Clones in the classroom: A daily diary study of the nonshared environmental relationship between monozygotic twin differences in school experience and achievement

Twin Research and Human Genetics

Volumn 11, Issue 6, 2008, Pages 586-595

  Asbury, Kathryn ^a   Almeida, David ^b   Hibel, Jacob ^b   Harlaar, Nicole ^a   Plomin, Robert ^a  

^a KING'S COLLEGE LONDON   (United Kingdom)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

Academic achievement; Classroom environment; Diary study; Monozygotic twins; Nonshared environment

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; CLONE; CONTROLLED STUDY; EXPERIENCE; FEMALE; HUMAN; MAJOR CLINICAL STUDY; MALE; MATHEMATICS; MONOZYGOTIC TWINS; MULTIPLE REGRESSION; PEER GROUP; PRIORITY JOURNAL; SCHOOL; SCHOOL CHILD; SCIENCE; TELEPHONE;

CHILD; COMPREHENSION; EDUCATIONAL STATUS; FEMALE; HUMANS; MALE; MATHEMATICS; PROBLEM SOLVING; SCHOOLS; TWINS, MONOZYGOTIC;

EID: 57349123951     PISSN: 18324274     EISSN: None     Source Type: Journal    
DOI: 10.1375/twin.11.6.586     Document Type: Article

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