This study investigates the relationship between societal complexity and familial complexity. Results suggest that the relationship is somewhat curvilinear; that is, in simpler societies more societal complexity is associated with a larger familial system, but the most developed societies have smaller familial systems. The demographic, economic, and politcal correlates of maximum family size are discussed.

This study investigates the relationship between societal complexity and familial complexity. Results suggest that the relationship is somewhat curvilinear; that is, in simpler societies more societal complexity is associated with a larger familial system, but the most developed societies have smaller familial systems. The demographic, economic, and politcal correlates of maximum family size are discussed.

This study investigates the relationship between societal complexity and familial complexity. Results suggest that the relationship is somewhat curvilinear; that is, in simpler societies more societal complexity is associated with a larger familial system, but the most developed societies have smaller familial systems. The demographic, economic, and politcal correlates of maximum family size are discussed.

This study investigates the relationship between societal complexity and familial complexity. Results suggest that the relationship is somewhat curvilinear; that is, in simpler societies more societal complexity is associated with a larger familial system, but the most developed societies have smaller familial systems. The demographic, economic, and politcal correlates of maximum family size are 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 the variables that favor restrictive premarital sex norms. Findings indicate that subsistence economy, technology, population size, political integration, belief in a high god, and residence are all correlated with premarital sex norms.

This article examines how an increase in overall societal complexity affects local political offices. Findings suggest that a more complex society has a slight tendency to develop more political offices within the community, but there is greater support for an increased number of jurisdictional levels within the community.

This article investigates child socialization toward obedience and conformity as a function of the supervision that parents experience in their own lives. Measures of economic, familial, political, and religious supervision in parents' lives are examined.

The present study aims to evaluate correlations of private property from two of Murdock's datasets, one of 147 societies (1981) and the other of 312 societies (1967). Altogether the author tested 146 variables coded by Murdock against variables regarding the ownership of land and of movables drawn from Murdock (1967), Simmons (1937), and Swanson (1960). In total, there were 51 statistically significant correlations between private property ownership and other variables. Additionally, the author summarizes the results from this article and the two that preceded it stating that throughout all of the correlations he ran, the practice of agriculture, the use of cereal grains, and the presence of castes and classes were the only variables that predicted private property in all of the datasets that were utilized.

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.