The scientific research on the Transcendental Meditation program is the largest and strongest body of research in the world on any program to develop human potential, with more than 600 scientific studies conducted at 250 independent universities and institutions in 33 countries. These studies have been published in over 100 of the world's leading scientific journals and are proving benefits in every aspect of life.
Benefits for Special and Remedial Education
Eyerman J. Transcendental Meditation and mental retardation. Journal of Clinical Psychiatry 42: 35-36, 1981
Subrahmanyam S. and Porkodi K. Neurohumoral correlates of Transcendental Meditation. Journal of Biomedicine 1: 73-88, 1980.
Improved Intelligence, Creativity and Learning Ability
Alexander C. N. and Gackenbach J. Transcendental Meditation and improved performance on intelligence-related measures: A longitudinal study. Personality and Individual Differences, 12, 1105–1116, 1991.
Aron A., et al. The Transcendental Meditation program in the college curriculum: A 4-year longitudinal study of effects on cognitive and affective functioning. College Student Journal 15: 140-146, 1981.
Cranson R.W., et al. Transcendental Meditation and improved performance on intelligence-related measures: A longitudinal study. Personality and Individual Differences 12: 1105-1116, 1991.
Dillbeck M.C., et al. Frontal EEG coherence, H-reflex recovery, concept learning, and the TM-Sidhi program. International Journal of Neuroscience 15: 151-157, 1981.
Dillbeck M.C. Meditation and flexibility of visual perception and verbal problem-solving. Memory & Cognition 10: 207-215, 1982.
Dillbeck M.C., et al. Longitudinal effects of the Transcendental Meditation and TM-Sidhi program on cognitive ability and cognitive style. Perceptual and Motor Skills 62: 731-738, 1986.
Fergusson L.F., et al. Vedic Science based education and nonverbal intelligence: A preliminary longitudinal study in Cambodia. Higher Education Research and Development 15: 73-82, 1995.
Jedrczak A., et al. The TM-Sidhi programme, age, and brief test of perceptual-motor speed and nonverbal intelligence. Journal of Clinical Psychology 42: 161-164, 1986.
Jedrczak, A., et al. The TM-Sidhi programme, pure consciousness, creativity and intelligence. The Journal of Creative Behavior 19: 270-275, 1985.
So K.T. and Orme-Johnson D. W. Three randomized experiments on the holistic longitudinal effects of the Transcendental Meditation technique on cognition. Intelligence, 29(5), 419-440, 2001.
Tjoa A. Increased intelligence and reduced neuroticism through the Transcendental Meditation program. Gedrag: Tijdschrift voor Psychologie 3: 167-182, 1975.
Travis F. The Transcendental Meditation technique and creativity: A longitudinal study of Cornell University undergraduates. Journal of Creative Behavior 13: 169-180, 1979.
Warner T.Q. Transcendental Meditation and developmental advancement: Mediating abilities and conservation performance. Dissertation Abstracts International 47(8): 3558B, 1987.
So K.T. and Orme-Johnson D.W. Three randomized experiments on the longitudinal effects of the Transcendental Meditation technique on cognition. Intelligence 29: 419-440, 2001.
Fergusson L.C. Field Independence and art achievement in meditating and nonmeditating college students. Perceptual and Motor Skills 75: 1171-1175, 1992.
Kember P. The Transcendental Meditation technique and postgraduate academic performance. British Journal of Educational Psychology 55: 164-166, 1985.
Nidich S.I., et al. School effectiveness: Achievement gains at the Maharishi School of the Age of Enlightenment. Education 107: 49-54, 1986.
Nidich S.I. and Nidich R.J. Increased academic achievement at Maharishi School of the Age of Enlightenment: A replication study. Education 109: 302-304, 1989.
Improved School Behavior
Barnes V.A., et al. Impact of stress reduction on negative school behavior in adolescents. Health and Quality of Life Outcomes 1:10, 2003.
Fergusson L.F., et al. Personality and health characteristics of Cambodian undergraduates: A case for student development. Journal of Instructional Psychology 22: 308-319, 1995.