The participants in this report were involved in a 4-year longitudinal study (Eisenberg et al., 2001, 2004; Eisenberg, Sadovsky, et al., 2005). A summary of the sample characteristics can be found in Table 1. At T1, 214 children participated. Some data were available for 193 children at T2 and for 185 children at T3. Twenty-nine children did not have any data at T3, and 58 did not complete the observational tasks at T3 (some of these children’s parents or teachers completed questionnaires via the mail). The large majority of those totally lost had moved and could not be located. According to t tests, those who did not have any data at T3 were lower in T1 parent-and teacher-reported attentional EC, teacher-rated inhibitory control, and family income, ts(207, 193, 187, 192) = 2.49, 2.95, 2.30, 2.41, respectively, ps < .05. According to chi-square analyses, there were no differences between those who maintained participation and those who were lost to attrition on the basis of the sex of the child; mother-, father-, or teacher-reported problem behavior grouping; or type of household (single
