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A Comprehensive List of Findings and References:
Research on the Transcendental Meditation Program Relevant to Educational Improvement

Scientific Research Findings: Development of All Aspects of Life
The following are research findings on the Transcendental Meditation® program that are significant for improving the effectiveness of education. The numbers in parentheses after the finding refer to the references in the original research papers, which are listed below.

Increased Intelligence, Learning Ability, and Intellectual Performance

  • Increased Intelligence (1–7)
  • Increased Learning Ability (8–9)
  • Improved Memory (9–10)
  • Accelerated Cognitive Development in Children (11–13)
  • Improved Cognitive Flexibility (9–10)
  • Increased Efficiency of Concept Learning (8)
  • Faster Processing of Cognitively Complex Information (14)
  • Broader Comprehension and Improved Ability to Focus Attention—Increased Field Independence (4, 13, 15)
  • Cognitive Orientation towards Positive Values (16)
  • Improved Problem-Solving Ability (2)

Improved Academic Performance and Academic Orientation

  • Improved Academic Performance at the Elementary, Secondary, College, and Postgraduate Levels (17–20)
  • Improved Standardized Test Scores on General Academic Achievement, Social Studies, Literary Materials, Reading, Mathematics, Language, and Work Study Skills (17–18)

Increased Creativity

  • Enhanced Creativity (2, 5, 21)
  • Increased Innovation (2)
This Association offers the scientifically validated Consciousness-BasedSM education program, founded by Maharishi Mahesh Yogi. More than 40 years of experience and over 600 scientific research studies have shown this non-sectarian program to improve educational outcomes, reduce stress and antisocial behavior, increase creativity and intelligence, and unfold the inner happiness of students and teachers of all cultural and educational backgrounds.
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Higher Levels of Brain Functioning

  • Mobilization of the Hidden Reserves of the Brain: Wider Distribution of the BrainÌs Response to Sensory Input (22)
  • Increased Neurological Efficiency:
    —Increased Efficiency of Information Transfer in the Brain (14, 23–28)
    —Improved Spinal Reflex Activity (29, 30)
    —Improvements in Reaction-Time Measures Correlated with Intelligence (7)
  • Greater Adaptability of Brain Functioning (31)
  • Faster Processing of Cognitively Complex Information in the Elderly (9)
  • Increased Efficiency and Decreased Age-Related Deterioration of CognitiveInformation Processing as Measured by Event-Related Potentials (14)
  • Correlations Found in Subjects Practicing the Transcendental Meditation and TM-Sidhi programs:
    —Between High EEG Coherence, Higher States of Consciousness, and High Levels of Creativity (32)
    —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 (33)

Improved Mind-Body Coordination and Athletic Performance

  • Faster Reactions (34–36)
  • Increased Psychomotor Speed (37)
  • Improved Athletic Performance: Speed, Agility, Reaction Time, Cardiovascular Efficiency (106, 107)

Increased Organizational Ability and Efficiency

  • Increased Time Competence: Increased Ability to Think and Act Efficiently in the Present (38–40)
  • Increased Efficiency and Productivity (41, 42)
  • Increased Employee Effectiveness (42)
  • Decreased Tendency to Procrastinate (43)

Increased Energy and Dynamism

  • Increased Energy and Enthusiasm (2, 42, 44)
  • Increased Physical and Mental Well-Being (9, 45–47)
  • Decreased Fatigue (42)

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 (47)
  • Longitudinal Reduction in Health Care Costs (48)
  • Improved Self-Health Rating (9, 42, 45, 46, 49)
  • Reduced Blood Pressure in Adolescents (102)
  • Increased Integration of Personality
  • Increased Self-Actualization: Increased Integration, Unity, and Wholeness of Personality (38–40)
  • Uniquely Effective Means of Increasing Self-Actualization (40)
  • Uniquely High Scores on Self-Development in Advanced Participants in the Transcendental Meditation program (50)
  • 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 (16)
  • Increased Inner-Directedness: Greater Independence and Self-Supportiveness (38–40)
  • Increased Autonomy and Independence (2, 40, 50)
  • Less Sensitivity to Criticism (51)
  • Enhanced Self-Concept (52)
  • Enhanced Self-Regard and Self-Esteem (2, 51, 53, 54)
  • Enhanced Inner Well-Being (9)
  • Increased Emotional Stability (43, 55, 56)
  • Increased Emotional Maturity (44)
  • Decreased Behavioral Rigidity (9)
  • Improved Mental Health (9, 38–40, 42–46, 51, 52, 54, 55, 57–64)

Reduction in Negative Personality Characteristics

  • Decreased Anxiety (2, 42, 44, 54, 55, 57, 58, 60, 62, 65)
  • Decreased Tension (42, 43, 58)
  • Decreased Neuroticism (43, 45, 51, 59, 62)
  • Decreased Depression (43, 51, 55)
  • Decreased Hostility (60, 71)
  • Decreased Impulsiveness (44, 45)
  • Decreased Use of Cigarettes (42, 66–70)
  • Decreased Use of Alcohol (42, 55, 61, 66–69, 72)
  • Decreased Drug Abuse (43, 66–69, 73)
  • Decreased Anger in Adolescents (101)
  • Decreased Absenteeism, Suspension Rates, and School Disciplinary Incidents (103)

Growth of Ideal Social Behavior

  • Increased Social Maturity (3)
  • Increased Sociability (44)
  • Increased Capacity for Warm Interpersonal Relationships (39, 43, 44)
  • Increased Friendliness (43)
  • Improved Work and Personal Relationships (42)
  • Increased Ability to Be Objective, Fair-Minded, and Reasonable (44)
  • Increased Good Humor (43)
  • Increased Trust (51)
  • Increased Tolerance (2, 44)
  • Growth of a More Sympathetic, Helpful, and Caring Nature (44)
  • Increased Sensitivity to the Feelings of Others (44)
  • Improved Interpersonal Behavior of Juvenile Offenders (54)

Benefits in Special Education and Remedial Education

  • Improvements in Personality Relevant to Learning Disorders in Economically Deprived Adolescents with Learning Problems (53):
    —Increased Independence and Self-Supportiveness
    —Improved Self-Regard
  • Decreased Dropout Rate from School in Economically Deprived Adolescents with Learning Problems (53)
  • Improvements Among Children from Low-Income Families (74)
    —Increased Intelligence
    —Improved Self-Concept
  • Improvements in Autism: Decreased Echolalic Behavior (75)
  • Benefits for Mentally Retarded Subjects:
    —Improved Social Behavior (76)
    —Improved Cognitive Functioning (76, 77)
    —Increased Intelligence (76, 77)
    —Improved Physical Health (76)
    —Normalization of Neurotransmitter Metabolite and Plasma Cortisol Levels (77)
  • Decreased Stuttering (78, 79)
 
   

Scientific Research References Cited in Text

  1. Gedrag: Tijdschrift voor Psychologie 3: 167–182, 1975.
  2. Dissertation Abstracts International 38(7): 3372B–3373B, 1978.
  3. College Student Journal 15: 140–146, 1981.
  4. Perceptual and Motor Skills 62: 731–738, 1986.
  5. The Journal of Creative Behavior 19: 270–275, 1985
  6. Journal of Clinical Psychology 42: 161–164, 1986.
  7. Personality and Individual Differences 12: 1105–1116, 1991.
  8. International Journal of Neuroscience 15: 151–157, 1981.
  9. Journal of Personality and Social Psychology 57: 950–964, 1989.
  10. Memory & Cognition 10: 207–215, 1982.
  11. Dissertation Abstracts International 50(3): 1518B, 1989.
  12. Dissertation Abstracts International 47(8): 3558B, 1987.
  13. Perceptual and Motor Skills 65: 613–614, 1987.
  14. Psychophysiology 26: 529, 1989.
  15. Perceptual and Motor Skills 39: 1031–1034, 1974.
  16. Perceptual and Motor Skills 64: 1003–1012, 1987.
  17. Education 107: 49–54, 1986.
  18. Education 109: 302–304, 1989.
  19. Scientific Research on Maharishi’s Transcendental Meditation Programme: Collected Papers, Volume 1 (Rheiweiler, Germany: Maharishi European Research University): 396–399, 1977.
  20. British Journal of Educational Psychology 55: 164–166, 1985.
  21. Journal of Creative Behavior 13: 169–180, 1979.
  22. Abstracts, the International Symposium ÂPhysiological and Biochemical Basis of Brain Activity’ (St. Petersburg, Russia: Russian Academy of Science, Institute of the Human Brain): 5, 1994.
  23. Pflügers Archiv 359 (Suppl.): 191, R 96 (Abstract), 1975.
  24. Zeitschrift für Elektroenzephalographie und Elektromyographie EEG-EMG 7: 99–103, 1976.
  25. International Journal of Neuroscience 10: 165–170, 1980.
  26. Motivation, Motor and Sensory Processes of the Brain, Progress in Brain Research 54: 447–453, 1980.
  27. Psychophysiology 27 (Suppl.): 4A (Abstract), 1990.
  28. Psychophysiology 31: S67 (Abstract), 1994.
  29. Perceptual and Motor Skills 50: 1103–1106, 1980.
  30. Experimental Neurology 79: 77–86, 1983.
  31. Psychophysiology 14: 293–296, 1977.
  32. International Journal of Neuroscience 13: 211–217, 1981.
  33. Journal of Moral Education 12: 166–173, 1983.
  34. L’Enc»phale 10: 139–144, 1984.
  35. Perceptual and Motor Skills 38: 1263–1268, 1974.
  36. Perceptual and Motor Skills 46: 726, 1978.
  37. Journal of Clinical Psychology 42: 161–164, 1986.
  38. Journal of Counseling Psychology 19: 184–187, 1972.
  39. Journal of Counseling Psychology 20: 565–566, 1973.
  40. Journal of Social Behavior and Personality 6: 189–247, 1991.
  41. Academy of Management Journal 17: 362–368, 1974.
  42. Anxiety, Stress and Coping: An International Journal 6: 245–262, 1993.
  43. Zeitschrift für klinische Psychologie 7: 235–255, 1978.
  44. Dissertation Abstracts International 38(8): 3895B, 1978.
  45. Japanese Journal of Industrial Health 32: 656, 1990.
  46. Japanese Journal of Public Health 37(10 Suppl.): 729, 1990.
  47. Psychosomatic Medicine 49: 493–507, 1987.
  48. American Journal of Health Promotion 10: 208–216, 1996.
  49. Farinelli, L. Possibilità di applicazioni della tecnologia della coscienza in aspetti di medicina preventiva: Una ricerca pilota. Doctoral thesis, Faculty of Medicine and Surgery, University of Padova at Verona, Verona, Italy, 1981.
  50. Advanced human development in the Vedic Psychology of Maharishi Mahesh Yogi: Theory and research. In Transcendence and Mature Thought in Adulthood, eds. M. E. Miller and S. R. Cook-Greuter (Lanham, MD: Rowman & Littlefield): 39–70, 1994.
  51. Gedrag: Tijdschrift voor Psychologie 4: 206–218, 1976.
  52. British Journal of Psychology 73: 57–68, 1982.
  53. Dissertation Abstracts International 38(6): 3351A, 1977.
  54. Dissertation Abstracts International 34(8): 4732A, 1974.
  55. Journal of Counseling and Development 64: 212–215, 1985.
  56. Psychotherapie • Psychosomatik Medizinische Psychologie 32: 188–192, 1982.
  57. Journal of Clinical Psychology 33: 1076–1078, 1977.
  58. Hospital & Community Psychiatry 26: 156–159, 1975.
  59. Läkartidningen 74(47): 4212–4214, 1977.
  60. Criminal Justice and Behavior 5: 3–20, 1978.
  61. Bielefeld, M. Transcendental Meditation: A stress reducing self-help support system. Cleveland V.A. Medical Center, Cleveland, Ohio, U.S.A. Paper presented at the Annual Convention of the American Psychological Association, Los Angeles, California, August 1981.
  62. International Journal of Neuroscience 46: 77–86, 1989.
  63. Journal of Criminal Justice 15: 211–230, 1987.
  64. Dissertation Abstracts International 45(10): 3206B, 1985.
  65. Journal of Clinical Psychology 45: 957–974, 1989.
  66. Wallace, R. K.; et al. Decreased drug abuse with Transcendental Meditation: A study of 1,862 subjects. In Drug Abuse: Proceedings of the International Conference, ed. Chris J. D. Zarafonetis (Philadelphia: Lea and Febiger): 369–376, 1972.
  67. The International Journal of the Addictions 12: 729–754, 1977.
  68. Bulletin of the Society of Psychologists in Addictive Behaviors 2: 28–33, 1983.
  69. Alcoholism Treatment Quarterly 11: 13–87, 1994.
  70. Alcoholism Treatment Quarterly 11: 219–236, 1994.
  71. Dissertation Abstracts International 43(2): 539B, 1982.
  72. American Journal of Psychiatry 132: 942–945, 1975.
  73. American Journal of Psychiatry 131: 60–63, 1974.
  74. Dillbeck, M. C.; Clayborne, M. B.; and Dillbeck, S. L. Effects of the Transcendental Meditation program with low-income inner-city children. Paper presented at the 98th Annual Convention of the American Psychological Association, Boston, Massachusetts, August, 1990.
  75. Wood, M. F. The effectiveness of Transcendental Meditation as a means of improving the echolalic behavior of an autistic student. Paper presented at the International Symposium on Autism Research, Boston, Massachusetts, July 1981.
  76. Journal of Clinical Psychiatry 42: 35–36, 1981.
  77. Journal of Biomedicine 1: 73–88, 1980.
  78. Perceptual and Motor Skills 39: 294 (Abstract), 1974.
  79. Dissertation Abstracts International 40(2): 689B, 1979.
  80. Alcoholism Treatment Quarterly 11: 1–524, 1994.
  81. Psychosomatic Medicine 35: 341–349, 1973.
  82. International Journal of Neuroscience 16: 53–58, 1982.
  83. Hypertension 26: 820–827, 1995.
  84. Goodlad, J. I. A place called school: Prospects for the future (New York: McGraw-Hill):1984.
  85. Journal of Crime and Justice 4: 25–45, 1981.
  86. The Journal of Mind and Behavior 9: 457–486, 1988.
  87. Journal of Conflict Resolution 32: 776–812, 1988.
  88. Dissertation Abstracts International 51(12): 6155B, 1991.
  89. Psychology, Crime, and Law 2: 165–174, 1996.
  90. Social Indicators Research 22: 399–418, 1990.
  91. The Journal of Mind and Behavior 8: 67–104, 1987.
  92. Psychological Reports 76: 1171–1193, 1995.
  93. Proceedings of the Social Statistics Section of the American Statistical Association (Alexandria, VA: American Statistical Association): 38–43, 1996.
  94. Proceedings of the American Statistical Association, Business and Economics Statistics Section (Alexandria, VA: American Statistical Association): 799–804, 1987.
  95. Proceedings of the American Statistical Association, Business and Economics Statistics Section (Alexandria, VA: American Statistical Association): 491–496, 1988.
  96. Dissertation Abstracts International 49(8): 2381A, 1989.
  97. Proceedings of the Social Statistics Section of the American Statistical Association (Alexandria, VA: American Statistical Association): 297–302, 1990.
  98. American Psychologist 42: 879–881, 1987.
  99. The American Journal of Managed Care 3: 135–144, 1997.
  100. Dissertation Abstracts International 51(10): 5048B, 1991.
  101. Annals of Behavioral Medicine 2001;23 (Suppl):S100. anger
  102. Annals of Behavioral Medicine 2000;22 (Suppl):S133. reactivity
  103. Annals of Behavioral Medicine 2001;23 (Suppl):S1300. Absenteeism, suspension rates, and school behavior
  104. Dissertation Abstracts International 50(3): 1518B, 1989. “Consciousness and cognitive development: A six-month longitudinal study of four-year-olds practicing the children’s Transcendental Meditation technique.”
  105. So, Kam-Tim, and Orme-Johnson, David. “Three Randomized Experiments on the Holistic Longitudinal Effects of the Transcendental MeditationÐ Technique on Cognition.” Dissertation Abstracts International, 1995. (also approved for publication; in press)
  106. Scientific Research on Maharishi’s Transcendental Meditation and TM-Sidhi Program, Collected Papers, Volume I: 346-362.
  107. Scientific Research on Maharishi’s Transcendental Meditation and TM-Sidhi Program, Collected Papers, Volume II: 907-948
  

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