Maturity (psychological)

In psychology, maturity can be operationally defined as the level of psychological functioning (measured through standards like the Wechsler Intelligence Scale for Children) one can attain, after which the level of psychological functioning no longer increases much with age. However, beyond this, integration is also an aspect of maturation,[1] such as the integration of personality, where the behavioral patterns, motives and other traits of a person are gradually brought together, to work together effectively with little to no conflict between them, as an organized whole,[2] e.g., bringing a person's various motives together into a purpose in life. Case in point: adult development and maturity theories include the purpose in life concept, in which maturity emphasizes a clear comprehension of life's purpose, directedness, and intentionality, which contributes to the feeling that life is meaningful.[3]

The status of maturity is distinguished by the shift away from reliance on guardianship and the oversight of an adult in decision-making acts. Maturity has different definitions across legal, social, religious, political, sexual, emotional, and intellectual contexts.[4] The age or qualities assigned for each of these contexts are tied to culturally-significant indicators of independence that often vary as a result of social sentiments. The concept of psychological maturity has implications across both legal and social contexts, while a combination of political activism and scientific evidence continue to reshape and qualify its definition. Because of these factors, the notion and definition of maturity and immaturity is somewhat subjective.

American psychologist Jerome Bruner proposed the purpose of the period of immaturity as being a time for experimental play without serious consequences, where a young animal can spend a great deal of time observing the actions of skilled others in coordination with oversight by and activity with its mother.[5] The key to human innovation through the use of symbols and tools, therefore, is re-interpretive imitation that is "practiced, perfected, and varied in play" through extensive exploration of the limits on one's ability to interact with the world. Evolutionary psychologists have also hypothesized that cognitive immaturity may serve an adaptive purpose as a protective barrier for children against their own under-developed meta-cognition and judgment, a vulnerability that may put them in harm's way.[6] For youth today, the steadily extending period of 'play' and schooling going into the 21st century comes as a result of the increasing complexity of our world and its technologies, which too demand an increasing intricacy of skill as well as a more exhaustive set of pre-requisite abilities. Many of the behavioral and emotional problems associated with adolescence may arise as children cope with the increased demands placed on them, demands which have become increasingly abstracted from the work and expectations of adulthood.

  1. ^ Wechsler, David (1 March 1950). "Intellectual Development and Psychological Maturity". Child Development. 21 (1): 45–50. doi:10.2307/1126418. JSTOR 1126418. PMID 15420813.
  2. ^ "integration". APA Dictionary of Psychology. Retrieved 2022-01-14.
  3. ^ Adler, Nancy (November 1997). "Purpose in Life". Psychosocial workgroup. MacArthur. Archived from the original on 2011-11-30. Retrieved 2011-11-03.
  4. ^ University, Johns Hopkins (1885). "Circulars". 4. The Ohio State University: 106. {{cite journal}}: Cite journal requires |journal= (help)
  5. ^ Bruner, Jerome S. (1 January 1972). "Nature and uses of immaturity". American Psychologist. 27 (8): 687–708. doi:10.1037/h0033144.
  6. ^ Bjorklund, DF (September 1997). "The role of immaturity in human development". Psychological Bulletin. 122 (2): 153–69. CiteSeerX 10.1.1.453.8039. doi:10.1037/0033-2909.122.2.153. PMID 9283298.