The Development of Language in Twins: II. The Development of Twins: Their Resemblances and Differences

Day, Ella J.

doi:10.2307/1125357

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…The quintuplets were retarded generally, and more in the development of speech functions than in other respects. These findings agree with the implications of recent studies of twins (10,21,29).…”

Section: Intensive Studies Of Twins Reared Togethersupporting

confidence: 93%

"Ten Years of Research on Twins: Contributions to the Nature-Nurture Problem"

Carter¹

The Thirty-Ninth Yearbook of the National Society for the Study of Education: Intelligence: Its Nature and Nurture, Part 1, Com

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I. INTRODUCTIONMany persons have been disappointed by the results of twin studies in which solutions to nature-nurture problems have been sought. There are several reasons. One is the prevalence of studies unequal to the requirements of the problems attacked. Another reason is the tendency of critics to expect too much, either because of lack of appreciation of the complexity of nature-nurture problems or because of failure to realize the limitations of the twin-study technique. This review of methods and results aims not only to indicate some trends of recent contributions, but also to present a picture of the inherent difficulties and complexities of the problems. This review will not be exhaustive in any sense. In so far as is practicable, it will deal critically with methods and results rather than with particular investigations. The material may be summarized under the following topics: classification of twins, abnormalities in twins, studies of twins reared apart, intensive studies of twins reared together, twin resemblances in relation to age, correlational studies of twin resemblances, and environmental influences. Each of these will be discussed in a separate section; in each such discussion a minimum of space will be devoted to the elementary facts about twins known prior to 1928. The main emphasis is upon trends in twin studies, and advances in knowledge since the publication of the Twenty-Seventh Yearbook of this Society. II. CLASSIFICATION OF TWINSThe classification of twins into monozygotic (identical) and dizygotic (fraternal) groups is basic to the whole approach; the last word 1 Clerical assistance in connection with this report was furnished by the personnel of Works Progress Administration Official Project No.

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Section: Intensive Studies Of Twins Reared Togethersupporting

confidence: 93%

"Ten Years of Research on Twins: Contributions to the Nature-Nurture Problem"

Carter¹

The Thirty-Ninth Yearbook of the National Society for the Study of Education: Intelligence: Its Nature and Nurture, Part 1, Com

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“…In contrast to the strong genetic bias of the many studies concerned with intellectual functioning, interest in the language development of twins has tended to focus on the retardation or immaturity shown by twins as individuals, when compared to non-twins. Day (1932) was the first to report systematic comparisons between twins and singletons aged from 2 to 5 yr of age, and showed that her twins were grossly retarded in mean length of response and in grammatical maturity. Moreover, the linguistic retardation was relatively much greater than that shown on tests of non-verbal ability.…”

Section: Introductionmentioning

confidence: 99%

Genetic Aspects of Psycholinguistic Abilities

Mittler

1969

Child Psychology Psychiatry

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“…Upper (or upper middle) socio-economic circumstances (51) appear to increase vocabulary. Exposure to the material things that go with upper socio-economic circumstances, such as the magazines and the encyclopedia, help to broaden the language horizon (14,15,16,17,18). Only children are also more advanced in vocabulary than are others.…”

Section: Individual Group and Sex Differences In Language Developmentmentioning

confidence: 99%

Psychological Development in Early Childhood.

Watson¹

1963

Psychology of the Child: Personal, Social, and Disturbed Child Development.

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V V ITH THE CLOSE OF INFANCY COMES THE PERIOD OF early childhood. We now turn to psychological development during the years from aftgr_ two through five years of age. Psychological development is considered in terms of^practically the same general rubrics as were used in discussing infancy. The sections that follow are devoted, respectively, to motor development, emotional development, language development, the development of understanding, and intellectual development.

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The Development of Language in Twins: II. The Development of Twins: Their Resemblances and Differences

Cited by 4 publications

References 2 publications

"Ten Years of Research on Twins: Contributions to the Nature-Nurture Problem"

"Ten Years of Research on Twins: Contributions to the Nature-Nurture Problem"

Genetic Aspects of Psycholinguistic Abilities

Psychological Development in Early Childhood.

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