Two separate studies examined the following hypotheses: (a) that maternal responsiveness is affected by cross-cultural differences in conventions of conversational interaction, and (b) that maternal responsiveness is affected by intracultural differences in mothers' levels of formal education. The first study compared mother-infant interactions among the Gusii of Kenya with those in suburban Boston, Massachusetts. The second study, carried out in the Mexican city of Cuernavaca, examined variations in mother-infant interactions by maternal schooling within a local sample of low-income mothers of similar cultural backgrounds who had attended school from 1 to 9 years. The 2 studies together indicate that maternal responsiveness during infancy, particularly in the verbal mode, is influenced by the mother's cultural background and school attendance, that is, by factors that reflect her history of participation in institutionalized systems of communication and education.
At present, the exact mechanism for introduction of these materials and their role in peri-implantitis is unknown. Further research is warranted to determine their etiology and potential role in pathogenesis.
Acupuncture appears to be equivalent to drug therapy in these patients. It is a safe, effective and durable treatment for vasomotor symptoms secondary to long-term antiestrogen hormone use in patients with breast cancer.
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Parents seek to promote the survival and success of their offspring, but their behavior is adapted to the socioeconomic and demographic conditions of agrarian and urban-industrial societies and further differentiated by local cultural traditions.
In this article, I briefly survey the ethnographic research literature on childhood in the 20th century, beginning with the social and intellectual contexts for discussions of childhood at the turn of the 20th century. The observations of Bronislaw Malinowski and Margaret Mead in the 1920s were followed by later ethnographers, also describing childhood, some of whom criticized developmental theories; still others were influenced initially by Freudian and other psychoanalytic theories and later by the suggestions of EdwardSapir for research on the child's acquisition of culture. The Six Cultures Study led by John Whiting at midcentury was followed by diverse trends of the period after 1960-including field studies of infancy, the social and cultural ecology of children's activities, and language socialization. Ethnographic evidence on hunting and gathering and agricultural peoples was interpreted in evolutionary as well as cultural and psychological terms. The relationship between ethnography and developmental psychology remained problematic.
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