential hidden thought that must be discovered among the data
explicit.

The educational challenge involves learning to learn, within the framework of the socio-cognitive approach.
cultural, which implies the appropriate use by the student of cognitive strategies
and metacognitive. This implies that there is a potential for learning in students that
it can develop from mediated learning (parents, teachers,...) or it can also
to take place through peer learning (classmates)
On the other hand, the concept of learning to learn implies teaching to learn, teaching to
think and for that you have to learn to teach, which implies in practice a
reconversion of teachers, transitioning from mere lesson explainers (Classical School)
the simple socio-cultural animators (Active School) to learning mediators and
mediators of social and institutional culture.
Our curriculum is competency-based. Competence involves a set of
capabilities, knowledge, and attitudes. At the same time, capabilities encompass skills.
and skills.
Competencies are developed through intervention actions that prioritize
strategies/procedures consistent with the cognitive development of the student, as well as
with their characteristics and interests.
Mental operations or mental or cognitive processes are made possible through the
capabilities and skills, which are developed through knowledge and
strategies/procedures. In this case, the knowledge is a means to develop
capabilities and skills.
Values and attitudes constitute the affective processes and as such are identified in
way of emotional achievements. We understand attitude as a stable predisposition towards, ...
componente fundamental es afectivo. Es evidente que las actitudes poseen además un
cognitive component (which implies knowing something about...) and a behavioral component or
practical (developed through practice).

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