Transcendental meditation and improved performance on intelligence-related measures: A longitudinal study

Cranson, Robert W.; Orme-Johnson, David W.; Gackenbach, Jayne; Dillbeck, Michael C.; Jones, Christopher H.; Alexander, Corinne E.

doi:10.1016/0191-8869(91)90040-i

Cited by 84 publications

(60 citation statements)

References 43 publications

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“…Several kinds of meditation may improve concentration, reaction time, motor skills, and field independence (Andresen, 2000;Murphy & Donovan, 1997). Likewise, it is claimed that cognitive performance is enhanced on measures of learning ability, short-and longterm memory recall, academic performance, performance on subscales of the Wechsler Adult Intelligence Scale, and some measures of creativity (Cranson et al, 1991;Dillbeck, Assimakis, & Raimondi, 1986;S. Shapiro et al, 1998;So & Orme-Johnson, 2001).…”

Section: Positive Well-beingmentioning

confidence: 99%

The meeting of meditative disciplines and western psychology: A mutually enriching dialogue.

Walsh¹,

Shapiro²

2006

American Psychologist

536

315

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Meditation is now one of the most enduring, widespread, and researched of all psychotherapeutic methods. However, to date the meeting of the meditative disciplines and Western psychology has been marred by significant misunderstandings and by an assimilative integration in which much of the richness and uniqueness of meditation and its psychologies and philosophies have been overlooked. Also overlooked have been their major implications for an understanding of such central psychological issues as cognition and attention, mental training and development, health and pathology, and psychological capacities and potentials. Investigating meditative traditions with greater cultural and conceptual sensitivity opens the possibility of a mutual enrichment of both the meditative traditions and Western psychology, with far-reaching benefits for both.

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Section: Positive Well-beingmentioning

confidence: 99%

The meeting of meditative disciplines and western psychology: A mutually enriching dialogue.

Walsh¹,

Shapiro²

2006

American Psychologist

536

315

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“…Other correlational studies compared individual mindfulness baseline with academic performance and found a direct correlation between mindfulness attention and academic success (Martín, Leon & Vicente, 2007). The relationship between mindfulness and task performance is currently being tested in a large number of studies and results tend to confirm the hypothesis that mindfulness training enhances performance, particularly in sports (Cranson et al, 1991;Sugiura, 2003;Oyan, 2006;Moore & Malinowski, 2009;Shao & Skarlicki, 2009). …”

Section: Academic and Sport Performancementioning

confidence: 90%

“…Meditation is a useful tool to achieve mindfulness and a mindful mind is an alert mind. A number of empirical studies have shown that attention increases significantly after going through a period of guided meditation practice compared to the same period of relaxation practices or compared to control groups (Kratter & Hogan, 1983;Cranson, Orme-Johnson, Gackenbach, Dillbeck, Jones & Alexander, 1991;Tang, Ma, Wang, Fan, Feng, Lu, Yu, Sui, Rothbart, Fan & Posner, 2007;Barragan, Lewis & Palacio, 2007;Rangan, Nagendra & Bhatt, 2009;MacLean, Ferrer, Aichele, Bridwell, Zanesco, Jacobs, King, Rosenberg, Sahdra, Shaver, Wallace, Mangun & Sharon, 2010). Furthermore, attention measures have proven to be significantly higher in meditation experts compared to non-meditators or novices (Davidson, Goleman & Schwartz, 1976;Sabel, 1980;Brown, Forte & Dysart, 1984;Rani & Rao, 1996;2000;Valentine & Sweet, 1999;Moore & Malinowski, 2009).…”

Section: Brief Review Of Empirical Research In Mindfulness Attentionmentioning

confidence: 99%

“…The first evidence of modification of attention was obtained through observation in performing experimental tasks (Brown, 1977;Delmonte, 1987;Cranson et al 1991;Henderson, Weeks & Hollingworht, 1999;Valentine & Sweet, 1999) but in recent years more objective measures are being used such as brain imaging. Observable changes in behavior are seen in the structure of the brain both in expert meditators and individuals that have undergone a several week training period.…”

Section: Brain Imaging Techniquesmentioning

confidence: 99%

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Mindfulness training for interpreting students

Ivars

Calatayud

2013

Lebende Sprachen

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In this work we present the results of a study aimed at increasing performance quality in conference interpreting trainees through the development of the attention-regulatory practice of mindfulness. A review of the basic concepts of attention is presented as well as a review of the role of attention in interpreting as an extremely cognitive demanding task. The authors also introduce and review the concept of mindfulness from a theoretical and empirical perspective. Stress in interpreting is also addressed as a factor that may influence performance. An experimental study is presented in which focused attention practices are compared to relaxation practices in relation to performance in interpreting trainees.

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“…Chang and Hierbert (1989) showed how primary students significantly improved their schoolwork after mindfulness intervention. Cranson, Orme-Johnson, Gackenbach, Dillbeck, Jones, and Alexander (1991) demonstrated that university students that practiced mindfulness twice a day increased their academic performance. León (2008) found a significant relationship between the levels of mindfulness and academic performance in secondary education students.…”

Section: Introductionmentioning

confidence: 99%