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Table 3 Group differences and interaction effects on executive function measures (ANOVA): means and standard deviations

From: ADHD in girls and boys – gender differences in co-existing symptoms and executive function measures

 

Group

Main and interaction effects

 

ADHD

Healthy controls

 
 

Boys (n = 43)

Girls (n = 37)

Boys (n = 32)

Girls (n = 18)

Group

Gender

Group X Gender

     

F

p

F

p

F

p

LNa)

8.2 (2.9)

8.6 (2.6)

10.6 (1.5)

10.9 (1.7)

29.39

<.001

0.85

NS

0.01

NS

TMT4b)

7.1 (3.2)

7.8 (3.3)

9.3 (2.9)

10.2 (2.5)

17.14

<.001

2.24

NS

0.00

NS

CW3c)

8.4 (3.3)

8.3 (3.4)

10.0 (2.4)

11.5 (1.7)

17.40

<.001

1.11

NS

2.17

NS

CW4d)

7.9 (2.9)

7.1 (3.5)

10.0 (2.6)

10.9 (1.6)

28.46

<.001

0.07

NS

2.76

NS

Towere)

9.9 (2.2)

10.6 (2.3)

11.0 (2.1)

10.3 (1.7)

1.93

NS

0.13

NS

3.26

NS

DFf)

8.2 (2.5)

9.8 (3.8)

11.8 (2.9)

12.3 (2.4)

31.51

<.001

4.82

.030

0.83

NS

LFg)

8.2 (0.5)

9.1 (0.3)

11.3 (0.5)

11.8 (0.9)

26.21

<.001

1.53

NS

0.06

NS

  1. a) The Letter-Number Sequencing Test (df = 1,123). b) The Trail Making Test, condition 4 (df = 1,123). c) The Colour-Word Interference Test, condition 3 (df = 1,125). d) The Colour-Word Interference Test, condition 4 (df = 1,125). e) The Tower Test (df = 1,124). f) The Design Fluency Test, condition 3 (df = 1,116). g) The Letter Fluency Test (df = 1,123).