Continued Improvement of Mental Abilities That Usually Stop Developing in Late Childhood

Individuals who learn the Transcendental Meditation^® and TM-Sidhi^® programs, in contrast to controls, show continuing development of cognitive abilities that usually stop developing in late childhood, including fluid intelligence (50–51), ego development (52), and field independence (53). (Please refer to the charts.) These measures are related to one another; one of them, fluid intelligence, has been found to be associated with the higher control functions of the frontal lobes (please refer to Development of Cognitive Abilities — Selected Research Findings). It is likely that this unprecedented development of global cognitive abilities after childhood, which is promoted by the practice of the Transcendental Meditation technique, is the expression of greater integration and effectiveness of brain functioning.

The findings in this section thus indicate greater integration and effectiveness of the brain processes that underlie cognitive functions; and correspondingly, a unique improvement in cognitive abilities.

Development of Intelligence
Increased IQ in University Students
Through Transcendental Meditation

University students who were practising Maharishi’s Transcendental Meditation and TM-Sidhi Programme increased significantly on intelligence in contrast to control students.

Reference:
Personality and Individual Differences 12: 1105­1116, 1991. 

Increased Field Independence
Broader Comprehension and Greater Ability to Focus
Through Transcendental Meditation

Individuals randomly assigned to learn the Transcendental Meditation program displayed a significant increase after three months, in comparison to controls, on measures of field independence, indicating broader comprehension with increasing ability to focus.

Reference:
Perceptual and Motor Skills   39: 1031–1034, 1974.

Increased Self-Development
Through Transcendental Meditation

University students who were practicing the Transcendental Meditation and TM-Sidhi programs increased significantly on self-development (ego-development) when measured after graduation, in contrast to control students at three other universities who were not participating in these programs.

Reference:
Dissertation Abstracts International   51(10): 5048B, 1991.

References for this Page

(50) Personality and Individual Differences 12: 1105–1116, 1991.
(51) Higher Education Research and Development 15: 73–82, 1995.
(52) Dissertation Abstracts International 51(10): 5048B, 1991.
(53) Perceptual and Motor Skills 39: 1031–1034, 1974.

Continue »