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 uses "rules of combination" to describe internal order in social groups. The author examines kinship structure, and specifically the relationship of the mother's brother towards the son. Results support the hypothesis.

A path analytic model is presented to explain male puberty rites. The evidence presented supports the idea that as a whole, male puberty rites may be seen as the means of maintaining the bisexual nature of human society.

A path analytic model is presented to explain male puberty rites. The evidence presented supports the idea that as a whole, male puberty rites may be seen as the means of maintaining the bisexual nature of human society.

A path analytic model is presented to explain male puberty rites. The evidence presented supports the idea that as a whole, male puberty rites may be seen as the means of maintaining the bisexual nature of human society.

A path analytic model is presented to explain male puberty rites. The evidence presented supports the idea that as a whole, male puberty rites may be seen as the means of maintaining the bisexual nature of human society.

This chapter offers an exploratory study that examines the relationships between several culture characterstics, including child socialization practices, social structure, and food production, and mind-altering drug use in non-literate societies. All hypotheses were supported.

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.

This study examines relationships among the instruction of children, household type and size, and political integration. Particular attention is paid to type of instruction--whether the instructor is kin or non-kin, and whether the instruction requires a change in the child's residence. Different types of instruction are theorized to solve problems for children in different household types (e.g. children in mother-child households experience gender identity conflict, and so leave their houses for instruction from non-kin). The causality between instruction and societal complexity is also discussed.

This chapter offers an exploratory study that examines the relationships between several culture characterstics, including child socialization practices, social structure, and food production, and mind-altering drug use in non-literate societies. All hypotheses were supported.