Understanding How Objects Relate to Each Other addresses the poor articulations, differentiation, and representation of space that may result from an inability to detach oneself from one’s own body position as a reference. It deals with a relative system of reference for localizing objects in space and in relation to one another. As a result of their experience with these tasks, the learner discovers why there are differing points of view in the perception of an object or experience and how to give consideration to an opinion that is different from their own.

Differentiating and Integrating Information enhances the learner’s ability to differentiate (divide the whole into its parts) and integrate (join parts into a whole). Adaptation to the world depends upon having the flexibility to alternate between these two perceptual processes. As a result of their experiences with these exercises, the learner begins to differentiate between inner and outer sources of reference, and is then able to form and discriminately use internal referents to process information and to structure and restructure their varied life experiences.

Problem Solving Ability presents a collection of situations in which a problem can be perceived and recognized. The learner attempts to offer an appropriate solution to the identified problem. This tool mediates the learner’s ability to perceive details, use several sources of information, and exercise comparative behavior. It lends itself to the development of vocabulary and oral and written language, and is also highly useful for generating task- intrinsic motivation.

Inferring, Understanding and Explaining Relationships uses a system of relationships to link separate beings and categories and emphasizes the necessary and sufficient conditions for inclusion in and exclusion from categories. The exercises demand precise use of language in encoding and decoding relationships and require inferential thinking, analytic thinking, and deductive reasoning to justify conclusions based on logical evidence.

Categorizing Objects focuses on the cognitive operation of classification. The exercises help individuals develop the flexibility and divergent thinking necessary for categorizing and re-categorizing the same objects into different sets as the principles and parameters of categorization change with new needs and objectives. In categorizing, an individual moves from establishing relationships among concrete items to projecting relationships among concepts. This ability is essential to and basic for logical and verbal operations.

Comparing, Inferring and Reasoning helps the learner search for, deduce, and induce relationships between separate objects or events. The learner draws accurate conclusions regarding the cause of progressions as the tool increases their ability to compare, infer, and reason deductively and inductively. This tool mediates precision, discrimination, and a willingness to defer judgment until all of the elements have been worked out in determining a common rule for a progression.

Using Temporal Concepts to Describe and Order Experiences develops the learner’s ability to use temporal concepts to describe and order their experiences. An adequate orientation to time is important to relational thinking and is acquired through mediated learning experiences. Without an awareness of the continuity of time and its ordered succession and of the rhythm of events, the individual makes no use of their past to predict, anticipate, plan, and prioritize future events.

Giving (Encoding) and Receiving (Decoding) Information involves interpreting or giving commands, a message, or a set of directive or directions. The difficulty of the tasks lies in the significance of the words used and what they imply in context. Through the insights gained into the reasons for their successes and failures, the learner is transformed into a generator of information, able and willing to interpret and transmit complex instructions.

Using External, Stable and Absolute Systems of Reference uses geographical concepts such as compass points, coordinates, and graphs to describe relationships and an object's orientation in space. The learner must simultaneously apply the relative (internal) system of reference and the absolute (external) system of reference to describe and understand spatial relationships.

Understanding and Applying Syllogistic Reasoning focuses on the cognitive operations involved in syllogistic reasoning. In syllogistic reasoning, the integration of information from two premises about the relationship between terms yields the deduction of an unknown relationship. Through the tasks of Syllogisms, the learner gains the ability to discriminate between valid and invalid conclusions and between possible and inevitable outcomes. The tool fosters inferential and abstract thinking.

Using Inferential Thinking focuses on the cognitive operations of transferring information we have from two pairs of item to a third pair. This cognitive tool deals with relationships that exist in ordered sets, in which the differences between set members are described by the terms "greater than," "less than," and "equal to." The learner is helped to recognize conditions that permit deductive and inductive reasoning. Through practice, the learner demonstrates the ability to engage in inferential thinking based on logical implication and relational thinking.

Learning to Mentally Construct a Design focuses on a representational thinking. The identification of the whole through its superimposed parts requires an active, mental construction drawing on inferences, and an anticipation and representation of the outcome. Answers are sought by affirmation, negation, and elimination of what is logically impossible. The learner must extrapolate from the known to the unknown and rely on logic to identify the constructions.