Three randomized experiments on the longitudinal effects of the Transcendental Meditation technique on cognition

So, Kam-Tim; Orme-Johnson, David W.

doi:10.1016/s0160-2896(01)00070-8

Cited by 130 publications

(84 citation statements)

References 69 publications

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“…4 Similarly, So and Orme-Johnson (2001) found significantly lower state anxiety and trait anxiety in high school students following a TM meditation intervention compared to the napping and no interest group. Both studies show clear reductions in negative emotional outcomes from treatment to control groups and that the effect of meditation goes above and beyond simply "un-plugging" or engaging in restful activity.…”

Section: The Effects Of Meditation Programmes On Well-beingmentioning

confidence: 90%

“…For instance, So and Orme-Johnson (2001) investigated the effects of TM on fluid intelligence, information processing speed, practical intelligence, field independence and creativity. Practical intelligence refers to non-intellectual abilities that predict physical health and well-being, including success at work and relationships.…”

Section: Meditation and Cognitive Functioning In Schoolsmentioning

confidence: 99%

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Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools

et al. 2014

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Schools need reliable evidence about the outcomes of meditation programs before they consider if and how such programmes can influence learning agendas, curriculum and timetables. This paper reviewed evidence from 15 peer-reviewed studies of school meditation programmes with respect to three student outcomes: well-being, social competence and academic achievement. In total, there were 76 results where effect sizes could be calculated. The overall number of participants in the effect size analyses was 1,797. Of the 76 effect sizes calculated, 61 % were statistically significant. Sixty-seven per cent of the results had small effects on student outcomes, 24 % of the results had medium effect strength and 9 % showed a large effect of meditation upon student outcomes. Transcendental meditation programmes had a higher percentage of significant effects than mindfulness-based and other types of meditation programmes, but this may be to do with the settings and programme delivery rather than the technique itself. Programme elements such as duration, frequency of practice and type of instructor influenced student outcomes. A conceptual model is put forward based on two propositions: proposition 1-meditation positively influences student success by increasing cognitive functioning; proposition 2-meditation positively influences student success by increasing emotional regulation. Suggestions are made to stimulate future research and to assist in the development of more efficacious applications for meditation in schools.

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Section: The Effects Of Meditation Programmes On Well-beingmentioning

confidence: 90%

Section: Meditation and Cognitive Functioning In Schoolsmentioning

confidence: 99%

Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools

et al. 2014

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“…Measurements of brain function show increases in brain coherence both during the practice of the Transcendental Meditation technique, and afterwards in activity [21], [30], [31]. The primary areas of the brain that are activated are the frontal and prefrontal executive areas responsible for attention, executive function, emotional stability, and anxiety ( Figure 5) [32], [31], [33], [34].…”

Section: The Transcendental Meditation Techniquementioning

confidence: 99%

“…The primary areas of the brain that are activated are the frontal and prefrontal executive areas responsible for attention, executive function, emotional stability, and anxiety ( Figure 5) [32], [31], [33], [34]. Study of college students demonstrated increased frontal coherence and reduced stress reactivity in the group practicing the Transcendental Meditation technique compared to controls [35], [36].…”

Section: The Transcendental Meditation Techniquementioning

confidence: 99%

Is ADHD a Stress-Related Disorder? Why Meditation Can Help

Grosswald¹

2013

Attention Deficit Hyperactivity Disorder in Children and Adolescents

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“…For example, a recent series of studies in Taiwan in which 362school students were randomly assigned to either a group practicing transcendental mediation (TM), a traditional Chinese contemplative practice, or napping showed significant increase in seven standardized measures of functioning for the TM group, increases in two scales for the traditional group, and none for those napping. The standardized measures included such areas as the ability to reason in novel situations, speed of information processing, creative thinking, and anxiety level (So & Orme-Johnson, 2001). …”

Section: Coherencementioning

confidence: 99%

Opening the Contemplative Mind in the Classroom

Hart

2004

Journal of Transformative Education

145

107

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What we know or should know is the common focus of education. However, how we know is just as fundamental to teaching and learning. Contemporary schools emphasize both rational and sensory knowing. The rational involves calculation, explanation, and analysis; the sensory lives off of observation and measurement. Together these form the rational-empirical approach that has set the standard for knowledge across most disciplines. However, another way of knowing-contemplation-has been recognized across time, culture, and disciplines as essential to the pursuit of knowledge and wisdom, yet it remains absent from today's curriculum and pedagogy. Contemplative knowing is a missing link, one that affects student performance, character, and depth of understanding. In what follows I will offer a brief orientation to contemplation, evidence of its value for contemporary education, and a range of exercises that can be applied in the classroom at any level.

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Three randomized experiments on the longitudinal effects of the Transcendental Meditation technique on cognition

Cited by 130 publications

References 69 publications

Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools

Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools

Is ADHD a Stress-Related Disorder? Why Meditation Can Help

Opening the Contemplative Mind in the Classroom

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