The relationship between twin language, twins' close ties, and social competence

The Differential Heritability of Social Adjustment by Sex

Sex differences in social adjustment are frequently observed; however, there has been very little research on adaptability in the individual and social domains. The aim of this study was to investigate the sex difference in social abilities, such as high self-appeal, sociability, school adaptation, and home adaptation between school-age males and females. The sample for this study included both same-sex and opposite-sex twin pairs: a total of 467 twin pairs. We classified them into three groups: a group of those in lower classes of elementary school, a group of those in higher classes of elementary school, and a group of those in junior high school. The heritability of school adaptation was estimated to be 95% in males and 54% in females in the junior high school group. The full sex-limitation model showed a better fit in this group, and this means that a qualitative genetic difference exists. For school adaptation, there was no sex difference in lower elementary school classes; however, a quantitative difference appeared in higher classes of elementary school. Moreover, a qualitative difference appeared in junior high school. From this research, it became clear that sex differences in heritability exist for school adaptation, and there was a marked increase from the elementary school children to the junior high school children.

Longitudinal Study of Expressive Language and Speech of Twins at 3 and 5 Years: Outgrowing a Twinning Effect

Purpose This study examines the expressive language and speech of twins, relative to singletons, at 3 and 5 years, with the aim of determining if a twinning effect occurs during this developmental period. The possibility of twins outgrowing a twinning effect was investigated. Method A weighted population-based sample of 185 twins and 1,309 closely spaced singletons who participated in the Growing Up in Ireland study was analyzed. Their development was compared using a standardized expressive vocabulary assessment and parent interview at 3 and 5 years as well as teacher reports at 5 years. Causal steps mediation analyses were subsequently conducted to determine if gestation and birth weight mediated twin-singleton differences in expressive vocabulary development. Results Twins' expressive vocabulary scores were slightly lower than those of singletons at 3 years, but there was no significant difference at 5 years. More parents of twins reported "a little" concern about their child's expressive language and speech skills at 3 years, although there was no significant twin-singleton difference 2 years later. Teachers' ratings of twins' and singletons' expressive language and speech skills at 5 years were comparable. Shorter gestations and lower birth weights mediated twins' lower expressive vocabulary scores at 3 years. Conclusions A very small twinning effect on expressive vocabulary development exists at 3 years and is outgrown by 5 years. Twins born after shorter gestations or at a lower birth weight are at an increased risk of having less developed expressive vocabulary skills at 3 years.