we have national emergencies that must be dealt with and we have to tell the truth. now on bbc news. split at birth: twins divided—in the 1960s, an adoption agency split up infant twins and placed them in different families as part of a controversial study, having a seismic impact on many of their lives. february of 2018, there was a 2020 episode about the louise wise agency separating identical twins back in the late 60s and my older sister who was adopted called me and said, can you imagine if either of us was a twin and i remember getting a shipper all over my body thinking, wow, what if this was real? in the

19605, wow, what if this was real? in the 1960s, and adoption agency in new york began a policy to deliberately split up identical and fraternal twins and place the infants in different families. the adoptive parents were never told that their children had siblings. film; parents were never told that their children had siblings.— children had siblings. any one ado ted children had siblings. any one adapted in — children had siblings. any one adopted in the _ children had siblings. any one adopted in the 60s _ children had siblings. any one adopted in the 60s have - children had siblings. any one| adopted in the 60s have every children had siblings. any one - adopted in the 60s have every right to think perhaps they have a twin. they were placed in a controversial study to explore what makes us who we are and how much is defined by nature versus nurture. but at what cost? ~ . , ., , cost? what they did was so unethical. _ cost? what they did was so unethical, so _ cost? what they did was so unethical, so amoral. - stories of 20 have long captured human imagination. there is something beguiling about having an identical copy of yourself and the

resulting bond that would create. identical twins share all their genes having split from a single fertilised egg in the first two weeks after conception. fraternal twins share have the genes on average. the result when a women releases to exert the same time and they are fertilised by two separate spurn so they have 50% of their genes in common on average like ordinary siblings. compare a resemblance in identical twins to fraternal twins, gives a handle on whether or not genetics has an effect. it would have identical twins were more alike and they invariably are. for twins were more alike and they invariably are.— twins were more alike and they invariably are. for decades, they have been _ invariably are. for decades, they have been the _ invariably are. for decades, they have been the focus _ invariably are. for decades, they have been the focus of— invariably are. for decades, they have been the focus of scientific| have been the focus of scientific research. the study came to light when identical triplets separated at birth accidentally discovered each other. it birth accidentally discovered each other. , , ., ., , birth accidentally discovered each other. , , ., , other. it gives us enormous insight into how we _ other. it gives us enormous insight into how we come _ other. it gives us enormous insight into how we come to _ other. it gives us enormous insight into how we come to be _

other. it gives us enormous insight into how we come to be the - other. it gives us enormous insight into how we come to be the way i other. it gives us enormous insight i into how we come to be the way that we are _ into how we come to be the way that we are twin— into how we come to be the way that we are. twin studies are a natural modeh _ we are. twin studies are a natural model. looking at genetic and environmental influence on behaviour and what _ environmental influence on behaviour and what we're finding is that many more _ and what we're finding is that many more behaviours than we would have thought _ more behaviours than we would have thought to _ more behaviours than we would have thought to have a genetic component to them _ thought to have a genetic component to them to_ thought to have a genetic component to them. ., , ., , ., to them. to try to understand the uniuue to them. to try to understand the unique relationship _ to them. to try to understand the unique relationship 20 _ to them. to try to understand the unique relationship 20 have - to them. to try to understand the unique relationship 20 have i- to them. to try to understand the | unique relationship 20 have i went to visit pauline and pamela, identical twins who grew up together in east london. i identical twins who grew up together in east london.— in east london. i can look at her and i know— in east london. i can look at her and i know what _ in east london. i can look at her and i know what she's _ in east london. i can look at her and i know what she's thinking. | in east london. i can look at her - and i know what she's thinking. and i know what she is feeling. and if it is something funny then that is it. you can't do a thing with us, can you?— it. you can't do a thing with us, can ou? �* ., , ., can you? and tell me a bit more about what _ can you? and tell me a bit more about what your _ can you? and tell me a bit more about what your unique - can you? and tell me a bit more about what your unique bond . can you? and tell me a bit more about what your unique bond is | can you? and tell me a bit more - about what your unique bond is like. so hard to describe that our lives, because of the virtue that we are twins, i think we are more entwined. it is like you are the other half. we have — it is like you are the other half. we have always said that. you might know, _ we have always said that. you might know. i_ we have always said that. you might know, i think that is right. we right — know, i think that is right. we right we _ know, i think that is right. we right. we know we started off as one

and then— right. we know we started off as one and then we — right. we know we started off as one and then we split. and it feels like that _ and then we split. and it feels like that you — and then we split. and it feels like that. you look so light i cannot tell as — that. you look so light i cannot tell as a — that. you look so light i cannot tell as a part, could you? that. you look so light i cannot tellas a part, could you? no. me tell as a part, could you? no. me and m tellas a part, could you? i157. me and my shadow, it is unique and were lucky— and my shadow, it is unique and were lucky to— and my shadow, it is unique and were lucky to have — and my shadow, it is unique and were lucky to have it. and my shadow, it is unique and were lucky to have it— lucky to have it. what was it like crowinu lucky to have it. what was it like growing up _ lucky to have it. what was it like growing up with _ lucky to have it. what was it like growing up with identical - lucky to have it. what was it like growing up with identical twin? l growing up with identical twin? wheel was new and there was something wrong with the other one. so she was always there. she is going _ so she was always there. she is going to — so she was always there. she is going to cry now. | so she was always there. she is going to cry now-— so she was always there. she is going to cry now. i spent many years lookin: at going to cry now. i spent many years looking at identical _ going to cry now. i spent many years looking at identical and _ going to cry now. i spent many years looking at identical and fraternal- looking at identical and fraternal twins separated at birth. it is important to include different earners because they are the natural control group and what got me into twin research initially is because i am a fraternal twin and i was fascinated with the similarities and differences, mostly differences, that my sister and i have. i used to wonder as a child how this could be if we had the same parents and same environment. if we had the same parents and same environment-— environment. though it is rare, twins are _ environment. though it is rare, twins are raised _ environment. though it is rare, twins are raised apart - environment. though it is rare, twins are raised apart for - environment. though it is rare, twins are raised apart for a - environment. though it is rare, i twins are raised apart for a variety of reasons from parents splitting up and taking one child each to mix up and taking one child each to mix up

and invent wards but never before had twins been separated as part of policy. when i first got to the university of minnesota in 1982 a head about this controversial study in new york city that took place in the 1960s and 70s in which an adoption agency, the reason why services, felt that it was beneficial to twins to be separated, to grow up to develop their own identity. at the time, there was a researcher at the child development centre at the jewish board researcher at the child development centre at thejewish board of guardians who had wanted to study twins raised apart and he was a sample. 15 twins raised apart and he was a samle. , ., .., ., ., sample. is a colleague and friend who was the _ sample. is a colleague and friend who was the adviser _ sample. is a colleague and friend who was the adviser to _ sample. is a colleague and friend who was the adviser to the - sample. is a colleague and friend i who was the adviser to the adoption agency called louise wise services so she placed a set of twins into families back in the 1950s. when she told neubauer about it he said, they must be studied. same at the scientists, you know, the

masterminds of this study. neubauer and benard. , , ., , and benard. they were deliberately divided as infants _ and benard. they were deliberately divided as infants as _ and benard. they were deliberately divided as infants as part _ and benard. they were deliberately divided as infants as part of- and benard. they were deliberately divided as infants as part of the - divided as infants as part of the research programme. they only met as teenagers by chance. we research programme. they only met as teenagers by chance.— teenagers by chance. we were really derived of teenagers by chance. we were really deprived of being _ teenagers by chance. we were really deprived of being sisters, _ teenagers by chance. we were really deprived of being sisters, let - teenagers by chance. we were really deprived of being sisters, let alone l deprived of being sisters, let alone twins. i think it isjust deprived of being sisters, let alone twins. i think it is just horrible what they did. we twins. i think it is 'ust horrible what they did.— twins. i think it is 'ust horrible whatthe did. ~ ., ., what they did. we met with a doctor to find out why _ what they did. we met with a doctor to find out why they _ what they did. we met with a doctor to find out why they split _ what they did. we met with a doctor to find out why they split us - what they did. we met with a doctor to find out why they split us up - what they did. we met with a doctor to find out why they split us up and l to find out why they split us up and she just _ to find out why they split us up and she just kept saying, they were satisfying, you know, to families who could — satisfying, you know, to families who could not have children. we thought — who could not have children. we thought it — who could not have children. we thought it would be better when it come— thought it would be better when it comes to — thought it would be better when it comes to competition, for twins to have _ comes to competition, for twins to have their— comes to competition, for twins to have their own identity. and not grow— have their own identity. and not grow up— have their own identity. and not grow up together.— grow up together. parents were dressed alike _ grow up together. parents were dressed alike and _ grow up together. parents were dressed alike and treat - grow up together. parents were dressed alike and treat them i grow up together. parents were i dressed alike and treat them exactly the same and in her terminology, shared an ego. so she did not think that was very healthy. thea;r shared an ego. so she did not think that was very healthy.— that was very healthy. they said it was backed _ that was very healthy. they said it was backed by _ that was very healthy. they said it was backed by the _ that was very healthy. they said it was backed by the child _ that was very healthy. they said it was backed by the child develop i that was very healthy. they said it i was backed by the child develop mid literature at the time but i can tell you, honestly, there is no such child development literature existence. they never made studies. the louise wise services, a

well—respected entity at one time, has long since shutdown, passing on v codes to thejewish board. they strongly distance themselves from the research. strongly distance themselves from the research-— the research. there were fraternal twins separated _ the research. there were fraternal twins separated but _ the research. there were fraternal twins separated but not _ the research. there were fraternal twins separated but not studied. l twins separated but not studied. alison and her fraternal twin sister michelle were split up by the agency. they met by chance as adults agency. they met by chance as adults age 5a. she agency. they met by chance as adults a.e 54. ,, , ., . agency. they met by chance as adults aceslo. ,, . , ., agency. they met by chance as adults age 54. she said juve should take this because _ age 54. she said juve should take this because this _ age 54. she said juve should take this because this is _ age 54. she said juve should take this because this is maybe i age 54. she said juve should take this because this is maybe bigger| this because this is maybe bigger than you — this because this is maybe bigger than ou. , , , , than you. this is my first conversation _ than you. this is my first conversation with i than you. this is my first conversation with her. it| than you. this is my first i conversation with her. it feels than you. this is my first - conversation with her. it feels like yesterday. i conversation with her. it feels like esterda . ., , ~ ., ., yesterday. i really think we owe a lot of people _ yesterday. i really think we owe a lot of people some _ yesterday. i really think we owe a lot of people some help - yesterday. i really think we owe a lot of people some help with i yesterday. i really think we owe a lot of people some help with this | lot of people some help with this too, to— lot of people some help with this too, to such a wrong that they did. of too, to such a wrong that they did. of the _ too, to such a wrong that they did. of the adoption agency began to of the adoption agency began to split up twins, social workers within the agency voiced objections. so even though they were able to

push this through, it was not unanimous by any stretch of the imagination and that was not something neubauer had let on. he said, this was the practice of the time. , , , , , ., said, this was the practice of the time. , , said, this was the practice of the time. , i, time. they split us up to study us. we were part _ time. they split us up to study us. we were part of — time. they split us up to study us. we were part of this _ time. they split us up to study us. we were part of this child - time. they split us up to study us. we were part of this child study. l we were part of this child study. nature versus nurture. he is one of the few researchers who have spoken publicly about their experiences. i joined a study in 1968. i was 24. my job is to organise the data and it was a wealth of data so the idea was to try to tease out what differences there might be as a result of the different families that they were raised in. to be able to understand the relative contribution of hereditary versus environment. part of what we did during the time i was on the study, which was maybe ten months, was to go and visit the

twins and i would test the child and do some film samples of them. thea;r do some film samples of them. they would rive do some film samples of them. they would give me _ do some film samples of them. they would give me these _ do some film samples of them. they would give me these exams, these tests— would give me these exams, these tests and _ would give me these exams, these tests and would be filming them and ithink— tests and would be filming them and i think i_ tests and would be filming them and i think i felt very anxious when they— i think i felt very anxious when they would come to the house. and there are many. — they would come to the house. and there are many, many tests given to them _ there are many, many tests given to them. intelligence, _ there are many, many tests given to them. intelligence, personality, i them. intelligence, personality, motion — them. intelligence, personality, motion relative. _ them. intelligence, personality, motion relative. they— them. intelligence, personality, motion relative. they were i them. intelligence, personality, i motion relative. they were filmed, they were — motion relative. they were filmed, they were photographed, - motion relative. they were filmed, they were photographed, they i motion relative. they were filmed, i they were photographed, they were observed _ they were photographed, they were observed the — they were photographed, they were observed. the reason _ they were photographed, they were observed. the reason it— they were photographed, they were observed. the reason it was- they were photographed, they were observed. the reason it was done . they were photographed, they were . observed. the reason it was done was because _ observed. the reason it was done was because the _ observed. the reason it was done was because the researchers _ observed. the reason it was done was because the researchers felt - because the researchers felt previous _ because the researchers felt previous twins _ because the researchers felt previous twins raised - because the researchers felt previous twins raised apart i because the researchers felt - previous twins raised apart studies looked _ previous twins raised apart studies looked retrospectively— previous twins raised apart studies looked retrospectively at _ looked retrospectively at development _ looked retrospectively at development and - looked retrospectively at development and if i looked retrospectively at development and if they| looked retrospectively at i development and if they could looked retrospectively at - development and if they could not capture _ development and if they could not capture development— development and if they could not capture development in— development and if they could not| capture development in real—time. development and if they could not i capture development in real—time. he an opportunity— capture development in real—time. he an opportunity to _ capture development in real—time. he an opportunity to track _ capture development in real—time. he an opportunity to track development i an opportunity to track development in real— an opportunity to track development in real time — an opportunity to track development in real time as — an opportunity to track development in real time as it— an opportunity to track development in real time as it unfolded. - an opportunity to track development in real time as it unfolded. the i in real time as it unfolded. the twins _ in real time as it unfolded. the twins were _ in real time as it unfolded. the twins were plate _ in real time as it unfolded. the twins were plate with - in real time as it unfolded. the twins were plate with adoptedl twins were plate with adopted families— twins were plate with adopted families who _ twins were plate with adopted families who were _ twins were plate with adopted families who were not - twins were plate with adopted families who were not told i twins were plate with adopted i families who were not told the real purpose _ families who were not told the real purpose of — families who were not told the real purpose of the _ families who were not told the real purpose of the study. _ families who were not told the real purpose of the study. they- families who were not told the real purpose of the study. they were i

families who were not told the real i purpose of the study. they were told only that _ purpose of the study. they were told only that their— purpose of the study. they were told only that their child _ purpose of the study. they were told only that their child was _ purpose of the study. they were told only that their child was in _ purpose of the study. they were told only that their child was in a - purpose of the study. they were told only that their child was in a child i only that their child was in a child development _ only that their child was in a child development study, _ only that their child was in a child development study, was - only that their child was in a child development study, was alreadyi development study, was already involved. — development study, was already involved. and _ development study, was already involved, and it _ development study, was already involved, and it was _ development study, was already involved, and it was obvious - development study, was already involved, and it was obvious if. development study, was already. involved, and it was obvious if they did not— involved, and it was obvious if they did not accept— involved, and it was obvious if they did not accept the _ involved, and it was obvious if they did not accept the study, _ involved, and it was obvious if they did not accept the study, they - involved, and it was obvious if they did not accept the study, they did i did not accept the study, they did not accept — did not accept the study, they did not accept researchers _ did not accept the study, they did not accept researchers coming. did not accept the study, they did not accept researchers coming to| did not accept the study, they did . not accept researchers coming to the home _ not accept researchers coming to the home periodically— not accept researchers coming to the home periodically they— not accept researchers coming to the home periodically they probably - home periodically they probably would _ home periodically they probably would not — home periodically they probably would not get _ home periodically they probably would not get this _ home periodically they probably would not get this child. - home periodically they probably would not get this child. the? l home periodically they probably would not get this child. they all had an older _ would not get this child. they all had an older sibling _ would not get this child. they all had an older sibling who - would not get this child. they all had an older sibling who had - would not get this child. they all. had an older sibling who had been adopted from louise wise and that was the hook they had in terms of getting parents to agree because they had an older sibling adopted there was a sense of how confident there was a sense of how confident the parents were.— there was a sense of how confident the parents were. these were parents deserate the parents were. these were parents desnerate to — the parents were. these were parents desperate to have _ the parents were. these were parents desperate to have children. _ the parents were. these were parents desperate to have children. one - desperate to have children. one mother said i would learn to fly if i could have a child and so they could learn more about their child in psychology and adoption. she was a site major— in psychology and adoption. she was a site major and _ in psychology and adoption. she was a site major and she _ in psychology and adoption. she was a site major and she knew— in psychology and adoption. she was a site major and she knew the - a site major and she knew the importance of child development studies _ importance of child development studies and the fact that it was a twin study, they were not told the truth _ twin study, they were not told the truth. . , twin study, they were not told the truth. , , ,., ., ., truth. the study soon run into

issues. some _ truth. the study soon run into issues. some of _ truth. the study soon run into issues. some of them - truth. the study soon run into issues. some of them are - truth. the study soon run into l issues. some of them are upset truth. the study soon run into - issues. some of them are upset by the study and _ issues. some of them are upset by the study and didn't _ issues. some of them are upset by the study and didn't want - issues. some of them are upset by the study and didn't want to - issues. some of them are upset by the study and didn't want to do - issues. some of them are upset by the study and didn't want to do it l the study and didn't want to do it any longer. apparently the researchers ran out of funding. it researchers ran out of funding. it had always been a shoestring operation. it was really self—funded, pretty much, by neubauerand self—funded, pretty much, by neubauer and benard. and self-funded, pretty much, by neubauer and benard. and so the study pretty _ neubauer and benard. and so the study pretty much _ neubauer and benard. and so the study pretty much came - neubauer and benard. and so the study pretty much came to - neubauer and benard. and so the study pretty much came to a - neubauer and benard. and so the | study pretty much came to a close but there were other problems, too. in the late 19705, there was a real interest in informed consent procedures in this country. are there is a professor at nyu and medical ethics expert. said there is a professor at nyu and medical ethics expert.- medical ethics expert. said a landscape — medical ethics expert. said a landscape of— medical ethics expert. said a landscape of ethics _ medical ethics expert. said a landscape of ethics in - medical ethics expert. said a i landscape of ethics in research during the 605 was a mixed bag. we had terrible experiments conducted ijy had terrible experiments conducted by german 5cienti5t5 had terrible experiments conducted by german scientists and a5 a result it issued codes of ethics to bind researchers internationally. the number one principle in the helsinki code of ethics wa5

number one principle in the helsinki code of ethics was the informed consent of all subjects is absolutely essential. however, there are violations of that code which, ijy are violations of that code which, by the way, was written by western judges including americans. it was as if we said, well, the nazis had done bad things but american researchers, we don't have to worry about that, we would not do such bad things. but we were doing terrible things. but we were doing terrible things when this experiment took place in the 605 as part of a series of these violations. place in the 60s as part of a series of these violations.— of these violations. there were informed consent _ of these violations. there were informed consent forms - of these violations. there were | informed consent forms drafted of these violations. there were - informed consent forms drafted but never properly signed. they try to make it ethical by making parents to sign it but some did not and some did not think the farm adequately covered what their child had been through. covered what their child had been throu . h. ., . through. children who were related to one another _ through. children who were related to one another and _ through. children who were related to one another and adopted - through. children who were related to one another and adopted to - to one another and adopted to different families and the children and the families did not know they siblings and that is an incredible violation of their right to know. when they are bamboozled into the

study they absolutely have a right to know. ~ . . study they absolutely have a right to know. ~ . , ., . to know. was wrong, unethical and damauuin to know. was wrong, unethical and damaging to _ to know. was wrong, unethical and damaging to individuals. _ to know. was wrong, unethical and damaging to individuals. after- to know. was wrong, unethical and damaging to individuals. after an l damaging to individuals. after an offer to pursue — damaging to individuals. after an offer to pursue a _ damaging to individuals. after an offer to pursue a career, - damaging to individuals. after an offer to pursue a career, he - offer to pursue a career, he resigned afterjust 12 months. i wondered what had been the outcome of the study. years went by and i never heard of any reports. that was surprising because this was such a unique study. i became an investigator of reporters. i began to track down people who knew anything about the study. together they would confront a 90 manual neubauer. the he asked how they could justify this without informing the parents and he defended the practice, saying that, again, it was

bernard's idea. he was not going to acknowledge any responsibility for having done anything wrong so he decided his heels in. so he asked, what was the plan if they had met one another by chance because they were all in the metropolitan area. cathy and laurie almost met by accident. ~ . , . ., , accident. when i was around six, i used to play _ accident. when i was around six, i used to play with _ accident. when i was around six, i used to play with my _ accident. when i was around six, i used to play with my neighbour. accident. when i was around six, i | used to play with my neighbour two doors down and they said to me we met a girl who looked just like you and acted like you and talks like you and i neverforget him and his brother when i was in fifth grade said we met your twin sister and i

said, i don't have a twin sister and he said, oh yes, you do. the said, i don't have a twin sister and he said, oh yes, you do.— he said, oh yes, you do. the girls were pulled _ he said, oh yes, you do. the girls were pulled from _ he said, oh yes, you do. the girls were pulled from the _ he said, oh yes, you do. the girls were pulled from the study - he said, oh yes, you do. the girls were pulled from the study afterl were pulled from the study after because they felt it would affect the data. ., , . the data. the horrible thing about this was that _ the data. the horrible thing about this was that he _ the data. the horrible thing about this was that he told _ the data. the horrible thing about this was that he told both - the data. the horrible thing about this was that he told both parentsi this was that he told both parents these twins cannot meet and do not tell them that they are twin so the parents had to live with this difficult important knowledge and never tell their child. both girls were dancers and when they met, they were dancers and when they met, they were 17 and then met without their parents knowledge. is were 17 and then met without their parents knowledge.— were 17 and then met without their parents knowledge. is crossing the street and just _ parents knowledge. is crossing the street and just so _ parents knowledge. is crossing the street and just so the _ parents knowledge. is crossing the street and just so the way - parents knowledge. is crossing the street and just so the way she - street and just so the way she walked — street and just so the way she walked and the big smile on her face _ walked and the big smile on her face. yeah, then we had. it was quite _ face. yeah, then we had. it was quite an— face. yeah, then we had. it was quite an experience. it face. yeah, then we had. it was quite an experience.— face. yeah, then we had. it was quite an experience. it was surreal. i felt that quite an experience. it was surreal. i felt that l — quite an experience. it was surreal. i felt that i was _ quite an experience. it was surreal. i felt that i was staring _ quite an experience. it was surreal. i felt that i was staring at _ quite an experience. it was surreal. i felt that i was staring at myself. i felt that i was staring at myself in the _ i felt that i was staring at myself in the mirror~ _ i felt that i was staring at myself in the mirror. i— i felt that i was staring at myself in the mirror. i was— i felt that i was staring at myself in the mirror. i was in— i felt that i was staring at myself in the mirror. i was in search - i felt that i was staring at myself in the mirror. i was in search ofl in the mirror. i was in search of the whole — in the mirror. i was in search of the whole thing. _

in the mirror. i was in search of the whole thing.— in the mirror. i was in search of the whole thing. there are so many similarities and _ the whole thing. there are so many similarities and we _ the whole thing. there are so many similarities and we shared - the whole thing. there are so many similarities and we shared so - the whole thing. there are so many similarities and we shared so many| similarities and we shared so many similar— similarities and we shared so many similar feelings and perceptions and artistic— similar feelings and perceptions and artistic inclinations.— artistic inclinations. when i met with these _ artistic inclinations. when i met with these kids _ artistic inclinations. when i met with these kids i _ artistic inclinations. when i met with these kids i was _ artistic inclinations. when i met with these kids i was struck - artistic inclinations. when i met with these kids i was struck by l artistic inclinations. when i met. with these kids i was struck by how similar— with these kids i was struck by how similar they— with these kids i was struck by how similarthey were. _ with these kids i was struck by how similar they were. not _ with these kids i was struck by how similar they were. not just - with these kids i was struck by how similar they were. not just the - similar they were. not just the similar— similar they were. not just the similar physical— similar they were. not just the similar physical appearance . similar they were. not just the| similar physical appearance but whole — similar physical appearance but whole personalities. _ similar physical appearance but whole personalities. it - similar physical appearance but whole personalities. it was - similar physical appearance but. whole personalities. it was quite clear— whole personalities. it was quite clear to — whole personalities. it was quite clear to me _ whole personalities. it was quite clear to me that _ whole personalities. it was quite clear to me that the _ whole personalities. it was quite clear to me that the genetic- clear to me that the genetic influences _ clear to me that the genetic influences were _ clear to me that the genetic influences were very - clear to me that the genetic| influences were very strong. clear to me that the genetic influences were very strong. these were psychoanalytic _ influences were very strong. these were psychoanalytic the _ influences were very strong.- were psychoanalytic the orientated researchers who placed heavy weight on environmental influences on parenting and suddenly they are confronted with twins raised apart to end up being very, very similar. the beauty of identical twins raised apart is that they share only their genes and not their environment so any resemblance between them is tied to their common genes. genetics is not everything, but it does explain a great deal of why we differ, one

person to another. we find that height and weight have substantial genetic components. we found that general intelligence has a substantial genetic components of the less than some of the physical traits like height and weight and brainwaves. nevertheless, a substantial genetic component at a special mental abilities and then we drop down a bit when we get to job satisfaction. probably the most surprising findings have been things like religiosity. how much you invest in religious activities and interests and political attitudes and social attitudes have a genetic component to them.— and social attitudes have a genetic component to them. these findings come from years — component to them. these findings come from years of— component to them. these findings come from years of data _ component to them. these findings come from years of data collected l come from years of data collected from retrospective studies of twins raised apart and not the neubauer project which itself was fundamentally flawed as it did not include a control group of ten or 20 were also separated. this was the reality of alison and michelle even though they were not studied. mr;

reality of alison and michelle even though they were not studied. my son nets an though they were not studied. my son gets an e-mail_ though they were not studied. my son gets an e-mail on _ though they were not studied. my son gets an e-mail on ancestry _ though they were not studied. my son gets an e-mail on ancestry from - though they were not studied. my son gets an e-mail on ancestry from a - gets an e—mail on ancestry from a women in newjersey who basically blurts out and said, i am your mother's twin sister. michelle and i got connected and were reunited and it was unbelievable. you know, physically there were a lot of things that were similar. you could tell we were sisters. there are a lot of pictures of us wearing clothing that is so similar and we grew up on opposite coasts so it is pretty incredible. the more we got to know each other, the more that we realised we were similar. emotionally. and how we looked at life and how we lived our life. we find some amazing similarities in identical twins raised apart, many more that we would have anticipated not just more that we would have anticipated notjust in the more traditional areas but in some unusual habits such as a pair of twins who voted to scatter love letters around the house to their wives about bit the nails and had the same mixed her

date syndrome in the same way as if someone was beating on the head with a hammer. these are very challenging and you can ask yourself are these due to random chance? my answer to thatis due to random chance? my answer to that is no, they're not. and the rarer they are the more it is somehow tied to their genes and how that interacts with their environment to produce these kinds of unusual similarities. this environment to produce these kinds of unusual similarities.— of unusual similarities. this is certainly the _ of unusual similarities. this is certainly the case _ of unusual similarities. this is certainly the case for - of unusual similarities. this is certainly the case for pauline | of unusual similarities. this is . certainly the case for pauline and pamela who mirror each other in extraordinary ways. i pamela who mirror each other in extraordinary ways.— pamela who mirror each other in extraordinary ways. i always knew she was pregnant _ extraordinary ways. i always knew she was pregnant at _ extraordinary ways. i always knew she was pregnant at the _ extraordinary ways. i always knew she was pregnant at the same - extraordinary ways. i always knew. she was pregnant at the same time she was pregnant at the same time she would — she was pregnant at the same time she would because i used to get the pregnancy— she would because i used to get the pregnancy arthritis. becomes a means you are _ pregnancy arthritis. becomes a means you are pregnant again, haven't you? so mad _ you are pregnant again, haven't you? so mad with — you are pregnant again, haven't you? so mad with had similar operations but it— so mad with had similar operations but it might be the other leg. we do sort of— but it might be the other leg. we do sort of mother each other and it is bizarre _ sort of mother each other and it is bizarre. ~ , ., , . . h, sort of mother each other and it is bizarre. ~ , ., , . . ,., . bizarre. when people hear about hear about twin studies _ bizarre. when people hear about hear about twin studies and _ bizarre. when people hear about hear about twin studies and how— bizarre. when people hear about hear about twin studies and how much - bizarre. when people hear about hear about twin studies and how much of. about twin studies and how much of our nature seem to be genetic the determine does that take away from our own sense of agency or our own control? it our own sense of agency or our own control? . our own sense of agency or our own control? , ,., . our own sense of agency or our own

control? , . ., control? it is important to appreciate _ control? it is important to appreciate that _ control? it is important to appreciate that genes - control? it is important to - appreciate that genes predispose control? it is important to _ appreciate that genes predispose but they do not provide the final word. just because you have a gene does not mean it will be expressed. we all have genes that would be expressed given a particular environment. with identical twins, they have the same dna. but sometimes it can occur in one twin are not the other and this can create differences between them and these environmental differences that trigger different gene expression might even start in the wind. 50 it does not mean we are set in stone we can change. does not mean we are set in stone we can change-— can change. describe how you to complement _ can change. describe how you to complement each _ can change. describe how you to complement each other. - can change. describe how you to i complement each other. although can change. describe how you to - complement each other. although you are identical. — complement each other. although you are identical, different _ complement each other. although you are identical, different as _ complement each other. although you are identical, different as well. - are identical, different as well. you got — are identical, different as well. you got your own opinions and personalities. robin had one half of the bedroom and i had the other and hers was— the bedroom and i had the other and hers was pristine and dusted and mine _ hers was pristine and dusted and mine was— hers was pristine and dusted and mine was like a tip. i was very

dirty— mine was like a tip. i was very girlyand— mine was like a tip. i was very girly and she was very tomboyish. | girly and she was very tomboyish. i was girly and she was very tomboyish. was more girly and she was very tomboyish. i was more academic, pam is dyslexic. we did _ was more academic, pam is dyslexic. we did not— was more academic, pam is dyslexic. we did not know— was more academic, pam is dyslexic. we did not know that— was more academic, pam is dyslexic. we did not know that then. _ was more academic, pam is dyslexic. we did not know that then. she - was more academic, pam is dyslexic. we did not know that then. she is - was more academic, pam is dyslexic. we did not know that then. she is a i we did not know that then. she is a more _ we did not know that then. she is a more creative _ we did not know that then. she is a more creative. i'm _ we did not know that then. she is a more creative. i'm not _ we did not know that then. she is a more creative. i'm not at _ we did not know that then. she is a more creative. i'm not at all- more creative. i'm not at all creative _ more creative. i'm not at all creative. when _ more creative. i'm not at all creative. when i— more creative. i'm not at all creative. when i was - more creative. i'm not at all creative. when i was a - more creative. i'm not at all creative. when i was a child| more creative. i'm not at all- creative. when i was a child the one thing _ creative. when i was a child the one thing always — creative. when i was a child the one thing always wanted _ creative. when i was a child the one thing always wanted to _ creative. when i was a child the one thing always wanted to do _ creative. when i was a child the one thing always wanted to do was - creative. when i was a child the one thing always wanted to do was joini thing always wanted to do was join the police. — thing always wanted to do was join the police, from _ thing always wanted to do was join the police, from about _ thing always wanted to do was join the police, from about the - thing always wanted to do was join the police, from about the age - thing always wanted to do was join the police, from about the age of. the police, from about the age of four~ _ the police, from about the age of four~ iti— the police, from about the age of four. , ., ., :: , . the police, from about the age of four. ,~. ., :: , . ;;:: , four. if you told me 20s and 30s i would have _ four. if you told me 20s and 30s i would have gone, _ four. if you told me 20s and 30s i would have gone, never- four. if you told me 20s and 30s i would have gone, never in - four. if you told me 20s and 30s i would have gone, never in a - four. if you told me 20s and 30s i i would have gone, never in a million years _ would have gone, never in a million years it _ would have gone, never in a million years it is — would have gone, never in a million years. it is weird because identical twins. _ years. it is weird because identical twins. a _ years. it is weird because identical twins. a lot— years. it is weird because identical twins, a lot of the time, as they -et twins, a lot of the time, as they get older. — twins, a lot of the time, as they get older, they grow apart but gradually, we have just grown into each other. — gradually, we have just grown into each other, really. we look more like now — each other, really. we look more like now. with other for as long as we can _ like now. with other for as long as we can we — like now. with other for as long as we can. we willjust do that forever. _ we can. we willjust do that forever, now, really. i we can. we willjust do that forever, now, really.- forever, now, really. i can't imagine- — forever, now, really. i can't imagine- l— forever, now, really. i can't imagine. ithink— forever, now, really. i can't imagine. i think it - forever, now, really. i can't imagine. i think it would . forever, now, really. i can't imagine. i think it would be forever, now, really. i can't- imagine. i think it would be the cruellest thing if you are twin and you didn't know you were a twin until you've reached a certain age. you would have got on with your life but i think, when you actually told, look back at everything we have done together from look back at everything we have done togetherfrom dot look back at everything we have done together from dot i would just feel so cross and so angry that we had missed out on all those chances and, you know, this unique relationship.

you would never have that forever person next year so i think it tragic, actually.— person next year so i think it tragic, actually. you can really cause severe _ tragic, actually. you can really cause severe harm, _ tragic, actually. you can really| cause severe harm, disruption, battles— cause severe harm, disruption, battles down the road between children — battles down the road between children and their parents, potential for harm is real. the potential— potential for harm is real. the potential for harm is real. the potential for violation of basic rights. — potential for violation of basic rights, absolutely present. once for united, alison _ rights, absolutely present. once for united, alison and _ rights, absolutely present. once for united, alison and michelle - rights, absolutely present. once for united, alison and michelle had - rights, absolutely present. once for| united, alison and michelle had less than three years together. michelle passed away from pancreatic cancer in early 2022. alison feels her loss keenly. i in early 2022. alison feels her loss keenl . . . . in early 2022. alison feels her loss keenl . ., , ., in early 2022. alison feels her loss keenl. , ., . ., keenly. i was 'ust in or about how and smart — keenly. i wasjust in or about how and smart she — keenly. i wasjust in or about how and smart she was _ keenly. i wasjust in or about how and smart she was and _ keenly. i wasjust in or about how and smart she was and she - keenly. i wasjust in or about how and smart she was and she was i and smart she was and she was positive. just literally to the very end and i try to, like, learn from that and live from that and try to have that be the way that i am living my life because i met her. for laurie and cathy the impact of finding out that they were separated has been profound. taste

finding out that they were separated has been profound.— finding out that they were separated has been profound. we could never go back because — has been profound. we could never go back because we _ has been profound. we could never go back because we were _ has been profound. we could never go back because we were twins _ has been profound. we could never go back because we were twins but - has been profound. we could never go back because we were twins but we . back because we were twins but we were not— back because we were twins but we were not sisters. we did not go out together— were not sisters. we did not go out together and even to this day, that has been _ together and even to this day, that has been a — together and even to this day, that has been a very difficult part of our relationship. maybe you need somebody, you say i am a twin, they say that— somebody, you say i am a twin, they say that been so much fun growing up together— say that been so much fun growing up together and you dress the same and you look— together and you dress the same and you look the same and instead of saying. _ you look the same and instead of saying. no. — you look the same and instead of saying, no, that didn't happen, we were _ saying, no, that didn't happen, we were separated, just do not want to have to _ were separated, just do not want to have to go — were separated, just do not want to have to go into that and would lie because _ have to go into that and would lie because i— have to go into that and would lie because ijust didn't feel like going — because ijust didn't feel like going into the whole story. and to continue _ going into the whole story. and to continue the legacy of the secret sister. _ continue the legacy of the secret sister. it— continue the legacy of the secret sister, it has been difficult so i am sort — sister, it has been difficult so i am sort of— sister, it has been difficult so i am sort of glad that hopefully, people — am sort of glad that hopefully, people will see this and maybe does not have _ people will see this and maybe does not have to — people will see this and maybe does not have to be such a big secret any more _ not have to be such a big secret any more. ,, , ~ , not have to be such a big secret any more. ,, ,~ ,,, not have to be such a big secret any more. ,, ,~ , more. she is like my best friends now. more. she is like my best friends now- now — more. she is like my best friends now- now it _ more. she is like my best friends now. now it is _ more. she is like my best friends now. now it is a _

more. she is like my best friends now. now it is a loving _ now. now it is a loving relationship. _ now. now it is a loving relationship. so - now. now it is a loving i relationship. so whatever now. now it is a loving _ relationship. so whatever happened to the data that _ relationship. so whatever happened to the data that was _ relationship. so whatever happened to the data that was collected? - relationship. so whatever happened to the data that was collected? the | to the data that was collected? the data was a to the data that was collected? the: data was a mess. to the data that was collected? t't;e: data was a mess. it to the data that was collected? tt9 data was a mess. it was just to the data that was collected? tt9 data was a mess. it wasjust not data was a mess. it was just not well—organised. they did not really seem to have an understanding of the proper way to handle it from a scientific viewpoint. they were threatened with lawsuits and nothing was published. t did threatened with lawsuits and nothing was published-— was published. i did request the video footage _ was published. i did request the video footage from _ was published. i did request the video footage from cathy - was published. i did request the video footage from cathy and i was published. i did request the - video footage from cathy and laurie but i video footage from cathy and laurie but i was _ video footage from cathy and laurie but i was told that due to privacy concerns — but i was told that due to privacy concerns they can actually share the data with _ concerns they can actually share the data with anyone else. we make people _ data with anyone else. we make people wonder what can we do now, the first— people wonder what can we do now, the first thing is we can make sure that every— the first thing is we can make sure that every twin involved in the study — that every twin involved in the study knows it. they have a right to find out _ study knows it. they have a right to find out what the findings are open they participate in a study and then say you _ they participate in a study and then say you can — they participate in a study and then say you can publish that, you should publish _ say you can publish that, you should publish that. i want but never released _ publish that. i want but never released whatever they wish. at this oint, all released whatever they wish. at this point. all the — released whatever they wish. at this point, all the data _ released whatever they wish. at this point, all the data had _ released whatever they wish. at this point, all the data had been - point, all the data had been sequestered, placed under seal at the yale university archives not to be opened until the year 2065 and the researchers who are now deceased

had claimed that this was done to protect the twins. i do not believe that from unable to buy believe it was done to protect themselves. it was done to protect themselves. it is obviously a subject of wonder. why keep — is obviously a subject of wonder. why keep the records of the research under— why keep the records of the research under seal _ why keep the records of the research under seat i— why keep the records of the research under seal. i think the only explanation i can come up with his embarrassment. for explanation i can come up with his embarrassment.— embarrassment. for the families, ruestions embarrassment. for the families, questions persist _ embarrassment. for the families, questions persist in _ embarrassment. for the families, questions persist in the _ embarrassment. for the families, i questions persist in the experiment has cast a long shadow. it questions persist in the experiment has cast a long shadow.— questions persist in the experiment has cast a long shadow. it makes me emotional thinking _ has cast a long shadow. it makes me emotional thinking about _ has cast a long shadow. it makes me emotional thinking about it _ has cast a long shadow. it makes me emotional thinking about it because l emotional thinking about it because it isiust _ emotional thinking about it because it isjust something _ emotional thinking about it because it is just something that _ emotional thinking about it because it isjust something that i _ emotional thinking about it because it isjust something that ijust- it isjust something that ijust believe — it isjust something that ijust believe you _ it isjust something that ijust believe you don't _ it isjust something that ijust believe you don't do - it isjust something that ijust believe you don't do to - it isjust something that ijusti believe you don't do to people it isjust something that ijust- believe you don't do to people and i think being — believe you don't do to people and i think being fraternal— believe you don't do to people and i think being fraternal twins, - believe you don't do to people and i think being fraternal twins, we - think being fraternal twins, we twins. — think being fraternal twins, we twins. we _ think being fraternal twins, we twins, we felt _ think being fraternal twins, we twins, we felt we _ think being fraternal twins, we twins, we felt we were - think being fraternal twins, we i twins, we felt we were collateral damage — twins, we felt we were collateral damage in — twins, we felt we were collateral damage in this _ twins, we felt we were collateral damage in this whole _ twins, we felt we were collateral damage in this whole louise - twins, we felt we were collaterali damage in this whole louise ways scheme~ — damage in this whole louise ways scheme~ l— damage in this whole louise ways scheme. :, , scheme. i would side with challenging _ scheme. i would side with challenging child - scheme. i would side with challenging child and - scheme. i would side with challenging child and to i scheme. i would side with - challenging child and to deprive me of being a twin and having a sister was just horrible. of being a twin and having a sister wasjust horrible. in of being a twin and having a sister wasjust horrible.— wasjust horrible. in the name of scientific research _ wasjust horrible. in the name of scientific research they - wasjust horrible. in the name of scientific research they had - scientific research they had essentially exploited these families without _ essentially exploited these families without ever using the data. there

are no insights. _ without ever using the data. there are no insights. we _ without ever using the data. there are no insights. we don't - without ever using the data. there are no insights. we don't know . without ever using the data. there are no insights. we don't know what is in there _ are no insights. we don't know what is in there and — are no insights. we don't know what is in there and everywhere _ are no insights. we don't know what is in there and everywhere to - are no insights. we don't know what is in there and everywhere to get. is in there and everywhere to get access— is in there and everywhere to get access to — is in there and everywhere to get access to it— is in there and everywhere to get access to it and _ is in there and everywhere to get access to it and publish - is in there and everywhere to get access to it and publish it, - is in there and everywhere to get access to it and publish it, what. access to it and publish it, what measures— access to it and publish it, what measures with _ access to it and publish it, what measures with that _ access to it and publish it, what measures with that centre - access to it and publish it, whati measures with that centre future researchers? _ measures with that centre future researchers? i_ measures with that centre future researchers? ithink— measures with that centre future researchers? i thinkjust - measures with that centre future i researchers? i thinkjust because you can _ researchers? i thinkjust because you can do — researchers? i thinkjust because you can do a _ researchers? ithinkjust because you can do a study— researchers? i thinkjust because you can do a study does - researchers? i thinkjust because you can do a study does not - researchers? i thinkjust becausel you can do a study does not mean that you _ you can do a study does not mean that you should _ you can do a study does not mean that you should and _ you can do a study does not mean that you should and i— you can do a study does not mean that you should and ijust - you can do a study does not mean that you should and ijust think. you can do a study does not mean that you should and ijust think iti that you should and ijust think it stands _ that you should and ijust think it stands is — that you should and ijust think it stands is a — that you should and ijust think it stands is a great _ that you should and ijust think it stands is a great example - that you should and ijust think it stands is a great example of- that you should and ijust think it stands is a great example of how that you should and ijust think it. stands is a great example of how to do research — stands is a great example of how to do research. they— stands is a great example of how to do research. they should _ stands is a great example of how to do research. they should never, - do research. they should never, evei’. _ do research. they should never, ever. ever— do research. they should never, ever. ever be _ do research. they should never, ever, ever be done. _ the big feature of the weather for july the big feature of the weather for july is how bone dry it has been. parts of hampshire that have had no recordable rain until this month and it is not out of the question that

it is not out of the question that it might stay dry for the whole of this month injust one or two it might stay dry for the whole of this month in just one or two spots. we will see some rain but the majorities across northern and western areas. little if any rain reaching southern and parts of eastern england where it has been especially dry. looking at the radar picture at the moment we can see some men working in from the north—west. some of that is going to be heavy as it moves into the highlands and western isles. patchy rain for northern england, wales and northern ireland. a few patches here and there and across the midlands, eastern england, parts of eastern scotland, it stays dry. i receive the best of the sunshine come across east anglia and the south—east is quite a warm afternoon. more typically, temperatures and the low 205. overnight we will continue with a brisk south—westerly wind dragging on cloud and on for the pulses of rain. it is going to be a pretty one night. temperatures go no lower than 16 or 18 for most of you. we are already off to your one start on sunday. area of low pressure with

us, bringing rain mostly to the north and west. warm boost temperatures further across parts of eastern england. 50 this is how the day goes. heavy rain at times for scotland and northern ireland. rain coming through the afternoon, working across wales and into the north midlands, into the pennines. temperatures higher than lows of today pulled up 21—24 widely even when it stays relatively cloudy but across eastern areas of england it is going to be a lot warmer with temperatures hitting 30 and then aberdeen, jumping up by about eight celsius warmer day here as well. the same area of low pressure is still with but we are starting to get a more north—westerly wind, rather than outbreaks of rain, it is going to be showers and mostly affecting parts of scotland and running down the nazi as well. tempt is not as a across east anglia and the south—east but still warm in the sunshine. 25 degrees as the temperature. a lot of dry weather

and a tendency for those temperatures to be rising throughout the week as well for some meanwhile, for the north and west of the uk, some sunshine at also some areas of rain. that is the latest.

this is bbc news with the latest headlines... officials in kent declare a major incident, as long queues form for a second day in dover. delays are also being reported by travellers heading for the eurotunnel in folkestone, with traffic crawling on approaching routes. a day after ukraine and russia agreed to restart grain exports — russian missiles hit the port of odesa — which is crucial to the deal. rishi sunak takes to the campaign trail as the race to become the next leader of the uk conservatives heats up. he said he was the only candidate telling the truth about taxation. i telling the truth about taxation. will deliver tax cut cuts i will deliver tax cuts, but tax cuts you can believe in. i will make

that happen.