Found 21 Hypotheses across 3 Pages (0.026 seconds)
  1. Levels of pressure or anxiety/conflict children experience in regard to their performance of both individualistic and group-oriented behaviors tend to be positively correlated (p. 684).Zern, David - Relationships among selected child-rearing variables in a cross-cultural sam..., 1984 - 1 Variables

    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.

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  2. A number of measures of stressful esperiences in development will be related to higher cognitive functioning as measured by games of strategy (169).Zern, David - Child-rearing practices and games of strategy, 1979 - 5 Variables

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

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  3. Schooling will be associated with socialization pressure (p. 237).Zern, David - The role of schooling in socializing and skill-building: a cross-cultural study, 1983 - 2 Variables

    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.

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  4. Schooling will be associated with cultural complexity (p. 237).Zern, David - The role of schooling in socializing and skill-building: a cross-cultural study, 1983 - 2 Variables

    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.

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  5. The association between socialization pressure and cultural complexity will be different in socities with extensive schooling versus no schooling (p. 237).Zern, David - The role of schooling in socializing and skill-building: a cross-cultural study, 1983 - 3 Variables

    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.

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  6. Disequilibrium in child-rearing will be positively associated with cultural complexity (127).Zern, David S. - Child-rearing practices and societal complexity: effect of disequilibrium on..., 1980 - 2 Variables

    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.

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  7. Pressure to conform (to obey, nurture, or be responsible) will be positively correlated with cultural complexity, and pressure to function independently (to achieve, be self-reliant and independent) will be negatively correlated (p.15-6).Zern, David - The relationship of certain group-oriented and individualistically oriented ..., 1983 - 2 Variables

    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.

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  8. Socialization anxiety related to performance or nonperformance of a task will be correlated with cultural complexity (p. 16).Zern, David - The relationship of certain group-oriented and individualistically oriented ..., 1983 - 2 Variables

    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.

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  9. Ritual and belief will be positively associated with cultural complexity (222).Zern, David - Religiousness related to cultural complexity and pressures to obey cultural ..., 1984 - 3 Variables

    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.

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  10. Ritual and belief will be positively associated with schooling (223).Zern, David - Religiousness related to cultural complexity and pressures to obey cultural ..., 1984 - 3 Variables

    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.

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