Now showing items 1-4 of 4
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 ...
The genetic and environmental etiology of the association between vocabulary and syntax in first grade
Etiology of vocabulary and syntax
(Taylor & Francis, 2018-03-09)
This study examined the genetic and environmental etiology of vocabulary, syntax, and their association in first graders. French-speaking same-sex twins (N = 555) completed two vocabulary tests, and two scores of syntax ...
Early warm-rewarding parenting moderates the genetic contributions to callous-unemotional traits in childhood
Warm-rewarding genetic callous-unemotional
Background Previous gene–environment interaction studies of CU traits have relied on the candidate gene approach, which does not account for the entire genetic load of complex phenotypes. Moreover, these studies have ...
A longitudinal twin study of callous-unemotional traits during childhood
Longitudinal twin callous-unemotional, 1
(American Psychological Association, 2018-05)
Previous research indicates that genetic factors largely account for the stability of callous-unemotional (CU) traits in adolescence. However, the genetic-environmental etiology of the development of CU traits has not been ...