Exogenous and Endogenous Learning Resources in the Actiotope Model of Giftedness and Its Significance for Gifted Education

Abstract

Based on the Actiotope Model of Giftedness, this article introduces a learningresource-oriented approach for gifted education. It provides a comprehensive categorization of learning resources, including five exogenous learning resources termed educational capital and five endogenous learning resources termed learning capital. Evidence from the literature is presented that supports the validity of each of the categories. Finally, 12 implications of a learning resource orientation for gifted education are discussed in relation to four areas: gifted education orientations, gifted identification, gifted education principles, and gifted learning resources management.

Learning resources and talent development from a systemic point of view

“…Though some recent models of giftedness note environmental factors, they do not constitute a comprehensive theory of how to best capture the environment and person–environment interactions. We thus proposed a subtheory based on the AMG—the ELC approach …”

“…The continuity principle, for example, notes that sufficient learning resources must be continuously available as talent development unfolds. Otherwise, the learning process will break down and the talented individual might even give up on her domain . Moreover, the dynamics and interactions of learning resources would gain in importance dramatically.…”

“…We thus proposed a subtheory based on the AMG-the ELC approach. 10,11 We presented evidence from three exploratory studies aimed at extending the empirical scope of the AMG-based ELC approach in five respects. We (1) compared with an alternative theory of talent development (substantiating the incremental value of learning resources over and above IQ for predicting achievement outcomes), (2) considered nonscholastic domains, (3) expanded the comparative database with samples representing heretofore overlooked populations, (4) demonstrated novel indicators of skill level, and (5) devised talent development functions to capture goal-directed use of learning resources.…”

“…For example, when a child refines her natural abilities to move her hands and arms to produce written language, she is using her organismic capital to build actional learning capital. An individual who is developing her talents must continuously amass new endogenous resources to keep the learning process going . For example, when an individual has acquired a new skill, telic capital that was used to acquire that skill becomes outdated.…”

“…An individual who is developing her talents must continuously amass new endogenous resources to keep the learning process going. 11 For example, when an individual has acquired a new skill, telic capital that was used to acquire that skill becomes outdated. Further development of that skill will only be possible after the existing telic capital has been increased.…”