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Research in Education
Summary of Scientific Research on
the Transcendental Meditation® Program
Relevant to Education

Summary of Scientific Research on
the Transcendental Meditation® Program
Relevant to Education

Maharishi University of Management

Over 500 scientific studies have documented the benefits of the Maharishi Transcendental Meditation(SM) program for mental potential, health, social behavior, and the environment. This research has been conducted at more than 200 universities and institutions in 30 countries, and the published papers have appeared in over 100 peer-reviewed journals.

Contents of the Six Sections of this Document:

  1. Scientific Research Findings—Development of Students—List of scientific research findings relevant to the unfolding of the student's potential, with numbered references to the original scientific papers
  2. Description of Selected Studies—focusing on primary and secondary education
  3. Achievements of Maharishi Schools—recent achievements of American and British Maharishi Schools of the Age of Enlightenment (schools in which all students practice the Transcendental Meditation technique before and after the school day)
  4. Benefits for Teachers and School Administrators—scientific research findings especially relevant to teachers and school administrators
  5. Description of Transcendental Meditation with Reference to Scientific Research Findings; Unique Effectiveness of the Transcendental Meditation program
  6. Scientific Research References—those cited in this summary

 

1. SCIENTIFIC RESEARCH FINDINGS—DEVELOPMENT OF STUDENTS

Here are lists of research findings on the Maharishi Transcendental Meditation(SM) and TM-Sidhi® programs that are significant for the educational process. The numbers in parentheses after the finding refer to the references of the papers, listed on pages 11 to 16.

Increased Intelligence, Learning Ability, and Intellectual Performance

  • Increased Intelligence (1–7, 102)
  • Increased Learning Ability (8–9)
  • Improved Memory (9–11)
  • Accelerated Cognitive Development in Children (12–14)
  • Improved Cognitive Flexibility (9, 11)
  • Increased Efficiency of Concept Learning (8)
  • Faster Processing of Cognitively Complex Information (15)
  • Broader Comprehension and Improved Ability to Focus Attention—Increased Field Independence (4, 14, 16, 102)
  • Cognitive Orientation towards Positive Values (17)
  • Improved Problem-Solving Ability (2, 10)

Improved Academic Performance and Academic Orientation

  • Improved Academic Performance (18–21)
  • Improved Standardized Test Scores on General Academic Achievement, Social Studies, Literary Materials, Reading, Mathematics, Language, and Work Study Skills (18–19)

Increased Creativity

  • Enhanced Creativity (2, 5, 22, 23, 102 )
  • Increased Innovation (2)

Optimizing Brain Functioning

  • Mobilization of the Hidden Reserves of the Brain: Wider Distribution of the Brain's Response to Sensory Input (24)
  • Increased Neurological Efficiency:
    • Increased Efficiency of Information Transfer in the Brain (15, 25–30)
    • Improved Spinal Reflex Activity (31, 32)
    • Improvements in Reaction-Time Measures that are Correlated with Intelligence (7)
  • Greater Adaptability of Brain Functioning (33)
  • Faster Processing of Cognitively Complex Information in the Elderly (9)
  • Increased Efficiency and Decreased Age-Related Deterioration of Cognitive Information Processing as Measured by Event-Related Potentials (15)
  • Correlations Found in Subjects Practicing the Maharishi Transcendental Meditation and TM-Sidhi programs:
    • Between High EEG Coherence, Higher States of Consciousness, and High Levels of Creativity (34)
    • Between High EEG Coherence, Neurological Efficiency, and Flexibility of Concept Learning (8)
    • Between High EEG Coherence, High Levels of Principled Moral Reasoning, and a Unified Cosmic Perspective on Life (35)

Improved Mind-Body Coordination

  • Faster Reactions (36–38, 102)
  • Increased Psychomotor Speed (39)

Improved Athletic Performance

  • Increased Neuromuscular Integration (40)
  • Increased Running Speed and Agility (40)
  • Improved Standing Broad Jump (40)

Increased Organizational Ability and Efficiency

  • Increased Time Competence: Increased Ability to Think and Act Efficiently in the Present (41–43)
  • Greater Ability to Accomplish More with Less Effort (44)
  • Increased Efficiency and Productivity (45, 46)
  • Greater Organizational Ability (44)
  • Increased Employee Effectiveness (46)
  • Greater Initiative (44)
  • Greater Ability to Assign Priorities (44)
  • Greater Decision Making Ability (44)
  • Decreased Tendency to Procrastinate (47)

Increased Energy and Dynamism

  • Increased Alertness (44, 48)
  • Increased Energy and Enthusiasm (2, 46, 49)
  • Increased Physical and Mental Well-Being (9, 23, 50, 51)
  • Decreased Fatigue (46)

Improved Health

  • Lower Health Insurance Utilization Rates: Significantly Fewer Hospital Inpatient Days, and Outpatient Visits in All Age Categories; Fewer Inpatient Admissions for All Major Categories of Disease (52)
  • Longitudinal Reduction in Health Care Costs (53)
  • Improved Self-Health Rating (9, 46, 50, 51, 54)

Increased Integration of Personality and Growth of Higher States of Consciousness

  • Growth of Higher States of Consciousness (34, 55)
  • Increased Self-Actualization: Increased Integration, Unity, and Wholeness of Personality (41– 43)
  • Uniquely Effective Means of Increasing Self-Actualization (43)
  • Uniquely High Scores on Self-Development in Advanced Participants in the Maharishi Transcendental Meditation and TM-Sidhi programs (56)
  • Orientation towards Positive Values: Better Recall for Positive than Negative Words; Lower Recognition Thresholds for Positive Words than Negative Words; More Positive Appraisal of Others (17)
  • Increased Inner-Directedness: Greater Independence and Self-Supportiveness (41–43)
  • Growth of Inner Fulfillment Independent of Outside Stimulation (57)
  • Increased Autonomy and Independence (2, 23, 43, 56)
  • Less Sensitivity to Criticism (58)
  • Less Tendency to Worry about Other People's Opinions (44)
  • Increased Self-Discipline (49)
  • Enhanced Self-Concept (59)
  • Enhanced Self-Regard and Self-Esteem (2, 58, 60, 61)
  • Enhanced Inner Well-Being (9)
  • Increased Emotional Stability (47, 62, 63)
  • Increased Emotional Maturity (49)
  • Increased Intrinsic Spirituality (23)
  • Greater Respect for Traditional Religious Values (64)
  • Greater Satisfaction with One's Relationship to God and Religion (65)
  • Decreased Behavioral Rigidity (9)
  • Improved Mental Health (9, 23, 41, 42, 44, 46, 47, 49–51, 55, 58, 59, 61, 62, 65–74)

Reduction in Negative Personality Characteristics

  • Decreased Anxiety (2, 46, 49, 61, 62, 66, 67, 69, 72, 75, 102)
  • Decreased Tension (46, 47, 67)
  • Decreased Neuroticism (47, 50, 58, 68, 72, 73)
  • Decreased Depression (47, 58, 62)
  • Decreased Irritability (44, 69)
  • Decreased Hostility (69)
  • Decreased Impulsiveness (49, 50, 67)
  • Decreased Use of Cigarettes (46, 76–80)
  • Decreased Use of Alcohol (46, 62, 70, 76–79, 81)
  • Decreased Drug Abuse (47, 76–79, 82)

Growth of Ideal Social Behavior

  • Increased Social Maturity (3)
  • Increased Sociability (49)
  • Increased Capacity for Warm Interpersonal Relationships (42, 47, 49)
  • Increased Friendliness (47)
  • Greater Respect for the Views of Others (44)
  • Greater Attentiveness to Others (44)
  • Increased Ability to Cooperate with Others (44)
  • Improved Work and Personal Relationships (46)
  • Increased Ability to Be Objective, Fair-Minded, and Reasonable (49)
  • Increased Good Humor (47)
  • Increased Trust (58)
  • Increased Tolerance (2, 44, 49)
  • Growth of a More Sympathetic, Helpful, and Caring Nature (49)
  • Increased Sensitivity to the Feelings of Others (49)
  • Greater Marital Satisfaction (71, 74)
  • Effective Rehabilitation (61, 69, 73, 83)

Benefits in Special Education and Remedial Education

  • Improvements in Personality Relevant to Learning Disorders in Economically Deprived Adolescents with Learning Problems (60):
    • Increased Independence and Self-Supportiveness
    • Improved Self-Regard
  • Decreased Dropout Rate from School in Economically Deprived Adolescents with Learning Problems (60)
  • Improvements Among Inner-City Children from Low-Income Families (84)
    • Increased Intelligence
    • Improved Self-Concept
  • Benefits for Children with Learning Problems (85):
    • Decreased Anxiety
    • Decreased Examination Anxiety
    • Decreased School Dislike
  • Improvements in Autism: Decreased Echolalic Behavior (86)
  • Benefits for Mentally Retarded Subjects:
    • Improved Social Behavior (87)
    • Improved Cognitive Functioning (87, 88)
    • Increased Intelligence (87, 88)
    • Improved Physical Health (87)
    • Normalization of Neurotransmitter Metabolite and Plasma Cortisol Levels (88)
  • Decreased Stuttering (89, 90)
 

2. DESCRIPTION OF SELECTED STUDIES

The following sample studies demonstrate the effectiveness of the Transcendental Meditation technique and its applicability to a wide variety of educational settings.

  • Improved academic achievement, cognitive abilities, creativity, and self-esteem. Research in primary and secondary schools has shown that the practice of the Transcendental Meditation program by elementary and secondary students significantly improves academic achievement on national standardized tests (18, 19); develops cognitive abilities (13); and improves field independence, an indicator of broad comprehension and the ability to focus sharply (14). Longitudinal research at the post-secondary level has also found development of intellectual ability, creativity, field independence, academic achievement, and self-esteem (3, 4, 7, 16, 21, 22, 59); as well as reduced stress and development of personality among minority students (72); improved self development to uniquely high levels (56); and increased self-actualization (41–43).
  • Increased intelligence and reduced anxiety among high school students. Four secondary schools in North York, Ontario, Canada participated in a study of longitudinal change in high school students practicing the Transcendental Meditation program (2). After a 14-week period, results found that students practicing the Transcendental Meditation program improved significantly in intellectual performance, creativity, and seven personality factors, in comparison to randomly assigned controls.
  • Increased holistic intelligence. Three studies conducted with 363 high school students in Taiwan found that regular practice of Transcendental Meditation increased holistic intelligence as indicated by increases in six different aspects of intelligence over a six-month period (102). In all three studies, the students were randomly assigned to a Transcendental Meditation program group or to a no-treatment control group. In two of the studies students were randomly assigned to a second control group—in one the students napped and in the other the students practiced contemplation meditation. In all the studies, the Transcendental Meditation program increased holistic intelligence more than any other group. The six individual elements of holistic intelligence measured in the study were creativity, field independence, constructive thinking, inspection time, IQ, and state and trait anxiety. The combined Transcendental Meditation group from the three studies also improved significantly relative to the combined no-treatment control on each of the measures of holistic intelligence taken independently.
  • Increased intellectual abilities and self-concept of children in a depressed urban area. A 45-week study of inner city children the United States, who began the Transcendental Meditation program through a social service agency (84), found significant improvement in analytical intelligence, self-concept, and general intellectual performance in this group, as compared to a matched control group of children participating in other educational and recreational activities in the same organization. In addition to practicing the Transcendental Meditation program, the class participated in a one-year course to give deeper intellectual understanding of the development they were experiencing through this program in relation to their subjects of academic study. Almost all of the children in both groups were African American or Hispanic. Many came from homes with one or no parents present, and all were subject to the kind of stress that has become endemic to the inner city.
  • Reduced substance abuse. Numerous studies with high school students, college students, and adults have shown reduction in substance abuse and antisocial behavior. A recent special issue of the journal Alcoholism Treatment Quarterly (91) contains a number of papers that review the many research studies showing significant effects of the Transcendental Meditation technique in reducing substance abuse for all classes of illegal drugs, as well as for alcohol, cigarettes, and prescribed drugs.
 

3. ACHIEVEMENTS OF MAHARISHI SCHOOLS

The research findings described above are reflected in the achievements of the students of Maharishi Schools of the Age of Enlightenment worldwide. Over 20 years of experience has shown that any school in any nation whose students regularly practice the Transcendental Meditation technique enjoys the flowering of their students' potential.

Most of the data has been collected from Maharishi School of the Age of Enlightenment in Fairfield, Iowa, and Maharishi School in Skelmersdale, U.K.

Maharishi School of the Age of Enlightenment in Fairfield, Iowa, U.S.A.

Recent Achievements:

Maharishi School of the Age of Enlightenment in Iowa (K–12) was founded in 1974, and currently has over 600 students from a wide range of socioeconomic backgrounds. As in all such schools, its unique addition to the traditional curriculum is the systematic development of the students' consciousness through a course that includes the practice of the Transcendental Meditation technique twice daily during school time.

The School has a liberal admissions policy, and the entering scores of the students are average. The extraordinary achievements of the students as they progress through this system of education are therefore particularly impressive.

  • Upper School classes (Grades 9 to 12) consistently score in the 99th percentile in the nation on standardized national tests of academic achievement. This is particularly notable in light of the data that when first admitted to the school, the students as a whole score at around the fiftieth percentile (average). No other school in the United States produces this great a change in its student body as a whole.
  • In the state science and engineering fairs, Maharishi School students have won at least one of the two first prizes in the past eight years. In 1993 alone 53 awards were won by Maharishi School students at these fairs.
  • In 1994 to 1996 teams from the 7th and 8th grades won first place in a state problem-solving competition, the Iowa Odyssey of the Mind competition, qualifying the School to represent Iowa at the World Finals for a third year in a row. One team then went on to finish 6th in the world at the world finals.
  • Maharishi School was named the third top school in Iowa for the study of history at the state history fair in 1989, and won two first-place prizes and three second-place prizes in 1993. Maharishi School students are consistently selected to attend the National History Fair.
  • In 1996 Maharishi School ranked first in Iowa Class 1A in the American School Mathematics Exam.
  • In 1995 and 1996 Maharishi School students won first place in the Iowa State History Fair–Group Media Competition senior division. At the National History Fair, their project was named the outstanding project among senior division entrants from Iowa.
  • In 1995 Maharishi School won first place in the Iowa Poetry Association's high school contest.
  • In 1996 and 1995, Maharishi School groups won the highest rating in the region and state competitions Iowa High School Speech Association Large Group Competition.
  • In 1995 and 1996 Maharishi School was the winner in all three categories of the National Scholastic Art Competition.
  • Maharishi School students have also won other top state awards in writing, spelling, photography, poetry, chess, mathematics, and computer programming.
  • Over the past five years 95% of the graduates of Maharishi School have gone on to attend four-year colleges and universities around the country.
  • Research found that high school classes at Maharishi School have a higher moral atmosphere than other schools designed specifically to improve moral atmosphere. (92)

Sports Achievements:

  • In 1995 Maharishi School fans, athletes, and coaches received the highest sportsmanship ratings in the State.
  • In 1995 and 1996 Maharishi School students won the state Class 1-A singles tennis championships.
  • In 1996 Maharishi School won the state golf championship. A Maharishi School student won the State Class 1-A singles tennis championship.

Maharishi School of the Age of Enlightenment in Skelmersdale, England

Recent Achievements

Maharishi School in Skelmersdale has 100 elementary and secondary students.

Objective measures of the school's creative and intellectual achievements include the following:

  • In 1995 and 1996, the performance of Maharishi School of the Age of Enlightenment on the national examinations of the Department for Education and Employment ranks Maharishi School academically in the top 2.5 per cent of all schools in the nation. This includes both selective and non-selective schools, which makes the achievement even more impressive. This School ranks number one among the thousands of schools in Lancashire County.
  • In a national poetry competition organized by Puffin Books (1994), Maharishi School students won two of the three first prizes, and two Maharishi School students were among the five runners up. In 1996, Maharishi School won a special award, the Wondercrump Award, for the “variety and originality” of poems submitted at the Roald Dahl Poetry Competition in London.
  • In 1995 and 1996, Maharishi School students on nine occasions won the national Times Educational Supplement Young Poet of the Week competition. Only one other school, in addition to Maharishi School, has won this competition more than twice. Of the three students in the nation who have won this award more than twice, two are from Maharishi School.
  • In 1990 and 1995, 100% of Maharishi School students scored 5 or more passes in the top three grading levels of the GCSE examinations. In contrast, the nation-wide percentage of students achieving this standard in 1990 was 35%; and in 1995, 45%.

In summary, the achievements of the students of Maharishi Schools of the Age of Enlightenment worldwide, together with the results of the hundreds of scientific research studies on the Transcendental Meditation program, and educational experience of nearly four decades indicate that any school in any nation whose students and teachers regularly practice the Transcendental Meditation program will experience the joyful blossoming of the students' creative potential in a healthy, harmonious, creative school environment.

 

4. BENEFITS FOR TEACHERS AND SCHOOL ADMINISTRATORS

The research on the Transcendental Meditation program indicates that the benefits for the individual are comprehensive. Findings especially relevant to faculty development include improved health and reduction of stress, greater inner stability and resistance to stress, and increased self-actualization.

Improving health and decreasing teacher burnout. Research on the Transcendental Meditation program has found long-term reductions on biochemical and general physiological indicators of stress (88, 93) and aging (9, 94). In addition, two well-controlled studies finding reductions in hypertension among the elderly (9, 95) substantiate the findings of 14 earlier studies on hypertension, a major risk factor in heart disease.

Especially promising for reducing health-care costs in schools and elsewhere are the results of a field study of insurance statistics of 2000 Transcendental Meditation technique participants over a five-year period (52). The Transcendental Meditation group showed a 50% reduction in both inpatient and outpatient medical care utilization, as compared to matched controls, as well as lower sickness rates in 17 categories of disease, including 87% less hospitalization for heart disease, 87% less for nervous system disorders, 73% less for nose, throat and lung disorders, and 55% less for tumors. Recent longitudinal research in Canada demonstrated an average reduction of 12% per year in health care costs among those who learned the Transcendental Meditation technique, in comparison to matched controls and controlling for inflation (53).

Developing inner stability and resistance to stress. Teaching involves maintaining a single-minded focus on a goal, amidst distractions, while adapting to changing needs and circumstances of students. The research on the Transcendental Meditation technique indicating increased physiological stability and field independence is thus highly relevant to effective teaching. Studies examining galvanic skin response, a measure of physiological excitation, found that the Transcendental Meditation technique enabled more rapid mobilization of one's physiological resources, while at the same time facilitating quicker recovery to baseline levels of functioning (62, 93). Similarly, studies of field independence, a measure of the ability to maintain internal stability in a distracting environment, have found significant improvements among those who learn the Transcendental Meditation technique (16).

Increasing teacher creativity, personal satisfaction, and self-actualization. The educational researcher John Goodlad has found that in schools perceived as effective, the teachers are satisfied with their careers and teaching circumstances (96). Other research indicates that a major factor contributing to teacher dissatisfaction is the sense of stagnation which occurs after the strategies that the teacher has learned in the past begin to become obstacles to growth and personal progress.

A meta-analysis of research studies comparing the Transcendental Meditation program with other forms of meditation and relaxation found the Transcendental Meditation program to be three times as effective in promoting self-actualization (43). Other research shows longitudinal increases in figural and verbal creativity (2, 22) and physiological, cognitive and behavioral flexibility (9, 11, 15, 29); the growth of these qualities supports the ability to avoid stagnation in the teaching profession, and to continue to develop new and more effective teaching strategies.

Evaluation data using the Maslach Burnout Inventory on faculty at Maharishi School of the Age of Enlightenment in Iowa, where all teachers practice the Transcendental Meditation program, also found reduced levels of emotional exhaustion, depersonalization, and a greater sense of personal accomplishment as compared with norms (97).

Results relating to effective administration and organization. The Transcendental Meditation technique has been adopted in hundreds of businesses, sometimes as a formal company program, sometimes as a practice that is informally encouraged among employees. In both cases it is viewed by managers as a means of developing the human resources of business, and also as a means of increasing the efficiency and productivity of the company. These results have been amply documented in several books summarizing case study results in individual companies (98, 99).

Research studies have also examined certain variables of business success following the introduction of the Transcendental Meditation program in the workplace. One study, utilizing both self-report questionnaires and evaluations of co-workers and supervisors, found significantly improved job satisfaction, performance, and relations with peers and supervisors, as well as decreased turnover potential among people practicing the Transcendental Meditation technique as compared to non-meditating controls (45).

A recent three-month prospective study in two occupational settings comparing managerial, staff, and line personnel who learned the Transcendental Meditation program to demographically similar controls in a cluster of manufacturing plants and a distribution-sales company found that at the end of the treatment period, meditators showed significant decreases, as compared to controls, in trait anxiety, state anxiety, job worry, and cigarette and alcohol use. They also showed increased job satisfaction, improved general health, greater efficiency and productivity, and better work and personal relationships (46).

A large-scale study by the Institute of Industrial Health of the Japanese Ministry of Labor found that industrial workers at Sumitomo Heavy Industries showed improved physical and mental health after five months, in comparison to matched controls (50, 51)

In addition to the increases in employee satisfaction, the cost savings due to reduced illness and health care utilization by people practicing the Transcendental Meditation program, as described above, are sufficient to justify the inclusion of this technology in any administrator or teacher development program.

 

5. DESCRIPTION OF THE TRANSCENDENTAL MEDITATION PROGRAM

with reference to the scientific research findings

Over the last four decades, the Maharishi Transcendental Meditation technique has been learned by more than four million people worldwide, of all ages, nationalities, and religions.

The Transcendental Meditation technique is a simple, natural, effortless technique that settles the mind to increasingly silent and orderly levels of awareness, allowing one to naturally experience the most silent, expanded state of one's own consciousness, Transcendental Consciousness, the full creative potential of the mind.

As the mind becomes more settled and wide awake during this technique, the body correspondingly gains a unique physiological state of restful alertness, which releases accumulated stress and increases the stability and flexibility of the nervous system (100).

This unique state, combining deep rest with a heightened, yet quiet, state of awareness produces a broad range of benefits as one continues to practice the technique. These benefits are reflected in the increasing ability of the individuals to express their full creative potential, and to achieve success in whatever they undertake without damaging the interests of others.

Unique effectiveness of the Transcendental Meditation program

The most powerful and rigorous method for drawing conclusions from a large body of scientific research is the statistical procedure of meta-analysis. Four such meta-analyses have been conducted on the effects of the Transcendental Meditation program in comparison to other forms of relaxation or meditation. The results are as follows:

(1) A meta-analysis published in American Psychologist reviewed 31 studies, and found that the Transcendental Meditation technique produces more than twice the level of physiological rest than is produced by simply sitting with eyes closed. (101)

(2) A meta-analysis published in the Journal of Clinical Psychology reviewed over 100 research findings, and found the Transcendental Meditation technique to produce more than twice the reduction in trait anxiety (i.e., chronic stress) than produced by any other meditation or relaxation technique. (75)

(3) A meta-analysis published in the Journal of Social Behavior and Personality showed the Transcendental Meditation program to increase self-actualization by three times as large an effect as that of other forms of meditation or relaxation. (43)

(4) Another meta-analysis, published in Alcoholism Treatment Quarterly, showed the practice of the Transcendental Meditation program to result in a greater degree of reduction and more lasting reduction in consumption of alcohol, drugs, and cigarettes than other relaxation or preventive education programs. (79)

 

6. SCIENTIFIC RESEARCH REFERENCES

  1. Tjoa, A. Increased intelligence and reduced neuroticism through the Transcendental Meditation program. Gedrag: Tijdschrift voor Psychologie 3: 167–182, 1975.
  2. Shecter, H. W. A psychological investigation into the source of the effect of the Transcendental Meditation technique. Dissertation Abstracts International 38: 3372B–3373B, 1978.
  3. Aron, A.; Orme-Johnson, D.; and Brubaker, P. The Transcendental Meditation program in the college curriculum: A 4-year longitudinal study of effects on cognitive and affective functioning. College Student Journal 15: 140–146, 1981.
  4. Dillbeck, M. C.; Assimakis, P. D.; Raimondi, D.; Orme-Johnson, D. W.; and Rowe, R. Longitudinal effects of the Transcendental Meditation and TM-Sidhi programs on cognitive ability and cognitive style. Perceptual and Motor Skills 62: 731–738, 1986.
  5. Jedrczak, A.; Beresford, M.; and Clements, G. The TM-Sidhi programme, pure consciousness, creativity and intelligence. The Journal of Creative Behavior 19: 270–275, 1985.
  6. Jedrczak, A.; Toomey, M.; and Clements, G. The TM-Sidhi programme, age, and brief test of perceptual-motor speed and nonverbal intelligence. Journal of Clinical Psychology 42: 161–164, 1986.
  7. Cranson, R. W.; Orme-Johnson, D.W.; Gackenbach, J.; Dillbeck, M. C.; Jones, C. H.; and Alexander, C. N. Transcendental Meditation and improved performance on intelligence-related measures: A longitudinal study. Personality and Individual Differences 12: 1105–1116, 1991.
  8. Dillbeck, M. C.; Orme-Johnson, D. W.; and Wallace, R. K. Frontal EEG coherence, H-reflex recovery, concept learning, and the TM-Sidhi program. International Journal of Neuroscience 15: 151–157, 1981.
  9. Alexander, C. N., Langer, E., Newman, R. I., Chandler, H. M., & Davies, J. L. Transcendental Meditation, mindfulness, and longevity. Journal of Personality and Social Psychology 57: 950–964, 1989.
  10. Miskiman, D. E. The effect of the Transcendental Meditation program on the organization of thinking and recall (secondary organization). In Scientific research on Maharishi's Transcendental Meditation and TM-Sidhi program: Collected papers, Vol. 1, eds. D. W. Orme-Johnson and J. T. Farrow (Rheinweiler, W. Germany: Maharishi European Research University Press): 385–392, 1977.
  11. Dillbeck, M. C. Meditation and flexibility of visual perception and verbal problem-solving. Memory & Cognition 10: 207–215, 1982.
  12. Dixon, C. A. Consciousness and cognitive development: A six-month longitudinal study of four-year-olds practicing the children's Transcendental Meditation technique. Dissertation Abstracts International 50(3): 1518B, 1989.
  13. Warner, T. Q. Transcendental Meditation and developmental advancement: Mediating abilities and conservation performance. Dissertation Abstracts International 47(8): 3558B, 1986.
  14. Gelderloos, P.; Lockie, R. J.; and Chuttoorgoon, S. Field independence of students at Maharishi School of the Age of Enlightenment and a Montessori school. Perceptual and Motor Skills 65: 613–614, 1987.
  15. Goddard, P. H. Reduced age-related declines of P300 latency in elderly practicing Transcendental Meditation. Psychophysiology 26: 529, 1989.
  16. Pelletier, K. R. Influence of Transcendental Meditation upon autokinetic perception. Perceptual and Motor Skills 39: 1031–1034, 1974.
  17. Gelderloos, P.; Goddard III, P. H.; Ahlström, H. H. B.; and Jacoby, R. Cognitive orientation toward positive values in advanced participants of the Transcendental Meditation and TM-Sidhi program. Perceptual and Motor Skills 64: 1003–1012, 1987.
  18. Nidich, S. I.; Nidich, R. J.; and Rainforth, M. School effectiveness: Achievement gains at Maharishi School of the Age of Enlightenment. Education 107: 49–54, 1986.
  19. Nidich, S. I., and Nidich, R. J. Increased academic achievement at Maharishi School of the Age of Enlightenment: A replication study. Education 109: 302–304, 1989.
  20. Muehlman, J. M.; Nidich, S. I.; Reilly, B.; and Cole, C. Relationship of the practice of the Transcendental Meditation technique to academic achievement. Abstracts of Papers of the Annual Meeting of the Mid-Western Educational Research Association, p. 6, 1988.
  21. Kember, P. The Transcendental Meditation technique and postgraduate academic performance. British Journal of Educational Psychology 55: 164–166, 1985.
  22. Travis, F. The Transcendental Meditation technique and creativity: A longitudinal study of Cornell University undergraduates. Journal of Creative Behavior 13: 169–180, 1979.
  23. Gelderloos, P. Psychological health and development of students at Maharishi International University: A controlled longitudinal study. Modern Science and Vedic Science 1: 471–487, 1987.
  24. Lyubimov, N. N. Electrophysiological characteristics of mobilization of hidden brain reserves. Abstracts of the International Symposium "Physiological and Biochemical Basis of Brain Activity" (p. 5), St. Petersburg, Russia, 1994.
  25. Kobal, G.; Wandhöfer, R, A.; and Plattig, K.-H. EEG power spectra and auditory evoked potentials in Transcendental Meditation (TM). Pflügers Archiv, Supplement 359: 191, R 96 (Abstract), 1975.
  26. Wandhöfer, A.; Kobal, G.; and Plattig, K.-H. Shortening of latencies of human auditory evoked brain potentials during the Transcendental Meditation technique. Zeitschrift für Elektroenzephalographie und Elektromyographie EEG-EMG 7: 99–103, 1976.
  27. McEvoy, T. M.; Frumkin, L. R.; and Harkins, S. W. Effects of meditation on brainstem auditory evoked potentials. International Journal of Neuroscience 10: 165–170, 1980.
  28. Banquet, J. P., and Lesèvre, N. Event-related potentials in altered states of consciousness. Motivation, Motor and Sensory Processes of the Brain, Progress in Brain Research 54: 447–453, 1980.
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