Abstract
One third of children assessed when they were ages 6-11 were reassessed at ages 12-17. The relationship of the cognitive development of these youths to their categorization at ages 6-11 along the dimensions of attentiveness, hyperactivity, and aggressivity was examined. Control for initial level of cognitive performance was incorporated with controls for family context. Results demonstrated a continuing effect of below average attentiveness at the younger age on the youth's cognitive development as defined by WISC Vocabulary and Block Design subtests and WRAT Reading and Arithmetic subtests administered at the latter age. Neither hyperactivity nor aggressivity was associated with differences in cognitive development.
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