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首页> 外文期刊>Annals of the New York Academy of Sciences >Learning resources and talent development from a systemic point of view
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Learning resources and talent development from a systemic point of view

机译：从系统的角度学习资源和人才发展

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System theories postulate that a system needs resources in order to evolve and function as an entirety. According to the actiotope model of giftedness, exogenous and endogenous resources needed to develop excellence include five forms of educational capital (economic, cultural, social, infrastructural, and didactic) and five forms of learning capital (organismic, telic, actional, episodic, and attentional), independent of domain and level of talent development. In three studies, we addressed several blind spots in the empirical basis of the educational and learning capital (ELC) approach. The studies were conducted in different domains, with different samples, and on various levels of talent development, as well as with regard to different functions for which resources can be used. Study 1, comprising 365 sixth graders, showed that ELC have an incremental validity beyond IQ for predicting scholastic achievement. In study 2 with 90 women holding a university degree in science, technology, engineering, and mathematics (STEM), we provide evidence that in the collegiate actiotopes of women who were later successful in STEM, more ELC had been available and was used to serve different functions than in the actiotopes of less successful women in STEM. In study 3 with 74 long-distance runners, we found a similar pattern of results for different achievement levels in an athletics domain.
机译：系统理论假设系统需要资源，以便以整体发展和功能。根据天才的天才模型，发展卓越所需的外源性和内源性资源包括五种教育资本（经济，文化，社会，基础设施和教学）和五种形式的学习资本（有机电视，ACTICATION，IPISODIC，和注意力），独立于领域和人才发展水平。在三项研究中，我们在教育和学习资本（ELC）方法的实证基础上解决了几个盲点。这些研究是在不同的域中进行，具有不同的样本，以及各种各样的人才发展，以及可以使用资源的不同功能。研究1，包括365分级学生，表明，ELC在智商之外的增量有效性，以预测学术成果。在研究2中，90名妇女在科学，技术，工程和数学（Stew）中持有大学学位，我们提供了证据表明，在后来在茎上成功的女性的大学侵略性，更多ELC可用并用于服务不同的功能比在茎上不太成功的女性的actiotopes。在研究3中，具有74个长距离跑步者，我们在体育域中发现了不同成就水平的结果模式。

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