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Table 3 Principle components analysis (oblique rotation) of 47 items of impulsivity: Parent and teacher ratings from Conners and SDQ questionnaires (CP, SP and CT, ST, respectively).

From: The influence of serotonin- and other genes on impulsive behavioral aggression and cognitive impulsivity in children with attention-deficit/hyperactivity disorder (ADHD): Findings from a family-based association test (FBAT) analysis

Part 2 -The cognitive form of impulsivity (factors 3 and 4)
Item Descriptor Factor 3 Factor 4
CP79 Easily distracted by extraneous ... 0.886  
CP37 Fails to finish things started 1.000  
SP15 Easily distracted, poor concentration 0.924  
CP12 Fails to complete assignment 0.938  
CP48 Get distracted even when instructed 0.827  
CP29 Does not follow instructions through 0.872  
CP80 Blurts out answers to questions 0.694  
CP42 Has difficulty waiting in line 0.601  
SP21 Thinks things out before acting -0.818  
SP25 Good attention span, sees ... -0.961  
CT26 Inattentive easily distracted   0.865
CT52 Distractibility, or attention span poor   0.858
ST15 Easily distracted, poor concentration   0.842
CT58 Easily distracted by extraneous   0.713
CT57 Does not follow instructions through   1.000
CT17 Fails to finish things started   0.922
ST21 Thinks things out before acting   -0.481
ST25 Good attention span sees   -0.958
Variance Explained 16.0 12.8
Eigen Value 2.53 1.07
Squared Multiple Correlation 0.87 0.88
  1. Item-codes from scales include C, Conners; S, Strengths and difficulties; P, Parent; T, Teacher. The combination of factors 1 and 2 relate to the behavioral aggression component, and factors 3 and 4 relate to the cognitive impulsivity component. Note: If represented as the sum, each form of impulsivity explained 28–29% of the variance. As the informants' ratings correlated highly the true contribution of the components would be approximately halved.
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