Brain and Leadership Professor Frederick Travis, PhD Director, Center for Brain, Consciousness, and...
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Transcript of Brain and Leadership Professor Frederick Travis, PhD Director, Center for Brain, Consciousness, and...
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”
Braille.Braille.
Focused Attention: Gamma (20-50 Hz)
Travis and Shear, 2010
Conscious Conscious ThoughtsThoughts Loving-kindness-
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)
Task: 5 sec – 0 secTask: 5 sec – 0 secTask: 5 sec – 0 secTask: 5 sec – 0 sec
AlphaAlpha Beta Beta GammaGamma
TM: 30 sec – 35 secTM: 30 sec – 35 secTM: 30 sec – 35 secTM: 30 sec – 35 sec
AlphaAlpha Beta Beta GammaGamma
Automatic Self-Transcending: Alpha 1 (8-10 Hz)
Travis and Shear, 2010
Conscious Conscious ThoughtsThoughts
TM technique (Dillbeck & Bronson, 1981) TM technique (Travis & Wallace., 1999) TM technique (Travis et al., 2001) TM technique (Hebert et al., 2005) TM technique (Travis & Arenander., 2006) TM technique (Travis et al., 2010) Other case study
• Qigong (Qin, et al, 2009)
Transcending during TMTranscending during TMTranscending during TMTranscending during TM
Transcending during TMTranscending during TMTranscending during TMTranscending during TM
Transcending during TMTranscending during TMTranscending during TMTranscending during TM
Transcending during TMTranscending during TMTranscending during TMTranscending during TM
Transcending during TMTranscending during TMTranscending during TMTranscending during TM
Pure Pure ConsciousnessConsciousness
Pure Pure ConsciousnessConsciousness
BaselineBaseline TM PracticeTM Practice
FDG-FDG-PETPET
Newberg, A., Travis, Newberg, A., Travis,
F., Wintering, N., F., Wintering, N.,
Nidich, S., Alavi, A. & Nidich, S., Alavi, A. &
Schneider, R. Schneider, R. Neural Neural
ImagingImaging conference, conference,
Miami, Fl., 2006. Miami, Fl., 2006.
Frontal Frontal and and
ParietalParietal
Hippo-Hippo-campus campus
andandThalamusThalamus
Restful Alertness during TM practice Restful Alertness during TM practice
Brain Functioning Brain Functioning during Simple andduring Simple andChoiceChoiceReaction Reaction TimeTimeTasksTasks
11stst Task (Attention) Task (Attention)11stst Task (Attention) Task (Attention)
In the first task, you'll see an In the first task, you'll see an ** in in
the middle of the screen. Then the middle of the screen. Then you'll hear a tone.you'll hear a tone.
As soon as you hear the tone, As soon as you hear the tone, press the space bar as fast as press the space bar as fast as
you can.you can.
In the first task, you'll see an In the first task, you'll see an ** in in
the middle of the screen. Then the middle of the screen. Then you'll hear a tone.you'll hear a tone.
As soon as you hear the tone, As soon as you hear the tone, press the space bar as fast as press the space bar as fast as
you can.you can.
2nd Task (Remain Balanced)2nd Task (Remain Balanced)2nd Task (Remain Balanced)2nd Task (Remain Balanced)
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.
oCoherenCoherenceceoCoherenCoherencece
oAlpha Alpha AmplitudeAmplitudeoAlpha Alpha AmplitudeAmplitude
Differences in CNVDifferences in CNVDifferences in CNVDifferences in CNV
-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
Correlation of the Brain Integration Correlation of the Brain Integration Report Card with:Report Card with:
Correlation of the Brain Integration Correlation of the Brain Integration Report Card with:Report Card with:
* p < .05, ** p < .01* p < .05, ** p < .01 MeanMean StdStd R (28)R (28)
Moral ReasoningMoral Reasoning 3.463.46 0.410.41 0.66**0.66**
Emotional StabilityEmotional Stability 3.863.86 0.850.85 0.52**0.52**
Openness to expOpenness to exp 4.424.42 0.470.47 0.46*0.46*
State AnxietyState Anxiety 27.7527.75 11.9211.92 -0.46*-0.46*
Trait AnxietyTrait Anxiety 31.2931.29 12.2312.23 -0.47*-0.47*
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
0
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Control Athletes
World Class
Athletes
Control Managers
Top-Level Managers
Prof Musician
Amateur Musician
Police Long term TM
Su
mm
ed Z
-sco
res
sBrain Integration ScaleFrontal Coherence, Alpha Relative
Power, and Brain Preparatory Response
0
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Control Athletes
World Class
Athletes
Control Managers
Top-Level Managers
Prof Musician
Amateur Musician
Police Long term TM
Su
mm
ed Z
-sco
res
s
Brain Integration ScaleFrontal Coherence, Alpha Relative
Power, and Brain Preparatory Response
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Control Athletes
World Class
Athletes
Control Managers
Top-Level Managers
Prof Musician
Amateur Musician
Police Long term TM
Su
mm
ed Z
-sco
res
s
Brain Integration ScaleFrontal Coherence, Alpha Relative
Power, and Brain Preparatory Response
Thank you.Thank you.Any Questions?Any Questions?
Thank you.Thank you.Any Questions?Any Questions?