This article examines child-training through children's display of individualistic orientations (self-reliance, achievement, and general independence) and/or group orientations (responsibility, nurturance, and obedience). Five sub-categories measure whether each orientation is linked to a child's experience of general pressure or performance anxiety/conflict. Together, these orientations their sub-categories total 30 variables that were correlated; differences in gender were also examined. Results indicate that child-rearing pressure to act one way predicts pressure to act in other ways, and this pattern of interaction between variables did not vary by gender.

This study examines the role of schooling in socialization processes and cultural complexity, seeking to understand whether schooling is correlated with these variables and/or affects them. The author concludes that school serves as a socializer for young children, a skill developer for older children, and a homogenizing force on societal child-rearing practices.

Child-rearing practices are tested for a relationship to art and music characteristics in a cross-cultural sample.

This article investigates relationships between socialization practices, group values, and cultural complexity. Analysis suggests that child-rearing variables and group cohesion in value orientation contribute significantly and independently to cultural complexity.

This study examines the relationship between disequilibrium in child-rearing and societal complexity (particularly social complexity rather than technical complexity). The author suggests that child-rearing plays a role in forming cultural dimensions.

This study examines the relationship between disciplining children and cognitive complexity. 1027 relationships between individual variable pairs are tested, and a significant portion support an association between pressure for obedience to social norms and complexity. Additional socialization variables are considered; gender and age differences are also discussed.

This article examines the relationship between religiousness, child socialization, and cultural complexity. Empirical analysis suggests that there is a positive association between cultural complexity and religiousness, especially ritual. Religiousness was also associated with schooling, one of the child-rearing variables examined. A theoretical discussion concerning religion and intellect is also included.

This book chapter tests new and pre-existing theories (Horton, Field, Bacon et al.) for the cause of variation in drinking across cultures. Folktale content is used to test psychological variables more directly than has been done previously. Folktale content is analyzed programmatically with an acknowledged error level of up to one-third. Results lend support to Field's 1962 theory that loose social organization facilitates drinking.

The authors put forward a theoretical model called "personality integration of culture." At the heart of the model is the idea that psychological processes may help explain why certain aspects of culture are related to other aspects. To test this model they focus on theories and therapies regarding illness and they use psychoanalytic ideas on positive and negative fixation to suggest how differences in child-rearing customs may account for different ideas about the causes of illness. The strongest results relate to socialization anxiety in a particular area of socialization (e.g., oral, dependency, and aggression) amd respective causes of illness. Results regarding negative fixation are generally supported, whereas positive fixation is not.

This study examines the relationship between disequilibrium and cognitive development using measurements of child-rearing, presence of high gods, and games of strategy.