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Persistent genetic and family-wide environmental contributions to early number knowledge and later achievement in mathematics
Etiology of early math knowledge and skills development
This study investigated the stable and transient genetic and environmental contributions to individual differences in number knowledge in the transition from preschool (age 5) to Grade 1 (age 7) and to the predictive ...
Twin classroom dilemma : to study together or separately?
(American Psychological Association, 2018-07)
There is little research to date on the academic implications of teaching twins in the same or different classroom. Consequently, it is not clear whether twin classroom separation is associated with positive or negative ...