The present study aims at analyzing the skills involved in children's performance on communicative referential tasks and the developmental changes in the type and quality of the messages. The performance of 28 twins and the performance of 28 singleton children were compared at different age levels (younger group, mean age = 5.5; older group, mean age = 10.4). Four different interactive situations were considered: (a) twin‐twin; (b) single born‐single born; (c) twin‐single born; (d) single bom‐twin. We predicted (a) a lower competence in twins, especially in the younger group, as compared to the non‐twin of the same age; and (b) differences in the communicative behavior of twins according to the listener.Although a MANOVA did not reveal poorer performances of twins in the number and type of information elements, path analyses indicated that there are different interactive styles and strategies between twins and singletons. The twin pairs tend to intervene in the interaction to support and complete the co‐twin's performance (a partner‐dependent interactive style); singletons seem to care more about the quality of information and tend to engage in really informative exchanges (information‐centered style). Furthermore, it was shown that even though twins can interact in an adequate manner within the intrageminal society, they cannot fully generalize their skills to other interlocutors.