. Author manuscript; available in PMC: 2006 Feb 7.

Published in final edited form as: Dev Psychol. 2005 Jan;41(1):193–211. doi: 10.1037/0012-1649.41.1.193

Table 4.

Summary of Multivariate Analyses of Covariance for T1 or T2 Regulation/Impulsivity (With Age Controlled)

Regulation scale	Mother/parent CBCL groups	Father CBCL groups	Teacher TRF groups
Parent-rated	(n = 168-184)	(n = 105)	(n = 165-180)
Attention focusing	EXT/CO < CONT^*/^*	EXT/CO < CONT^†	EXT/CONT < CONT^/^
	INT < CONT^*		EXT < INT^*/^
	[*INT < CONT^ for boys*^]
	EXT < INT^†
Attention shifting	EXT/CO < CONT^*/^*	EXT/CO < CONT^**/^	EXT/CO < CONT^*/^†
	[EXT/CO < CONT^† for boys^**]
	EXT < INT**
Inhibitory control	EXT/CO < CONT^*/^*	EXT/CO < CONT^/^	EXT/CO < CONT^/^
	EXT < INT^/^*	EXT < INT^†	EXT < INT^/^
Impulsivity	CONT < EXT/CO^/^*	INT < CONT^†	CONT < EXT/CO^*/^
	INT < CONT^*/^†		INT < EXT^/^
	INT < EXT^*/^*
Teacher-rated	(n = 155-180)	(n = 92-112)	(n = 154-180)
Attention focusing	EXT/CO < CONT^**	EXT/CO < CONT^*	EXT/CO < CONT^/^*
	EXT < INT^†	[CONT < INT^ for boys^]	[EXT/CO < CONT^† for girls^***]
		[INT < CONT^** for girls^†]	[EXT/CO < CONT^† for boys^***]
		EXT < INT^†	EXT < INT^*
		[EXT < INT^† for boys^**]
Attention shifting	EXT/CO < CONT^/^	EXT/CO < CONT^*/^†	EXT/CO < CONT^*/^*
	EXT < INT^†/^†	CONT < INT^†	INT < CONT^**
		EXT < INT^†/^*	EXT < INT^*
Inhibitory control	EXT/CO < CONT^/^	EXT/CO < CONT^/^	EXT/CO < CONT^*/^*
	EXT < INT^*/^†	EXT < INT^*	[EXT/CO < CONT^* for boys^***]
			[EXT/CO < CONT^* for girls^*]
			EXT < INT^/^*
Impulsivity	CONT < EXT/CO^/^	CONT < EXT/CO^*	CONT < EXT/CO^*/^*
	INT < CONT^†	INT < EXT^*	INT < CONT^/^**
	INT < EXT^/^		INT < EXT^*/^*
Observed regulation	(n = 173-185)	(n = 104-114)	(n = 168-180)
Movement rating	INT < EXT^†		CONT < EXT/CO^*
			INT < EXT^†
Puzzle persistence	CONT < INT^†	EXT/CO < CONT^†	EXT/CO < CONT^**
	EXT < INT^**	CONT < INT^*	[EXT/CO < CONT^* for boys^**]

Note. Regular roman type indicates that the contrast held for both sets of analyses (the first p value corresponds to T1 [Time 1] measures of regulation/impulsivity; the second p value to T2 [Time 2] regulation/impulsivity). Italic type indicates that the contrast was significant when predicting from T2 regulation/impulsivity, but not T1 regulation/impulsivity, variables. Boldface type indicates that the contrast was significant when predicting from T1 regulation/impulsivity, but not T2 regulation/impulsivity, variables. Thus, all findings that are not in boldface type pertain to T2, whereas all findings that are not in italics pertain to T1 (at least marginal significance was found at T1). If there is only one indicator of significance, it is for T1 if the type isin boldface and for T2 if the type is in italics. Brackets indicate an interaction effect. See the means for the groups in Table 2. CBCL = Child Behavior Checklist; TRF = Teacher's Report Form; CONT = control group; INT = internalizing group; EXT = externalizing group; EXT/CO = externalizing and comorbid groups combined.

^†

p ≤ .10.

p ≤ .05.

^**

p ≤ .01.

^***

p ≤ .001.