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The upcoming discussion will update you about the difference between maturation and learning.
Difference # Maturation:
1. Based on heredity:
Maturation is primarily based on heredity.
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2. Automatic process:
Maturation is automatic process for behavioural change.
3. Age-limit:
There is age-limit for the process of maturation.
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4. Related to structure:
Maturation is related to the structure and potential capacity.
5. No need of practice:
Practice is not required for behavioural change.
6. No effect of motivation:
Motivation has no effect on maturation.
7. Racial differences:
Maturation is influenced by racial differences.
8. All situations:
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Both suitable and unsuitable type of situations are used.
Difference # Learning:
1. Based on environment:
Learning is primarily based on environment.
2. Planned process:
Learning is planned process for the modification of behaviour.
3. No age-limit:
There is no age- limit for learning. learning is a life-long process.
4. Related to experiences:
Learning is related to activities and experiences.
5. Need of practice:
Practice is essential for behavioural change.
6. Essential for motivation:
Motivation is essential for learning.
7. Psychological differences:
Learning is influenced by psychological differences.
8. Conducive situations:
Only conducive or suitable situations are used.
Maturation and Learning:
Maturation and learning are not separate and distinct causes of development. Rather they are closely inter-related, the one aiding or retarding the other. Maturation, which depends upon hereditary endowment, provides the raw material for learning and determines the more general patterns and sequences of individual’s behaviour.
But without practice, development would not take place through maturation alone. It is wrong to presume that maturation is limited to the pre-natal and learning to the postnatal periods of individual’s life.
There are certain phylogenetic functions which are common to the race, e.g., crawling, creeping, sitting, walking etc. They are mostly due to maturation and less due to learning. There are other ontogenetic functions which are due to the individual only e.g., swimming, cycling etc. They are mostly due to learning and less due to maturation.
The following facts emerge from our present knowledge of the interrelationship of maturation and learning:
1. Individual differences in attitudes, interest, ambitions and personality patterns are not due to maturation alone but due to maturation and learning. If development is the result of maturation alone, there would not have been individual personalities.
2. Maturation sets limits beyond which developments cannot progress even with the most favourable learning methods and the strongest motivation on the part of the learner (Gessell) The point has been stressed by Cattell and others when they said, “All learning and adjustment is limited by inherent properties of the organism.”
3. Inter-relationship between maturation and learning establishes a “timetable” for learning. The individual cannot learn until he is ready Development readiness provides the “teachable moment” when the task should be learned.
As Scott has pointed out, “Any attempt to teach a child or animal at too early a period of development may result in his learning bad habits or simply in his learning “not to learn” either of which results may greatly handicap him in later life.”
Trying to teach a child to read, for example, before his spontaneous vocalisations have developed will often dampen his interest in reading. Similarly forced toilet training often results in enuresis. Many under achievers in schools and colleges are the products of forced learning on the part of every zealous parents.