Intellectual Development of Twins. Comparison with Singletons

Myrianthopoulos, Ntinos C.; Nichols, Paul L.; Broman, Sarah H.

doi:10.1017/s1120962300023441

Cited by 12 publications

(13 citation statements)

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“…These results are in line of some studies that report disadvantages in the cognitive development of twins when compared with singletons during childhood or adulthood (Allin & Fischbein, ; Hay, O’Brien, Johnston, & Prior, ; Myrianthopoulos, Nichols, Broman, ; Record, McKeown, & Edwards, ; Tsou et al, ), and this might be attributable to both prenatal and postnatal factors. Furthermore, several studies link obstetric and neonatal variables to LDs in reading, writing, and arithmetic, such as multiple pregnancy, maternal stress, medication use, tobacco and alcohol consumption, vaginal bleeding, anesthesia, duration of labor, use of forceps, fetal presentation, placental abruption, birthweight, gestational age, perinatal asphyxia, neonatal hyperbilirubinaemia, and exposure to alcohol and other medications or certain infectious diseases such as toxoplasmosis and rubella (Cho et al, ; Chyi et al, ; Guarini et al, ; van Handel et al, ; Hokkanen, Launes, & Michelsson, ; Holm & Crosbie, ; Jain & Pandey, ; Jansson‐Verkasalo et al, ; Johnson et al, ; Kovachy, Adams, Tamaresis, & Feldman, ; Liu et al, ; Mascheretti et al, ; Morse et al, ; Roberts et al, ; Wolke et al, ).…”

Section: Discussionsupporting

confidence: 90%

Type of delivery and reading, writing, and arithmetic learning in twin births

González-Valenzuela

López‐Montiel

Cazorla-Granados³

et al. 2019

Developmental Psychobiology

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This study analyses, in children born in twin births, the relationship between reading, writing and arithmetic learning, on the one hand, and type of delivery, on the other, controlling for the effect of interaction and/or confusion of third variables (maternal age at delivery, gestational age, fetal position, birthweight, 1-min Apgar score). In the planned retrospective cohort design, the exposed cohort consisted of children born by caesarean section, and the non-exposed cohort was comprised of children born vaginally. One hundred and twenty-four children born of twin births were evaluated during their first year of primary school: K-BIT tests were used to measure intelligence; the Evalúa-1 battery was used to assess reading, writing, and arithmetic ability; and the children's clinical histories were analysed for obstetric and neonatal variables. After applying binary logistic regressions for each dependent variable, it was found that caesarean delivery in twin births appeared as a possible independent risk factor for specific learning disabilities (LDs) in reading, writing, and arithmetic.Based on these results, further research using larger samples and at more advanced ages is required in order to analyse the influence of obstetric and neonatal variables on the processes underlying specific LDs. K E Y W O R D Sarithmetic, learning disabilities, reading, twin births, type of delivery, writing | 485 GONZÁLEZ-VALENZUELA Et AL. from the need to deal 'simultaneously' with the delivery of two fetuses. Although there are international guidelines about how to deal with multiple deliveries, these are based on the recommendations of experts rather than on randomized studies (Lindstrom,

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Section: Discussionsupporting

confidence: 90%

Type of delivery and reading, writing, and arithmetic learning in twin births

González-Valenzuela

López‐Montiel

Cazorla-Granados³

et al. 2019

Developmental Psychobiology

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“…A difference of 5.3 and 6.0 IQ points at ages 7 and 9 years, respectively, was observed, but adjustment for gestational age and birthweight attenuated the difference to 2.6 points and was no longer statistically significant. Earlier studies that found differences in mental development between twins and singletons did not adjust for the variation in gestational age and birthweight (Myrianthopoulos et al, 1976;Wilson, 1974). In the present study, twins were born about 4 weeks earlier than singletons and had a correspondingly lower birthweight.…”

Section: Discussioncontrasting

confidence: 72%

Comparative Development of Surviving Co-Twins of Vanishing Twin Conceptions, Twins and Singletons

Anand¹,

Platt

Pharoah

2007

Twin Res Hum Genet

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Early loss of one fetus in a multiple gestation as a ‘vanishing’ twin is a well recognized phenomenon. It is uncertain whether this has an impact on the development of the surviving co-twin. The aim of this study is to compare the development of singletons, twins and the surviving co-twins of a vanishing twin. The 324 children born to 229 women who were recruited into the study between 1999 and 2001 formed the study population. Children were assessed at 1 year of age with Griffiths Mental and Developmental Scales. A neurological examination was performed using an optimality score to exclude those with severe neurodisability. Three hundred and five children (92 singletons, 180 twins and 33 survivors with a vanishing twin) were included. The sub- and general quotient scores in singletons and surviving co-twins of a vanishing twin did not differ significantly. Twins had significantly lower scores than singletons in all areas of development and were more likely to be born early with lower birthweights. Following adjustment for gestation and birthweight, the difference between the two groups was nullified suggesting that the slower development of twins is related to their prematurity and lower birthweight.

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“…In the Collaborative Perinatal Project of the United States, twins raised as singletons scored at the same level as twins, suggesting a prenatal origin to their lower mental scores (Myrianthopoulos et al, 1976). On the other hand, the Birmingham, United Kingdom, study found that in cases where one twin was stillborn or died in the first 4 weeks of life, surviving twins scored almost at singleton levels (Record et al, 1970).…”

Section: Discussionmentioning

confidence: 96%

“…It found twins to be between 4 and 5 IQ points (SD = 15) lower than singletons (Record et al, 1970). The Collaborative Perinatal Project of the United States found that, at the ages of 8 months (Bayley mental scores), 4 years (Stanford-Binet) and 7 years (Wechsler Intelligence Scale for Children), twins had lower scores of about one third to one half of a standard deviation (Myrianthopoulos et al, 1976). Twins came from families with similar socioeconomic backgrounds to the whole population.…”

mentioning

confidence: 99%