This study examines the relationship between infant stress and early menarche. Empirical analysis suggests that stress in infancy, such as mother-infant separation and head-shaping, are associated with early menarche.

This study examines the relationship between infant stress and early menarche. Empirical analysis suggests that stress in infancy, such as mother-infant separation and head-shaping, are associated with early menarche.

This study examines the relationship between infant stress and early menarche. Empirical analysis suggests that stress in infancy, such as mother-infant separation and head-shaping, are associated with early menarche.

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 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 examines how sorcery, sin, and the superego function in societies to uphold taboos and other forms of social control. The author also explores the child-rearing conditions that are necessary to produce and maintain these cultural mechanisms. Several hypotheses are tested and all are supported.

Using a sample of 313 societies classified within 24 language phyla, authors put forward a statistical model based on climate data [specifically focused on the 10°C (50°F) winter temperature isotherm] to explain why dispersion of preindustrial language phyla is remarkably homogeneous even despite heterogeneous geographical dispersion of sampled preindustrial cultural groups. They suggest that temperature has been a barrier to migration.

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 study investigates the role of economic development in facilitating political development in preindustrial societies, theorizing that the redistribution of resources is an important factor in this relationship. Results indicate that these two types of development have a curvilinear relationship, and the author concludes that economic development is a necessary but not sufficient cause of political development in preindustrial societies.

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.