Innovative Higher Education

, Volume 37, Issue 5, pp 349–358

Meditation in Higher Education: Does it Enhance Cognition?

Authors

  • Casey Helber
    • Fordham University
    • Purchase CollegeState University of New York
  • Matthew Immergut
    • Purchase CollegeState University of New York
Article

DOI: 10.1007/s10755-012-9217-0

Cite this article as:
Helber, C., Zook, N.A. & Immergut, M. Innov High Educ (2012) 37: 349. doi:10.1007/s10755-012-9217-0

Abstract

We predicted that students in a sociology course that included contemplative practices (i.e., mindfulness meditation) would show an increase in performance on higher level cognitive abilities (executive functions) over the semester compared to a control group of students. Change in executive functions performance was not significantly different between the two groups. However, when looking within the meditation group, the time spent meditating predicted the amount of executive function improvement, suggesting that the amount of time spent meditating is strongly related to the level of improvement. This finding provides preliminary support for benefits of meditation for students’ higher level cognitive abilities.

Keywords

MeditationExecutive FunctionsEducation

Copyright information

© Springer Science+Business Media, LLC 2012