What Effect Does Classroom Separation Have on Twins' Behavior, Progress at School, and Reading Abilities?

Twin Research

Volumn 7, Issue 2, 2004, Pages 115-124

  Tully, Lucy A ^a   Moffitt, Terrie E ^a,b   Caspi, Avshalom ^a,b   Taylor, Alan ^a   Kiernan, Helena ^a   Andreou, Penny ^a  

^a KING'S COLLEGE LONDON   (United Kingdom)

^b UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; ATTENTION DEFICIT DISORDER; CHILD BEHAVIOR; CLINICAL TRIAL; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; DECISION MAKING; DIZYGOTIC TWINS; FEMALE; FOLLOW UP; HUMAN; HUMAN EXPERIMENT; INTERNALIZATION; LONGITUDINAL STUDY; MALE; MONOZYGOTIC TWINS; NORMAL HUMAN; PARENTAL BEHAVIOR; PRESCHOOL CHILD; PRIMARY SCHOOL; PRIORITY JOURNAL; READING; SCORING SYSTEM; SEPARATION ANXIETY; SOCIAL BEHAVIOR; TEACHER; TWINS; UNITED KINGDOM;

ANXIETY, SEPARATION; CHILD; CHILD BEHAVIOR DISORDERS; CHILD DEVELOPMENT; CHILD, PRESCHOOL; DISEASES IN TWINS; FEMALE; HEALTH SURVEYS; HUMANS; LONGITUDINAL STUDIES; MALE; READING; SCHOOLS; TWINS;

EID: 1942494520     PISSN: 13690523     EISSN: None     Source Type: Journal    
DOI: 10.1375/136905204323016087     Document Type: Article

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