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

This book examines population growth rate and its correlates by testing 274 hypotheses (derived from multiple theories) with an 18-society sample. Forty-one of these hypotheses were significant at the .05 level, leading the author to accept these relationships as reflective of the real world. The 274 hypotheses are grouped into 51 broader hypotheses, and marked by (*) where relationships are significant as designated by the author or by significance p < 0.05.

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 article tests the relationship between child-training variables and cultural complexity. Attention is paid to different types of socialization pressure (group-oriented versus individual-oriented; the degree of anxiety created by the pressure). Findings suggest that group-oriented socialization promotes societal complexity, but individual-oriented socialization and pressure-induced anxiety do not.

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.

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

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 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.