The role of intelligence in chess is crucial because the game involves a situation of adversity between two players whose goal is to checkmate the opponent’s king. Due to the complex nature of the game and the huge amount of information needed to become a professional chess player, the ability to receive, analyze, sort and use abstract notions is essential. A total of 67 children from the third grade were selected and tested twice, initially and finally, to establish the level of body schema and intelligence. The Raven test was used to numerically quantify their intelligence and the Goodenough test was conducted for the body schema. We used the paired samples T-test to highlight the statistical difference between the results and performed a simple linear regression to see if the level of intelligence is a predictor of the body schema. There is a linear relationship between intelligence and body schema, and we can use the first one to predict the evolution of the second. In conclusion, body schema can be educated through chess lessons, and this will lead to better psychomotor development.
Chess playing has a significant role in participants’ resources allocation, both at a psychological level, but mostly concerning the cognitive resources. The aim of the present study was to examine the effect of chess playing on the intellectual development of primary-class students. 67 children were tested using the Raven Standard Progressive Matrices and were distributed in three different groups according to their experience with chess, namely: the control group (formed by students with no experience with chess playing), the beginners group (students with less than one year in chess playing training) and the advanced group (children with more than two years experience with chess). Results indicated that chess playing had a significant effect on the SPM performance, indicating that those in the advanced group performed significantly better than those in the control or in the beginners group. Conclusions of this study tap into the benefits of playing chess with a focus on the children’s’ cognitive development.
The role of attention in chess is obvious because the game is an ongoing battle between two players whose main purpose is to checkmate the opponent’s king. Every single move represents a decision that cannot be changed and therefore the ability to concentrate and maintain attention for a limited period of time is essential. Compared to other sports, the game of chess can be played on the Internet, so physical presence does not limit its development. By using the computer, chess is played in better conditions because there is no space limit for people involved in the tournament. The main focus of the game is to move slowly but steadily to another direction. Besides the fact that chess helps to develop intellectual abilities, it can also play a role in the psychomotor development. Twenty third-grade children were selected and equally divided into two parts, the experimental group, and the control group. The Bender-Santucci test (spatial orientation), Kraepelin test, and Toulouse-Pieron test (attentional abilities) were applied to observe the role played by chess in children’s learning process. The independent samples t-test was used to highlight the statistical difference between the results. The Pearson correlation was also used for both groups to emphasize the level of correlation between the two tests. The experimental group recorded better results in both tests, and these results were statistically correlated.
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