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Behavioral Inhibition as a Function of Relationship in Preschool Twins and Siblings

Published online by Cambridge University Press:  21 February 2012

Lisabeth F. DiLalla*
Affiliation:
Department of Family and Community Medicine, Southern Illinois University School of Medicine, Carbondale, IL, United States of America. [email protected]
Rebecca A. Caraway
Affiliation:
Southern Illinois University at Carbondale, now at Southern Illinois University at Edwardsville, IL, United States of America.
*
*Address for correspondence: Dr. Lisabeth F. DiLalla, Department of Family and Community Medicine, Mail Code 6503, Southern Illinois University School of Medicine, Carbondale, IL, 62901, USA.

Abstract

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Monozygotic (MZ) twins spend more time with each other and are more genetically alike than are dizygotic (DZ) twins or nontwin siblings and therefore probably experience less diversity in their playmates than DZ twins, who in turn may experience less diversity than other-age siblings. Thus MZ twins may be more inhibited than DZ twins, who may in turn be more inhibited than nontwin siblings. To test this, 205 children (42 MZ twins, 94 DZ twins, and 69 nontwin siblings) were assessed in a playroom laboratory during free play with an unfamiliar peer. Children's inhibition was rated based on latency to touch a toy for the first time and amount of time spent interacting with the other child. Additionally, the Child Behavior Checklist (CBCL) withdrawn scale was used to assess inhibition according to parent report. Behavioral ratings showed that MZ and DZ twins did not significantly differ on the inhibition or withdrawn ratings. DZ twins were significantly more inhibited than were nontwin siblings, according to laboratory ratings. Greater inhibition of twins during the free peer play situation can be explained by their relative lack of experience in playing with children who are less genetically and phenotypically like themselves. Parental ratings showed exactly the opposite pattern, suggesting a rater bias effect.

Type
Articles
Copyright
Copyright © Cambridge University Press 2004