School Subject Preference and the Structure of Value Systems

Abstract

Studies by Haggard and his students suggested that personality differences underlie differential superior achievement in school subjects (arithmetic, reading, and language and spelling) among gifted children. His description of these personality differences suggested that these groups might differ in ego strength as measured by the IES Test. In addition, Ss demonstrating preferences for these content areas might differ on measures of field dependence (a single figure drawing and an embedded figures task). Of 122 elderly, institutionalized male Ss 46 indicated a clear preference for arithmetic, 36 for reading, and 40 for language and spelling. The embedded figures task differentiated the arithmetic and reading groups from the language and spelling groups. The IES Test showed differences between the arithmetic preference and the other two preference groups. These differences were on measures of ego strength and impulse expression; there were none on measures of superego functioning.