Table 1.

Demographic characteristics of the adolescent study group: N=subject count; Mean ± SD (range)

	Boys	Girls	df	p
N	87	91	1
Age	16±2.34	15.67±2.19	176	.332
Site (UCSD/SRI)	69/18	65/26		.223a
PDS1	2.93±0.7	3.34±0.65	176	.0001
Parent SES	92.06±16.05	90.36±15.15	171	.476
Parent Years of Education	16.76±2.98	16.8±2.46	175	.92
WRAT2
Reading	115.86±16.387	112.97±15.882	176	.233
Math	115.63±15.611	113.32±16.015	176	.331
Stroop Match-to-Sample task
Mean response time (ms)	568.29±96.66	628.66±129.61	176	.001
Median response time (ms)	544.776±93.82	604.56±125.94	176	.001
Stroop conflict: RTINC − RTCON (ms)	14.88±25.44	12.08±24.79	176	.458
Stroop for RR	20.82±31.26	15.62±35.81	176	.305
Stroop for RS	6.18±40.13	−0.8±38.21	176	.236
Response switching: RTRS − RTRR (ms)	3.84±25.96	3.35±30.35	176	.909
RR for con (no conflict)	12.53±39.77	16.23±38.14	176	.528
RS for inc (conflict)	−4.86±38.58	−9.53±43.81	176	.452

¹Pubertal Development Score (PDS): score ranges between 1=puberty not started and 4=puberty completed;

²Wide Range Achievement Test (WRAT): Standard scores are reported with an expected mean±SD of 100±15;

^aChi-square test

Abbreviations: df: degrees of freedom; p: p-value of statistical significance; SES: socioeconomic status; RS: response switching; RR: response repetition; inc: incongruent; con: congruent; RT: response time; ms: milliseconds.

Note: Despite same average ages of boys and girls, boys had lower pubertal development scores (PDS) than the girls. Age and PDS were more strongly correlated in boys than girls (age/PDS: boys r=0.81, girls r=.639, z=−2.43, p=0.0151). Boys scored lower on TIPI conscientiousness and higher on TIPI emotional stability than girls, the latter being associated with higher PDS scores in the male (r=.236, p=0.028), but not the female (r=−.172, p=0.102) (z=2.72, p=0.0065) group.