Conceptualizing twice-exceptionality from a neuroadaptive perspective: Cognitive Resonance Model (CRM)

Abstract

The concept of twice-exceptionality (2e) has generally been defined in the literature as the coexistence of giftedness and disability (such as learning difficulties, attention deficits, emotional intensity, etc.), and has often been explained through the tension between these two opposing conditions. However, this traditional approach remains insufficient for understanding the educational and developmental dimensions of 2e individuals. In particular, addressing twice-exceptionality primarily through a diagnostic-oriented framework may fail to fully capture the complex challenges experienced by these individuals. The Cognitive Resonance Model (CRM) is a neurocognitive framework developed to enable a more comprehensive understanding of the 2e phenomenon. CRM proposes that the cognitive tension existing between giftedness and disability undergoes a neuroadaptive transformation through adaptive tension. This process allows individuals to redirect challenges toward their strengths, facilitating the attainment of a state of cognitive resonance. Within the model, key concepts such as the short circuit loop are emphasized, helping individuals establish a balance between their challenges and strengths. This article explains the core concepts of CRM, supported by the theories of Dabrowski and Festinger, including Cognitive Focus Domain, Cognitive Dissonance Zone, Short Circuit Loop, Flow and Neuroadaptation, and Cognitive Integration. The paper also addresses critical issues such as the functioning of the model in the absence of disability in 2e, the model’s search for new terminology specific to twice-exceptionality, and the reinterpretation of giftedness within the CRM framework. The CRM represents a paradigm distinct from classical approaches in the educational and developmental support of twice-exceptional individuals. Unlike traditional diagnostic-centered models, CRM acknowledges the simultaneous presence of both challenges and strengths, explaining this dynamic through processes such as cognitive energy, neuroadaptation, and identity integration. In conclusion, CRM offers a holistic approach that enables 2e individuals to realize their potential more effectively and provides a theoretical foundation for future educational interventions.