Quality of bonding and behavioral differences in twins

Cherro, Miguel

doi:10.1002/1097-0355(199223)13:3<206::aid-imhj2280130306>3.0.co;2-p

Cited by 12 publications

(4 citation statements)

References 4 publications

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“…Schave and Ciriello (1983) stated that their research indicates the significance of both the interaction between parent and twin and that of twin and co-twin. The way that parents behave toward their twins will dramatically impact the twins’ ability to create separate individual identities from one another while maintaining their twin identity (Cherro, 1992; Klein, 2003, 2012). Also, the relationship that twins have with their parents will influence the type of relationship that the twins have with each other (Klein, 2003, 2012; Schave & Ciriello, 1983).…”

Section: Parenting Influences Twin Developmentmentioning

confidence: 99%

Fostering Twins’ Identity Development

et al. 2017

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Families who have twins encounter unique needs and circumstances. Insight into issues twins encounter can improve parental and counseling treatment of twins as well as foster a healthy identity formation. These special issues that twins encounter will be addressed through the following: parenting influences, twin comparisons, sharing, competition, differentiation, bonding, empathy development, separation anxiety, identity development, and various recognized patterns of twinship. Through an understanding of twins' specific needs and challenges, counselors can be influential in fostering a healthier family system.

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Section: Parenting Influences Twin Developmentmentioning

confidence: 99%

Fostering Twins’ Identity Development

et al. 2017

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“…Although some parents and teachers may assimilate twins, Plomin et al (1990) stated that a contrast effect is also likely. That is, in order to distinguish among twins, parents may emphasize physical, personality, and cognitive differences in their twins (Cherro, 1992;Tourette et al, 1989). Often parents and others may focus on insignificant characteristics to distinguish twins (Allen, Greenspan, & Pollin, 1976;Hay, 1999;Tourette, et al, 1989).…”

Section: Perceptionsmentioning

confidence: 99%

The perceptions, policy, and practice of educating twins: A review

Beauchamp

Brooks

2003

Psychology in the Schools

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Twin births are increasing at a rapid rate, yet many educational personnel throughout the world are unaware of the needs of twins in school. Stereotypical views of twins as pathologically close or excessively dependent pervade educational policies and practices, despite the fact that twins do not differ from singletons on rates of psychological disturbance. Research shows that many schools implement strict policies for classroom placement of twins, yet the effects of such policies on twins' development and educational attainment are currently unknown. Recommendations for school personnel and future directions for this formative area are discussed.

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“…The properties that match in identical twins are being attributed more closely to genes than the properties that match both identical and non-identical twins ( Tan et al., 2015 ). Thus, identical and non-identical twins enable scientists to understand the influence of genes and the environment on the personality and developmental characteristics of the individual ( Matthews et al., 2010 ), for example on the nature of learning needs ( Clay, 1989 ; Preedy, 1999 ), development of mental, verbal and non-verbal skills ( Asbury et al., 2005 ; Thorpe, 2006 ), social skills ( Cherro 1992 ), exercising abilities ( Stubbe et al., 2006 ), identity ( Ainslie, 1997 ; Klein, 2012 ), creativity ( Velázquez et al., 2015 ) and individuality ( Nobel et al., 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Drawing development of identical and non-identical twins: A case study of triplets

Podobnik

Peternel

Selan

2021

Heliyon

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Differences in drawing development are conditioned by genetics, environment and individuality of children. Therefore, it is exciting to observe the drawing development in children, who are raised in the same environment and have a similar genetic basis, that is in twins, triplets, and so forth. In the study, we were interested in the similarities and differences in the drawing development of the triplets, two of which were identical twins (B1 and B2) and one was non-identical (A), and whether the characteristics of the drawing appear more congruently between B1 and B2 than with A. We proposed two hypotheses: H1: There are more similarities in drawings between identical twins (B1 vs B2) than between identical and non-identical one (A vs B1 and A vs B2); H2: The differences between non-identical and identical triplets are less pronounced at the beginning of the drawing development (in doodle phase) and become more distinctive in later development, in drawing of figure and space. We analysed 123 drawings that the triplets (41 drawings of each triplet) drew from 1 to 12 years of age at the same time and on the same topic. The results of our research have shown that both hypotheses can be confirmed. On the general level, there are more similarities in drawing between identical twins compared to non-identical ones; and the differences and similarities become more distinctive throughout the development, especially in figure drawing and in the depiction of space.

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Quality of bonding and behavioral differences in twins

Cited by 12 publications

References 4 publications

Fostering Twins’ Identity Development

Fostering Twins’ Identity Development

The perceptions, policy, and practice of educating twins: A review

Drawing development of identical and non-identical twins: A case study of triplets

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