“If the purpose of higher education is to enable an individual to think and act successfully, then education is significant only when it enlivens the whole brain. Therefore, the level of integrated brain functioning is a reliable gauge of the success of a student’s educational experience.”
—Dr. Fred Travis
Research from the Center for Brain,
Consciousness, and Cognition
Travis, F.T., Arenander, A. (in review). Cross-sectional and longitudinal investigation of effects of Transcendental Meditation practice on interhemispheric alpha asymmetry and broadband coherence. Journal of Psychophysiology.
Travis, F.T., Arenander, A., DuBois, D. (2004) Psychological and physiological characteristics of a proposed object-referral/self-referral continuum of self-awareness. Consciousness and Cognition, 13/2, 401-420.
Travis, F.T. (2003) The significance of transcendental consciousness for addressing the “hard” problem of consciousness. Journal of Social Behavior and Personality, 16, 123–135.
Travis, F.T., Tecce, J., Arenander, A., Wallace, R.K. (2002). Patterns of EEG coherence, power, and contingent negative variation characterize the integration of transcendental and waking states. Biological Psychology, 61, 293–319.
Travis, F.T., Olsen, T., Egenes, T., & Gupta, H.K. (2001). Physiological patterns during practice of the Transcendental Meditation technique compared with patterns while reading Sanskrit and a modern language. International Journal of Neuroscience, 109, 71–80.
Travis, F.T. (2001). Autonomic and EEG patterns distinguish transcending from other experiences during Transcendental Meditation practice. International Journal of Psychophysiology, 42, 1–9.
Travis, F.T., Tecce, J.J., Guttman, J. (2001). Cortical plasticity, contingent negative variation, and transcendent experiences during practice of the Transcendental Meditation technique. Biological Psychology, 55, 41–55.