Toplak, Maggie E.Lyon, Rachael Elizabeth MacLean2020-05-112020-05-112019-082020-05-11https://hdl.handle.net/10315/37336Parent-reported attention/impulse regulation and cognitive abilities have been used to operationalize and measure the development of self-regulation. Parent-reported attention/impulse regulation is often measured by caregiver ratings. Cognitive abilities, such as intelligence and executive function, are typically assessed using performance-based measures. Both these domains of self-regulation are often implicated in at-risk and clinical samples as important predictors of socio-emotional, academic and vocational outcomes. To better understand the development of competency in these domains, data were examined from a community sample of children and youth, assessed longitudinally across an age range of 8-20 years. Repeated measures ANOVAs, correlations and cross-lagged panel models examined relationships among and between domains over time. Cognitive abilities improved with time, whereas parent-reported attention/impulse regulation remained unchanged across follow-ups. Relationships among cognitive variables and parent-reported attention/impulse regulation were small. We discuss methodological issues that should be addressed in future research assessing the development of these constructs.Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.Developmental psychologyElectronic Thesis or Dissertation2020-05-11Executive functionCognitive abilityAttentionImpulse regulationDevelopmentMeasurement