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

By Kamimura So, D. Orme-Johnson. 2001

152 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Social Psychology

View Paper: https://www.semanticscholar.org/paper/01790e65afb30959ad2b55d0f4e5fd553a93652e

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Citations in the corpus

Constructs, methods, and measures for researching spirituality in organizations (2004, background): “So and Orme-Johnson explicitly explored the hypothesis that the regular experience of a wakeful hypometabolic state through TM practice develops “different levels of mental functioning (senses, mind, intellect, feeling, ego) as described in Maharishi's Vedic Science” ( So and Orme-Johnson, 2001”
The Neuropsychological Connection Between Creativity and Meditation (2009, background): “So and Orme-Johnson ( 2001 ) investigated a large group of Taiwanese students, some practiced TM while others napped.”
An analysis of recent meditation research and suggestions for future directions (2003, background): “Three recent studies by So and Orme-Johnson (2001) examined the effects of TM meditation on cognition.”
Toward the Integration of Meditation into Higher Education: A Review of Research Evidence (2011, background): “In the TM-based randomized controlled trials with college vocational and high school students by So and Orme-Johnson (2001) discussed previously, the researchers also examined the effects of daily TM practice (versus wait-list/rest and no-intervention controls) on creativity, as measured by the…”
Meditation in the Higher-Education Classroom: Meditation Training Improves Student Knowledge Retention during Lectures (2013, background): “…that meditation benefits a wide variety of cognitive processes in both the short- and long-term, educators worldwide have begun to utilize meditation as a learning tool for students across a wide variety of age and education levels (Kirk et al. 2011; So and Orme-Johnson 2001; Zeidan et al. 2010).”
The underlying anatomical correlates of long-term meditation: Larger hippocampal and frontal volumes of gray matter (2009, background): “Finally, meditation practice has been demonstrated to affect higher functions of the central nervous system, reflected in increased performances and altered brain activity (So and Orme-Johnson, 2001; Jha et al., 2007; Srinivasan and Baijal, 2007; Doraiswami and Xiong, 2007).”
Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools (2015, methodology): “For instance, So and Orme-Johnson (2001) investigated the effects of TM on fluid intelligence, information processing speed, practical intelligence, field independence and creativity.”
SEARCH: A Meta-Framework and Review of the Field of Positive Education (2019, background): “Napoli et al. (2005) and So and Orme-Johnson (2001) both found that state anxiety and trait anxiety reduced after the meditation intervention compared to control groups.”
The meeting of meditative disciplines and Western psychology: a mutually enriching dialogue. (2006, background): “…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).”
Self-Centeredness and Selflessness: A Theory of Self-Based Psychological Functioning and Its Consequences for Happiness (2011, unknown): “Finally, several studies have indicated that meditation helps in reducing stress, anxiety, and depression (e.g., Kabat-Zinn, 2003; Kam-Tim & Orme-Johnson, 2001; Segal, Williams, & Teasdale, 2002), and improves well-being (e.g., Smith, Compton, & West, 1995) and longevity (Alexander, Langer, Newman,…”