Does IQ influence Associations between ADHD Symptoms and other Cognitive Functions in young Preschoolers?

Table 2 Regression analyses summary for ADHD symptoms predicting cognitive measures and reported expressive language skills

Measure	Variable	B	*SE B*	β	t	p	R ²
VWM
	ADHD symptoms	-0.07	0.02	-.09	-3.26	.001	.02
	IQ	0.10	0.01	.30	10.52	<.001
	Gender	0.14	0.17	.02	0.83	.406
NVWM
	ADHD symptoms	-0.10	0.02	-.14	-5.04	<.001	.03
	IQ	0.05	0.01	.18	6.18	<.001
	Gender	0.42	0.16	.08	2.66	.008
Response inhibition
	ADHD symptoms	-0.35	0.07	-.16	-5.21	<.001	.03
	IQ	0.08	0.03	.09	2.90	.004
	Gender	2.81	0.51	.17	5.48	<.001
Reported expressive language
	ADHD symptoms	-0.26	0.06	-.14	-4.65	<.001	.03
	IQ	0.20	0.02	.25	8.48	<.001
	Gender	1.41	0.43	.10	3.30	.001

Note. Analyses were controlled for IQ and gender. ADHD symptoms = number of symptoms. IQ = abbreviated IQ-score estimated from the verbal ability and nonverbal ability subtasks from the Stanford-Binet-5 (SB-5). VWM = verbal working memory (SB-5). NVWM = nonverbal working memory (SB-5). Reported expressive language = preschool teacher-reported expressive language (CDI). R² reported for ADHD symptoms predicting cognitive measures. Gender: significant, positive betas mean that girls outperformed boys.

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