Twins, more than any other home reared infants, experience intimate and usually continuous interaction with an age-mate from early infancy. The effects of this situation are examined and its implications for both the emotional and cognitive development are discussed in the light of evidence from two studies in which play sessions were video-recorded and subsequently analysed into behavioural categories. The first was a longitudinal study of a single pair of twins, while the second was a short-term study of interaction and cooperation in infants in the 9 to 20 months range. Five pairs of twins, 5 pairs of familiar peers, and the children's mothers were observed playing a structured cooperative game. The hypothesis is advanced that twins enjoy more emotional support but less intellectual stimulation than singletons and it is suggested that social enrichment of the environment of twins could foster social and cognitive development.
