Found 3151 Hypotheses across 316 Pages (0.007 seconds)
  1. "The table shows that nuclear household societies with a high degree of complexity do not involve their women in subsistence pursuits, and at the same time employ Type II instruction [deliberate instruction by non-kin without change of residence]; it shows the reverse for nuclear societies with low complexity" (332)Herzog, John D. - Deliberate instruction and household structure: a cross-cultural study, 1962 - 4 Variables

    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.

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  2. "Mother-child and polygynous societies are somewhat more likely than nuclear and extended to employ concurrently both Type II and Type III instruction [deliberate instruction by non-kin without change of residence and deliberate instruction by non-kin with change of residence]" (319)Herzog, John D. - Deliberate instruction and household structure: a cross-cultural study, 1962 - 2 Variables

    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.

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  3. "When some form of instruction is offered, Type II [deliberate instruction by non-kin without change of of residence] is employed by extended and nuclear societies, . . ." (319)Herzog, John D. - Deliberate instruction and household structure: a cross-cultural study, 1962 - 3 Variables

    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.

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  4. "With regard to Type II instruction [deliberate instruction by non-kin without change of residence], societies with different household types are affected dissimilarly by political integration" (319)Herzog, John D. - Deliberate instruction and household structure: a cross-cultural study, 1962 - 3 Variables

    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.

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  5. "Among all societies with a low degree of political integration, only those with extended households tend to employ Type II instruction [deliberate instruction by non-kin without change of residence] at least as often as they employ no instruction at all" (327)Herzog, John D. - Deliberate instruction and household structure: a cross-cultural study, 1962 - 3 Variables

    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.

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  6. ". . . Type III [deliberate instruction by non-kin with change of residence] is employed by mother-child societies" (319)Herzog, John D. - Deliberate instruction and household structure: a cross-cultural study, 1962 - 2 Variables

    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.

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  7. "Politically complex societies, no matter their household type, tend to use deliberate instruction; politically simple societies get along without it" (319)Herzog, John D. - Deliberate instruction and household structure: a cross-cultural study, 1962 - 2 Variables

    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.

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  8. ". . . a high correlation between the degree of political integration of a society and the presence and absence of what was called 'religious education' [deliberate instruction by non-kin without change of residence]" (312)Herzog, John D. - Deliberate instruction and household structure: a cross-cultural study, 1962 - 2 Variables

    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.

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  9. "Polygynous societies are intermediate [in the type of instruction employed]" (319)Herzog, John D. - Deliberate instruction and household structure: a cross-cultural study, 1962 - 2 Variables

    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.

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  10. "The number of people in the household seems directly, rather than inversely, related to the presence of instruction ouside of it" (315)Herzog, John D. - Deliberate instruction and household structure: a cross-cultural study, 1962 - 2 Variables

    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.

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