Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×

Online ordering will be unavailable from 17:00 GMT on Friday, April 25 until 17:00 GMT on Sunday, April 27 due to maintenance. We apologise for the inconvenience.

  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • The Role of Parental Attitudes in the Development of Temperament in Twins at Home, School and in Test Situations

  • D.A. Hay, P. J. O'Brien
  • Journal:
    Acta geneticae medicae et gemellologiae: twin research / Volume 33 / Issue 2 / April 1984
    Published online by Cambridge University Press:
    01 August 2014, pp. 191-204
    Print publication:
    April 1984
    • Article
      • You have access
    • PDF
    • Export citation

  • In the La Trobe Twin Study, data are collected on temperament and social development in 3-15 year old twins and singletons from four different sources: questionnaires to parents covering development from birth to the present plus the Bristol Social Adjustment Guide completed by the teacher, Sattler's Behavior and Attitude Checklist completed by the tester, and the Qualitative Score on the Porteus Maze Test. Particular stresses are identified which the parents perceive as distinguishing a multiple from a singleton birth. Whereas they perceive no differences between the first and second-born in birth complications, the second-born is judged less favourably particularly in MZ pairs. The distinction continues in the later assessments by the teacher and tester, where in addition the male twins are seen as being different from other children both in cognition and in temperament. It is proposed that social and cognitive development of twins are interrelated and have two unique components, one related to the greater problems accompanying a multiple birth and the other to comparisons between cotwins.