Nonshared environmental processes in social‐emotional development: an observational study of identical twin differences in the preschool period

By K. Deater‐Deckard, A. Pike, Stephen A. Petrill, A. Cutting, C. Hughes, T. O’Connor. 2001

117 citations recorded by the source corpus.

Differences in mothers’ parenting behaviors toward their identical twin preschoolers were examined to identify nonshared environmental processes in social-emotional development. The study included 62 pairs of 3½-year-old same-sex identical twins. Indicators of each child’s social-emotional development (temperament, prosocial behavior, behavior problems and noncompliance) and parenting environment (warmth and negativity, positive and negative control, responsiveness) were assessed using observers’, interviewers’, and parents’ ratings. Mothers treated their identical twins differently, and this differential treatment covaried in expected ways with identical twin differences in social-emotional adjustment. The twin who received more supportive and less punitive forms of parenting was also higher in positive mood and prosocial behaviors and lower in negative mood and behavior problems when compared to her or his twin.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/646a8a6add2189a3005df8529995004f2105f904

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In Clinical Psychology

In Experimental and Cognitive Psychology

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Citations in the corpus

Gender differences in temperament: a meta-analysis. (2006, unknown): “Deater-Deckard et al. (2001) Shyness Ϫ0.”
Evidence of Negligible Parenting Influences on Self‐Control, Delinquent Peers, and Delinquency in a Sample of Twins (2008, background): “These experiences may include differential parenting, where, for example, one youth is supervised more closely than another, or they may include differential exposure to peer groups or social events (Deater-Deckard et al., 2001; DiLalla, 2002).”
The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade (2012, background): “Prosocial behaviors appear to originate from a combination of genetic and environmental influences (Deater-Deckard et al., 2001; Scourfield, John, Martin, & McGuffin, 2004).”