Typical Expression Of Cognitive Dissonance And Consonance In The Course Of Argumentation Among Primary-School Children Playing Chess

Abstract

The research aims to reveal the typical expressions of cognitive dissonance and consonance among the primary-school children by their argumentations upon their deed. The relevance of the research stems from the applicability of the study of the phenomena of dissonance and consonance, which inherently emerge in the sphere of argumentation among the children who study how to play chess. Cognitive dissonance and consonance in the sphere of argumentation in the course of the game of chess are gradually transforming both into the respective reference points – relevant to the situation given, and into the emotional and behavioural manifestations – either adequately or inadequately expressed and, by the logical and inner conflict, are observed as the result of juxtaposition of the realms of emotions and logic.
 The present research evidences that, in the case of similar chess skills, the manifestation of cognitive dissonance, and the own argumentation as well are detectable within the domain of extroversion – emotional instability. Such children, even more than the introverts, need the school psychologist’s support. The cognitive consonance is typical of those of the children involved who are ready to gain new experience and appear to be more positively charged towards their rivals or opponents.

The Impact of Students’ Attitudes and Learning Activities on the Chess Academic Achievemnts in Primary Schools

“…Говоря о влиянии этих факторов на результаты шахматного теста, следует отметить, что на последние статистически влияют отрицательные ответы «Я обращаю внимание на объяснение урока учителем», а также «Я жду звонка» и «Я разговариваю со своими друзьями» или, скорее, отсутствие положительных ответов (табл. 5,6).…”

“…В Республике Армения с 2011 года в учебную программу начальной школы включен обязательный предмет «Шахматы», что дало армянским ученым возможность систематически проводить исследования по теме «шахматы в образовании». В частности, на основе этих исследований опубликованы научные работы по влиянию шахмат на познавательное и интеллектуальное развитие [9; 12], количественному анализу эффективности шахмат в образовании [5], социально-психологическому анализу факторов, влияющих на шахматные знания [3; 10], связи шахматных знаний с показателями успеваемости по математике и родному языку [11], типичному проявлению когнитивного диссонанса и консонанса у детей младшего школьного возраста, играющих в шахматы [6], проблеме шахмат и критического мышления [4; 8], социальной ценности шахмат [13] и др.…”

Research of Emotional Intelligence of Chess Teachers and Pupils

“…Such children, even more than the introverts, need the school psychologist's support. The cognitive consonance is typical of those of the children involved who are ready to gain new experience and appear to be more positively charged towards their rivals or opponents (Mirzakhanyan R., Gevorgyan S., Karapetyan V.,Dallakyan A., & Berberyan A., 2019).One of the research projects of present purpose to reveal the influence of individual psychological characteristics of schoolchildren who studied chess subject on the results of chess test. The method was of free drawing, «My chess lesson», was used, and the method of assessing chess knowledge and skills was also applied using the developed chess test.Based on the school chess curriculum, the test was compiled by a team of experienced specialists in the field of chess education, psychologists, sociologists and professional chess players.…”