This paper reports several studies of chess expertise in children who play competitive chess. The first study examines (1) the relationship between experience and skill among 113 schoolage children (grades 1 through 12); and (2) the relationship between chess skill and scores on various spatial and logical abilities tests among the top 15 players. Improvement in skill is related to experience, and chess players score higher than average on the Raven's Progressive Matrices. Also, scores on a chess-specific test, the Knight's Tour, correlate with scores on the Raven's. The second study reports three experiments with 59 Ss involving chess-specific tasks in memory, perception, and similarity judgements. The first two experiments replicated and extended Chase and Simon (1973). The third experiment, which asked Ss to judge similarities of chess positions, demonstrated that similarity judgements become more global and abstract with increased skill. The final section describes qualitatively how children's chess expertise compares to that of adults. Drawing upon Anderson (1985), we focus on some distinctive features of children's chess play and on some successful techniques in coaching young players.Although much of recent research on decision-making and problem-solving has stressed the limits of rationality and how far humans deviate from 'good' decisions, chess is a situation in which humans can make unusually sound decisions. The literature on expertise has focused on chess and chess masters partly because of these very high-quality decisions. What is particularly striking is that children-not normally known for their rationality-can compete with adults on an even basis in chess tournaments. Further, chess skill among children is not limited to a very few extremely gifted prodigies; many children who are exposed to good chess coaching become competent players.
Eyewitnesses are often asked to describe the appearance of an offender’s face, normally as part of a cognitive interview (CI), and then to construct a facial composite of it by selecting hair, eyes, nose, etc. Recent research indicates that facial composites of this type are rendered much-more identifiable when constructors focus on global character (holistic) judgements of the face after having recalled it in detail. Here, we investigated whether components of this so-called 'holistic' CI (H-CI) were applicable to newer 'evolving' (Darwinian) methods of face construction. We found that the face description component of the interview promoted better-quality composites than the holistic component, but the most-identifiable composites emerged when both components were used together in the same interview as an H-CI. Composites were also more identifiable following description of all features of the face than an alternative involving description of hair. Implications are discussed for real-world face-construction using evolving systems
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