AbstractsPsychology

This study explored knowledge and attitudes about twins in a sample of 326 undergraduate students; 20 students in the sample self-identified as twins. There were small but significant correlations between student's knowledge about twins' scores and positive attitude toward twins scores, and an inverse correlation between knowledge about twins and the negative attitudes toward twins score. Additionally, a small but significant correlation was found between individual's knowledge about twins and the number of twins in their social sphere. Positive attitudes about twin's scores were also significantly correlated with number of twin pairs known to the respondent and with rated degree of closeness to twins. Finally, an independent samples t-test revealed a significant difference between twin's and non-twin's positive attitudes about twins, with twins having more positive attitudes about twins than non-twins. A frequency analysis of survey items revealed that, in general, participants were familiar with basic information about twins, but were less knowledgeable about less commonly reported information about twins. While most student attitude scores appear to have been fairly neutral, exposure to twins is associated with more positive attitudes and greater knowledge, which is consistent with findings regarding other attitudes toward minority groups. Replicating these findings with a larger, more heterogeneous sample is recommended to further expand our knowledge in this area.