Twin Situation Research Articles

Collaborative Learning Technologies in Teaching Preschool Twins

This paper focuses on applying collaborative learning technologies in teaching preschool twins and reveals the role of collaborative learning in the formation of twins’ self-awareness. At the ascertaining stage of the experiment, 100 twins of preschool age took part. At the formative stage of the experiment, 16 preschoolers took part. At the formative stage of the experiment, an empirical assessment was carried out based on empirical indicators of the process and result of joint task performance by twins before and after participation in the formative experiment. An empirical study of the peculiarities of intrapair interaction in collaborative activities of preschool twins has shown effects that are a consequence of the twin situation. The use of collaborative learning in the psychological and pedagogical support of preschool twins has allowed obtaining positive results expressed in an increase in self-esteem, motivation for cooperation, and a decrease in aggressiveness and rivalry in a pair of twins.

Intra-pair interaction and peculiarities of self-identity of twins in preschool age

The subject of this research is the self-identity of twins in preschool age. The goal is to determine correlations between the behavioral indicators of intra-pair interaction and the parameters of functionality of self-identity of twins of preschool age. Detailed analysis is conducted on the role of twin situation and intra-pair interaction of twins in the development of self-identity in preschool age. The twin situation is interpreted as a special social situation of development that defines the formation of personality of twins; it is associated with the occurrence of specific intra-pair interactions that determine the development of self-identity of a preschooler. The research methodology is based on the cultural-historical approach that reveals the role of social situation in child’s development (L. S. Vygotsky), concept of self-identity (S. L. Rubinstein, L. I. Bozhovich), studies on twins (T. B. Morozov, M. T. Miliora). The empirical base is represented by 100 twins of preschool age. This article is first to give theoretical substantiation and empirical proof to the existence of correlation between the behavioral indicators of intra-pair interaction of twins and characteristics of self-identity of dizygotic and monozygotic twins in preschool age. The following conclusions were made: dizygotic and monozygotic twins may have a different nature of intra-pair interaction, which relates to the peculiarities of self-identity preschoolers; dizygotic twins have high possibility of rivalry with their twin; monozygotic twins are rather oriented towards cooperation. The proclivity for cooperation in the process of joint activity creates the foundation for positive self-esteem, self-acceptance, and assessment of own performance. The proclivity for rivalry allows the twins to be more independent, take responsibility for the results of their work, creates foundation for the development of self-identity, self-cognition, and self-understanding.

Os primeiros meses na dança relacional mãe-bebé(s): desafios decorrentes da situação gemelar

It is due to the mother and baby’s perceptive and relational skills, and their relational dance, that the bonding behavior gradually develops; and it is the quality of this relational dance that will depend, a posteriori, on the individual solo and the articulation of two interconnected but independent developments. However, in the case of twin mothers, they have to establish individual relationships with two or more children of the same age, taking into account their identical needs as well as their different personalities, needs and patterns of interaction. The research presented here seeks to investigate the existence of a relationship, within the first six months of life, between the type of mother-twin bond binding and the mother’s differentiation. In terms of procedures, three semi-directive interviews were conducted with forty clinical twin mothers, one after delivery and the other both three and six months. For data analysis, a quantitative methodology was chosen, using a correlational analysis of the variables. The analysis concluded that there was no clear relationship between the two variables. Nevertheless, the quality of the mother-infant relationship seems to be affected by variables such as the maternal experience of childbirth in relation to yourself and babies; clinical complications during childbirth; the first maternal image of the real babies and the babies’ stay in the incubator; the ability of the mother to integrate the real baby into the imaginary baby; the maternal perception of the (dis) advantages of the twin situation and their competence to deal adequately with both children and each in particular. Thus, it is understood the importance of twin mothers being supported, particularly in the postpartum period, as they face a multitude of challenges that can affect the processes of attachment and separation-individuation.

Playful Interactions between Twins with Autism and Teachers and Peers: a Case Study

The purpose of the present analytically structured empirical case study was to explore the interactions which twins display during playing with their teachers and peers in a Special Nursery Unit. Two 5.5-year-old twin brothers with Autism Spectrum Disorder (ASD) participated in this study, along with two teachers and seven non-typically developing peers. Non participant observations were made for four full-time school days in four consecutive weeks. We observed the frequency, initiations, and duration of playful interactions in a naturalistic context. Results derived from the analysis of video-recordings and documents from the school service records indicate that twin brothers with autism take initiative in order to become interactive partners in their dyadic play with their non-typically developing peers although, when so, interactions do not last longer. In twins’ dyadic interactions with their teachers, they never take the initiative to any playful interaction. There are also indications that twin brothers are engaged in interactive rather than solitary play. Findings provide a starting point for a new approach of the twin situation and the extraordinary etiological heterogeneity of ASD in terms of Innate Intersubjectivity Theory.

Relação Materna na Construção da Identidade de Gêmeos

Although little discussed, the theme “maternal relationship in twin situation” is extremely important, so that, although born and grow together, the twins have speci c needs that in uence the construction of their identities. In this way, this article sought through a literature review, explain and discuss the topic based on theoretical references published in books, magazines and periodicals. For both, devised to conduct a literature review for convenience in BVS scienti c database with the following descriptors (twins AND maternal care AND bond AND psychoanalysis). e results highlighted that, maternal care in twins situations has a certain complexity, once, this mother will have to care her two babies individually, intending to assist the construction of the identity of these. Besides, it is emphasized that during the process of individuation the babies need to deal with anxieties that permeate their lives, that is, they have the challenge to develop their identity separated not only from her mother, but also from his own brother.

The influence of gestational age on the dynamic behavior of other risk factors associated with retinopathy of prematurity (ROP)

BackgroundImproved survival of preterm neonates has increased the incidence of retinopathy of prematurity (ROP) in many middle-income countries.AimThis study aimed to verify the main risk factors for the development of ROP according to different gestational age (GA) groups.MethodsA prospective cohort study including infants weighing ≤1,500 g or GA ≤32 weeks at birth was conducted. The main clinical outcomes were the occurrence of any stage of ROP and severe ROP. The perinatal variables considered for the study were: birth weight; GA; gender; to be small for GA (SGA); weight gain from birth to the sixth week of life; use of oxygen in mechanical ventilation or nasal CPAP; multiple gestations; therapeutic use of surfactant, indomethacin, and erythropoietin; occurrence of sepsis, meningitis, intraventricular hemorrhage, and patent ductus arteriosus; need for and volume of blood transfusion; and 10-min Apgar score. The patients were divided into three groups according to GA: (group 1) infants of GA ≤28 weeks at birth (n = 100); (group 2) infants of GA = 29–31 weeks at birth (n = 215); and (group 3) infants of GA ≥32 weeks at birth (n = 152).ResultsA total of 467 newborn infants were included. Mean BW and GA in the total cohort were 1,216.5 g (±278.3) and 30.3 weeks (±2.2), respectively. Gestational age groups were not matched for BW and SGA. Any stage of ROP occurred in 111 patients (23.8%) and 24 (5.1%) patients developed severe ROP. Only BW and volume of blood transfusion were significant factors for the occurrence of any stage of ROP in all groups. In group 1, GA, the twin situation, and use of erythropoietin were statistically significant factors. In group 2, only GA and need for blood transfusion were significant. In group 3, use of oxygen in mechanical ventilation, sepsis, and need for blood transfusion were significant for ROP onset. The logistic regression determined that patients in groups 2 and 3 were less likely to develop ROP than patients in group 1.ConclusionsPatients in groups 1 and 2 developed ROP due to general immaturity, whereas bigger babies, of GA ≥32 weeks, developed ROP because they were “sicker” babies with more comorbidities.

Twins and Their Friendships: Differences Between Monozygotic, Dizygotic Same-Sex and Dizygotic Mixed-Sex Pairs

AbstractThis study examined the influence of twin status (monozygotic [MZ], dizygotic same-sex [DZss] and dizygotic opposite-sex [DZos]) on friendship patterns. It examined the friendships of 60 children from 30 twin pairs, mean age 8 years, 4 months. The study sought to establish how number of friendships and degree to which these are shared vary according to twin status. Additionally, it sought to assess the children's meaning of shared friendship and to examine whether there were group differences according to twin status. Results indicated that, while number of friends did not vary, the degree to which friendships were shared was significantly associated with twin status. MZ children shared approximately 50% of their friends, DZss 25% and DZos 5%. Group patterns emerged from interviews with the children concerning shared friendships. MZ twins were characteristically positive or accepting about shared friends; DZos pairs shared fewer friends and were, therefore, less challenged by the twin situation in negotiating friendships; and DZss pairs were more diverse in their reaction with some expressing ambivalent or negative views about the twin situation and sharing of friendship. The results are presented in the light of their implications for twin children's developmental and scholastic progress.

Twins and Their Friendships: Differences Between Monozygotic, Dizygotic Same-Sex and Dizygotic Mixed-Sex Pairs

This study examined the influence of twin status (monozygotic [MZ], dizygotic same-sex [DZss] and dizygotic opposite-sex [DZos]) on friendship patterns. It examined the friendships of 60 children from 30 twin pairs, mean age 8 years, 4 months. The study sought to establish how number of friendships and degree to which these are shared vary according to twin status. Additionally, it sought to assess the children's meaning of shared friendship and to examine whether there were group differences according to twin status. Results indicated that, while number of friends did not vary, the degree to which friendships were shared was significantly associated with twin status. MZ children shared approximately 50% of their friends, DZss 25% and DZos 5%. Group patterns emerged from interviews with the children concerning shared friendships. MZ twins were characteristically positive or accepting about shared friends; DZos pairs shared fewer friends and were, therefore, less challenged by the twin situation in negotiating friendships; and DZss pairs were more diverse in their reaction with some expressing ambivalent or negative views about the twin situation and sharing of friendship. The results are presented in the light of their implications for twin children's developmental and scholastic progress.

'It's Good to be Different': Parent and Child Negotiations of 'Twin' Identity

Research on twins has tended to focus around the question of heredity/environment. As part of this, attention has been paid to how twins' family environments impact upon them. By examining twinship as a social identity, this article considers the social experience of twinship as it is framed by parent-child relations and also actively shaped by twins themselves. Sameness constitutes one central defining component of 'twin' identity within Western societies. In preparing their twins' bodies for public presentation, parents play a key role in communicating twin identity on their children's behalf. However, children also construct and convey their own identities through presenting their bodies in certain ways. Drawing on findings from a small-scale qualitative study of twinship, this article examines how twin identity is created, modified and reproduced by parents and child twins. It highlights the active role that twins take in constructing their own identities and in shaping the 'twin situation'.

‘It's Good to be Different’: Parent and Child Negotiations of ‘Twin’ Identity

AbstractResearch on twins has tended to focus around the question of heredity/environment. As part of this, attention has been paid to how twins' family environments impact upon them. By examining twinship as a social identity, this article considers the social experience of twinship as it is framed by parent–child relations and also actively shaped by twins themselves. Sameness constitutes one central defining component of ‘twin’ identity within Western societies. In preparing their twins' bodies for public presentation, parents play a key role in communicating twin identity on their children's behalf. However, children also construct and convey their own identities through presenting their bodies in certain ways. Drawing on findings from a small-scale qualitative study of twinship, this article examines how twin identity is created, modified and reproduced by parents and child twins. It highlights the active role that twins take in constructing their own identities and in shaping the ‘twin situation’.

Twins and Friendship

A growing body of literature asserts the importance of friendships for a child's emotional wellbeing, behavioural adjustment and developmental attainment. However, few studies have examined friendships in the twin situation. This paper examines the literature on friendships among children who are twins and asks two questions: (1) What are the implications of the twin situation for friendship formation? (2) How can the twin situation inform theoretical knowledge concerning friendship formation in the general population? The discussion examines the implications of the twin situation for the size and nature of twin children's friendship pool and questions whether children who are twins are more likely to be adaptive or maladaptive in their social behaviour. The paper argues for the need to study the process and mechanisms in friendship formation among twin children because the findings might inform not only studies of friendship but also behavioural genetic research.

Twins and friendship.

A growing body of literature asserts the importance of friendships for a child's emotional wellbeing, behavioural adjustment and developmental attainment. However, few studies have examined friendships in the twin situation. This paper examines the literature on friendships among children who are twins and asks two questions: (1) What are the implications of the twin situation for friendship formation? (2) How can the twin situation inform theoretical knowledge concerning friendship formation in the general population? The discussion examines the implications of the twin situation for the size and nature of twin children's friendship pool and questions whether children who are twins are more likely to be adaptive or maladaptive in their social behaviour. The paper argues for the need to study the process and mechanisms in friendship formation among twin children because the findings might inform not only studies of friendship but also behavioural genetic research.

Babbling of twins in a bilingual environment

ABSTRACTTranscriptions of 17 hours of recordings of babbling by fraternal twins in an English/Serbian language environment (1,454 utterances) were analyzed for basic aspects of articulatory organization, effects of the “twin situation,” and effects of the two ambient languages, English and Serbian. Predictions that babbling would be dominated by a “frame” provided by rhythmic mandibular oscillation were, for the most part, confirmed in the form of consonant-vowel co-occurrence constraints showing little active intersegmental tongue movement (one subject) and a predominance of “vertical” (mandible-induced) intersyllabic variegation (both subjects). A possible effect of the twin situation was observed in the form of unusually high frequencies of the consonants and vowels most frequent in babbling. The only prominent ambient language effect was a relatively high frequency of palatal glides (palatals are common in Serbian).

The Early Parenting of Twins

The anticipatory guidance for the parents of twins involves information on feeding, the parent-twin relationship, and promoting a sense of self. Parents optimally attach to one infant only, a concept known as monotropy. Ambivalence, anxiety, and unequal attachments may result from the stressful nature of raising twins. The early diagnosis of twins, visualization via ultrasound, and postpartum identification of the distinctive aspects of each infant help establish separate bonds. This individualization promotes a sense of self, self-esteem, and enhances individuation, the process by which the personality is differentiated, developed, and expressed. The twin situation is triadic; the infants develop attachments to the primary care giver and their co-twin. Problems with this complex association include delayed onset of speech, decreased speech production, and cryptophasia (secret language) between twins. Strategies to prevent speech delay include as much one-on-one time as possible and consistent intervention and correction of speech errors. Anticipatory guidance seeks to identify potential sources of stress with the goal of seeking out advice, accepting any assistance offered, and attending to twins at the desired level of individualization.

Are twins different from singletons during early childhood?

AbstractThis paper examines the specificity of intrafamilial experiences to which twins are exposed during early childhood, and the impact of this family context on the psychological development of twins. An overview of the literature on the psychological development of twins indicates two broad categories of findings. The first category covers studies dealing with the developmental features that appear early in twins. Although there are numerous studies comparing the psychomotor and verbal development of twins to singletons, only a few have dealt with the emergence of personality and identity, and most have been conducted in clinical settings. The second set of studies deals with mother‐twin relations, explored in recent years in terms of the psychosocial stress created by twin births. Few studies have examined the mother‐twin relationship in the light of major theories on mother‐child bonding (psychoanalysis, attachment, interactionist model). These developmental models have mainly focused on mother‐infant dyads, while the construction of this specific mother‐twin relationship needs to be set within the framework of a triadic situation. Rather than describing a specific ‘twin mentality’, it is argued here that the twin situation should be seen as a special case of adaptative development, both for the mother and the child, which has effects on the formation of the individual.

An Examination of the Psychological and Behavioural Factors in the Development of Language Retardation in Twins

Using therapeutic intervention, the psychological and behavioural factors in the development of language retardation in two pairs of 4-year-old MZ twins have been examined. Although some factors are common to those found in singletons with language retardation, the factors peculiar to the twin situation are highlighted.

Twin-singleton differences in verbal ability: Where do they stem from?

In a follow-up investigation at age 9, the cognitive and social characteristics of 35 pairs of twins, studied previously at age 2, were compared with those of matched singletons at school. At age 2, twins' lower verbal ability compared with singletons' was attributed to lesser amount of speech by parents—seen as an outcome of the “twoness” of the “twin situation”—rather than to biological handicap or mother's education. At age 9, twins were equal to singletons in physical development and nonverbal ability, but the monozygotic (MZ)—not the dizygotic (DZ)—twins showed lower verbal ability. However, far more variance in verbal ability was accounted for by mother's education and birthweight than by twinship. In the long run, therefore, mothers' educational differences are more influential than the “twoness” of the “twin situation.”

The twin situation and its effects on syntax and interactional language over time

AbstractThe syntactic and interactive language development of a single twin dyad was investigated longitudinally. One of the dyad was language‐impaired and received therapy. The other child developed essentially normal language. This study was conducted over a nineteen‐month period and examined the effects of the twin situation on language form and function. The language sample was the basis for analysis and separate attention was given to each twin alone with the experimenter and then to the twins' interaction with each other and the experimenter in order to examine patterns of conversational dominance. Results indicated that the presence of the normal twin had a depressing effect on certain language measures of the language‐impaired twin but that this effect became less marked after the institution of therapy.

Mother–child verbal interaction: the functioning of completions in the twin situation

Mother–child verbal interaction: the functioning of completions in the twin situation

The twin condition and the couple effects on personality development.

Twin psychology has been studied to a very limited extent. Only few remarkable peculiarities of the twins' development are known for sure, such as delayed intellectual development, language retardation with frequent cryptophasia, difficulties and fragility of self consciousness, reduced sociability. These and other peculiarities may result from a number of different factors: biological, peculiar parental attitude, and especially the twin situation itself, the psychology of the twin as an individual being a function of the psychology of the twin pair. Twin peculiarities have for a long time been ignored. On the one hand, psychology ignored the couple reality (it was a "one-body" psychology), and on the other, the twin method classically postulated that twins are not atypical and may therefore be used as a test for the general population. As a matter of fact, twin psychology opens a new way to science. The twin situation may serve as a paradigm for the general study of the couple effect, namely, for the objective analysis of personality as a consequence of the relations between self and others. For certain traits of personality, it is already known that MZ twins brought-up together are significantly less similar than MZ twins brought-up apart. In fact, couple effects may mask or considerably reduce genetic factors.