Brain and Brain and Leadership Leadership Professor Frederick Travis, Professor Frederick Travis, PhD PhD Director, Center for Brain, Director, Center for Brain, Consciousness, and Cognition Consciousness, and Cognition Maharishi University of Maharishi University of Management Management Fairfield, Iowa USA Fairfield, Iowa USA
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Brain and Leadership Professor Frederick Travis, PhD Director, Center for Brain, Consciousness, and Cognition Maharishi University of Management Fairfield,
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Brain and Brain and LeadershipLeadershipBrain and Brain and
LeadershipLeadership
Professor Frederick Travis, Professor Frederick Travis, PhDPhD
Director, Center for Brain, Director, Center for Brain, Consciousness, and CognitionConsciousness, and Cognition
Maharishi University of Maharishi University of ManagementManagement
Fairfield, Iowa USAFairfield, Iowa USA
Thinking Thinking and and actionaction
Thinking Thinking and and actionaction
Concrete Concrete ExperienExperience ce
Concrete Concrete ExperienExperience ce
EmotionEmotionssEmotionEmotionss
CEOCEO
Stress turns off the CEO of Stress turns off the CEO of the brainthe brainStress turns off the CEO of Stress turns off the CEO of the brainthe brain StressStress
1. 1.
ChallengChallengee2. 2. StressStress
CE0
ChallenChallengege
Experience Experience changes the changes the brain….brain….
Experience Experience changes the changes the brain….brain….
Activation Activation of visual of visual cortexcortex
in a sighted in a sighted person reading a person reading a
bookbook, ,
Activation Activation of visual of visual cortexcortex
in a sighted in a sighted person reading a person reading a
bookbook, ,
Activation Activation of visual of visual cortex:cortex:
in a sighted in a sighted person person
reading a reading a book, book,
Activation Activation of visual of visual cortex:cortex:
in a sighted in a sighted person person
reading a reading a book, book,
and in a blind and in a blind person “reading” person “reading”
compassion (Lutz eta l. 2004); Other studies with single group or case study designs• Qigong (Litscher et al, 2001)• Zen–3rd ventricle (Huang and Lo, 2009)• Diamond Way Buddhism (Lehmann et al., 2001)
Focused Attention: Gamma (20-50 Hz)
Open Monitoring: Theta (4-8 Hz)
Conscious Conscious ThoughtsThoughts
Travis and Shear, 2010
Vipassana meditation (Cahn et al., 2010) Zen meditation (ZaZen) (Murata, et al, 1994) Sahaja Yoga (Aftanas and Golocheikine, 2001; Baijal & Srinivasan, 2009) Concentrative Qigong (Pan, Zhang, & Xia, 1994)
Focused Attention: Gamma (20-50 Hz)
Automatic Self-Transcending: Alpha 1 (8-10 Hz)
Open Monitoring: Theta (4-8 Hz)
Travis and Shear, 2010
Conscious Conscious ThoughtsThoughts
FrontFront
CentCenterer
BackBack
Travis et al, 2009
Paradoxical Alpha (TM)Paradoxical Alpha (TM)
Alpha as Idling Alpha as Idling (eyes closed)(eyes closed)
In this task, you'll see a number in the In this task, you'll see a number in the middle of the screen; then a blank middle of the screen; then a blank screen for 1.5 seconds; and then a screen for 1.5 seconds; and then a
second number.second number.
If the first number is greater, press the If the first number is greater, press the left button. If the second number is left button. If the second number is
greater, greater, press the right button.press the right button.
In this task, you'll see a number in the In this task, you'll see a number in the middle of the screen; then a blank middle of the screen; then a blank screen for 1.5 seconds; and then a screen for 1.5 seconds; and then a
second number.second number.
If the first number is greater, press the If the first number is greater, press the left button. If the second number is left button. If the second number is
greater, greater, press the right button.press the right button.
oTravis et al 2004, Consciousness and Cognition, 13/2, 401-420.
Travis et al, 2009
American University College Students American University College Students (random assignment to groups)(random assignment to groups)American University College Students American University College Students (random assignment to groups)(random assignment to groups)
Brain Integration Scale (3 months TM)
0
0.5
1
1.5
2
2.5
3
3.5
Pretest Post Test
Bra
in In
teg
rati
on
TM Delayed Start
p < .001
Brain Integration during tasks (3-mon TM)
Travis et al, 2009
Brain Integration Scale (3 months TM)
0
0.5
1
1.5
2
2.5
3
3.5
Pretest Post Test
Bra
in In
teg
rati
on
TM Delayed Start
p < .001
American University College Students American University College Students (random assignment to groups)(random assignment to groups)American University College Students American University College Students (random assignment to groups)(random assignment to groups)
Brain Integration during tasks (3-mon TM)
Travis et al, 2009
Brain Integration Scale (3 months TM)
0
0.5
1
1.5
2
2.5
3
3.5
Pretest Post Test
Bra
in In
teg
rati
on
TM Delayed Start
p < .001
American University College Students American University College Students (random assignment to groups)(random assignment to groups)American University College Students American University College Students (random assignment to groups)(random assignment to groups)
Brain Integration during tasks (3-mon TM)
(Nidich et al, 2009)
-2
-1
0
1
2
3
4
5
6
Non-TM Short-term TM Long-term TMSum
med
Z-s
core
s of
EEG
Pa
ram
eter
sBrain Integration Scale
Frontal Coherence, Alpha Relative Power, and Brain Preparatory Response