This study examines the relationship between personality traits and subsistence type in mixed farming and pastoralists societies. Findings suggest that differences in child socialization do not significantly predict personality differences in mixed farming and pastoralist societies as much as one would expect. Adult experiences should be considered as better predictors of personality traits.

This article examines the quality of forager habitats to determine whether agriculturalists occupy the most productive areas while modern forager groups are relegated to poor habitats. Findings indicate that there are slight but insignificant differences in the net primary productivity of foragers’ land and agriculturalists’ land. Further analysis of types of agriculturalists suggest that horticulturalists live in the most productive habitats, followed by intensive agriculturalists and finally pastoralists.

This article examines the quality of forager habitats to determine whether agriculturalists occupy the most productive areas while modern forager groups are relegated to poor habitats. Findings indicate that there are slight but insignificant differences in the net primary productivity of foragers’ land and agriculturalists’ land. Further analysis of types of agriculturalists suggest that horticulturalists live in the most productive habitats, followed by intensive agriculturalists and finally pastoralists.

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.

This article uses factor analysis to identify the key variables underlying the many cross-cultural associations reported by Textor (1967). Twelve factors are identified.

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.

This article investigates the relationship between economic type and socialization of children. The author focuses on the concentration of value emphases in childhood socialization--that is, whether children are instilled with several different value orientations rather than just one or two. Value concentration is examined alongside subsistence technology and economic diversification; attention is also paid to gender differences.

This article reexamines Coppinger and Rosenblatt’s (1968) finding that romantic love insures marital stability where there is low subsistence dependence between the spouses. Analysis suggests that Coppinger and Rosenblatt’s associated variables, romantic love and subsistence dependence, are only related through their common association with subsistence technology.

This article investigates the relationship between economic type and socialization of children. The author focuses on the concentration of value emphases in childhood socialization--that is, whether children are instilled with several different value orientations rather than just one or two. Value concentration is examined alongside subsistence technology and economic diversification; attention is also paid to gender differences.

The main premise of the present study is to investigate the relationship between monotheism and dependence nurturance during early childhood and adulthood. Terry notes the human need to explain and understand the world, and theorizes that this understanding derives from personal experience, learned information, and supernatural explanation. Terry tests the hypothesis that supernatural explanations (monothestic beliefs) will be formulated if individuals cannot depend on their own experiences and/or others to reduce uncertainty (a result of independence training).