how does chess help with problem solving

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Does chess instruction improve mathematical problem-solving ability? Two experimental studies with an active control group

Giovanni sala.

Department of Psychological Sciences, University of Liverpool, Bedford Street South, Liverpool, L69 7ZA UK

Fernand Gobet

It has been proposed that playing chess enables children to improve their ability in mathematics. These claims have been recently evaluated in a meta-analysis (Sala & Gobet, 2016 , Educational Research Review, 18, 46–57), which indicated a significant effect in favor of the groups playing chess. However, the meta-analysis also showed that most of the reviewed studies used a poor experimental design (in particular, they lacked an active control group). We ran two experiments that used a three-group design including both an active and a passive control group, with a focus on mathematical ability. In the first experiment ( N = 233), a group of third and fourth graders was taught chess for 25 hours and tested on mathematical problem-solving tasks. Participants also filled in a questionnaire assessing their meta-cognitive ability for mathematics problems. The group playing chess was compared to an active control group (playing checkers) and a passive control group. The three groups showed no statistically significant difference in mathematical problem-solving or metacognitive abilities in the posttest. The second experiment ( N = 52) broadly used the same design, but the Oriental game of Go replaced checkers in the active control group. While the chess-treated group and the passive control group slightly outperformed the active control group with mathematical problem solving, the differences were not statistically significant. No differences were found with respect to metacognitive ability. These results suggest that the effects (if any) of chess instruction, when rigorously tested, are modest and that such interventions should not replace the traditional curriculum in mathematics.

Students’ poor achievement in mathematics has been the subject of debate both in the United States (Hanushek, Peterson, & Woessmann, 2012 ; Richland, Stigler, & Holyoak, 2012 ) and in Europe (Grek, 2009 ). Researchers and policy makers have investigated alternative methods and activities with the purpose of improving the effectiveness of mathematics teaching. One such activity is play. The rationale is that, because children are highly motivated to play, they could learn important concepts in mathematics (and other curricular domains) without realizing it, through implicit learning (Brousseau, 1997 ; Pelay, 2011 ); they could also acquire general cognitive skills such concentration and intelligence, which would positively affect their school results generally.

Several authors have argued that chess is an ideal game for educational purposes (Bart, 2014 ; Jerrim, Macmillan, Micklewright, Sawtell, & Wiggins, 2016 ; Kazemi, Yektayar, & Abad, 2012 ). Chess offers an optimal trade-off between complexity and simplicity, and the balance between tactics and strategy is ideal. It combines numerical, spatial, temporal, and combinatorial aspects. In addition, unlike games such as Awalé and Go, the diversity of pieces helps maintain attention—an important consideration with younger children. Altogether, these characteristics of chess may foster attention, problem solving, and self-monitoring of thinking (i.e., metacognition). Finally, there is some overlap between chess and mathematics (e.g., basic arithmetic with the value of the pieces, geometry of the board, piece movements), which is an obvious advantage when using chess to foster mathematical skills.

In recent years, considerable efforts have been made to validate these ideas empirically. Not only has chess instruction been included in the school curriculum in several countries, but several educational projects and studies involving chess are currently ongoing or have recently ended in Germany, Italy, Spain, Turkey, the United Kingdom, and the United States. Even the European Parliament has expressed its interest and positive opinion on teaching chess in schools as an educational tool (Binev, Attard-Montalto, Deva, Mauro, & Takkula, 2011 ). If successful, using chess in school for fostering academic achievement would shed considerable light on the question of skill acquisition and transfer (Mestre, 2005 ).

One psychological mechanism has been regularly proposed for explaining the putative effects of chess instruction: Being a cognitively demanding activity, chess improves pupils’ domain-general cognitive abilities (e.g., intelligence, attention, and reasoning), abilities that then transfer to other domains, and therefore benefits a wide set of non-chess-related skills (e.g., Bart, 2014 ). The idea is intuitive and attractive. This view of chess as a cognitive enhancer has been mentioned in popular newspapers in the United Kingdom (e.g., Garner, 2012 ) and was the key theoretical assumption of a recent large experimental study that took place in the United Kingdom (Jerrim et al., 2016 ).

Chess skill and cognitive ability

The literature on the link between chess skill and cognitive ability is certainly consistent with this mechanism. People engaged in intellectual activities often show superior cognitive ability compared to the general population (e.g., professional musicians; Ruthsatz, Detterman, Griscom, & Cirullo, 2008 ), and chess is no exception. A recent meta-analysis (Sala et al. 2017 ) reported that chess players outperformed nonchess players in several cognitive skills (e.g., planning, numerical ability, and reasoning). The difference between the two groups was approximatively half a standard deviation. Another meta-analysis (Burgoyne et al., 2016 ) found positive correlations between chess skill and cognitive abilities such as fluid intelligence, processing speed, short-term and working memory (WM), and comprehension knowledge.

However, the positive relationship between chess skill and cognitive ability does not necessarily imply that chess instruction enhances cognitive ability. An alternative explanation is that individuals with better cognitive ability are more likely to excel and engage in the game of chess. To establish causality, one needs to turn attention to studies where instruction is under experimental control. This is the province of educational psychology and in particular the study of transfer of skills. This literature is rather skeptical about the possibility that an activity such as chess improves cognition generally and leads to educational benefits in topics such as mathematics. This skepticism is reinforced by the literature on expertise, which has found that experts’ knowledge is highly specialized and thus unlikely to transfer to other domains. The following section briefly summarizes these two fields of research.

Skepticism: The question of far transfer and research into expertise

Transfer of learning occurs when a set of skills learned in one domain generalizes to one (or more) domains. It is customary to distinguish between near transfer, where transfer of learning occurs between tightly related domains (e.g., from geometry to calculus) and far transfer, where the source and target domains are only loosely related. The presumed enhancement of mathematical ability from chess instruction is a clear example of far transfer.

It has been proposed that transfer is a function of the degree to which two (or more) domains share common features (Thorndike & Woodworth, 1901 ). Thorndike and Woodworth’s ( 1901 ) common element theory thus predicts that while near transfer is often observed, far transfer occurs rarely. This theory has received strong support from different areas of research, where interventions that failed to obtain far-transfer effects have been documented. For example, several meta-analyses have shown that neither music instruction nor WM training enhances pupils’ cognitive ability or academic achievement (Melby-Lervåg, Redick, & Hulme, 2016 ; Sala & Gobet, 2017b , 2017c , in press ). Interestingly, all these meta-analyses reported near-zero overall effect sizes when the treatment groups were compared to active control groups. When transfer occurs, it is almost always near transfer only. For example, Oei and Patterson ( 2015 ) have suggested that action video-game training enhances only those cognitive abilities directly involved in the particular video game used during training.

Beyond research into far transfer, research into the psychology of expertise lends support to Thorndike and Woodworth’s ( 1901 ) theory. For example, transfer is only partial between subspecialties such as cardiology and neurology (Rikers, Schmidt, & Boshuizen, 2002 ) and types of specialization in chess, as operationalized by the openings (first moves of a game) played (Bilalić, McLeod, & Gobet, 2009 ). A likely explanation is that expert performance relies substantially on perceptual information (Gobet, 2016 ; Gobet & Simon, 1996 ; Sala & Gobet, 2017a ), and such information is hard to transfer to other domains. Consistent with this explanation, individuals acquire increasingly specific information as skill levels increase and, as a consequence, the probability that transfer will take place decreases considerably (Ericsson & Charness, 1994 ).

Is chess special? Empirical results and the lack of an active control group

Thus, the hypothesis according to which one can improve one’s achievement in a wide set of fields by engaging in cognitively demanding activities is not supported in most areas. In fact, the abovementioned examples of music training and WM training suggest that those activities (e.g., n -back tasks, playing a musical instrument) do not provide any general cognitive benefit or improvement in academic achievement. Reviewing the experiments where the effects of chess instruction have been experimentally studied suggests that chess is no exception.

A recent meta-analytic review (Sala & Gobet, 2016 ) has evaluated the available empirical evidence regarding the effects of chess instruction on pupils’ cognitive ability and academic achievement. In that meta-analysis, the overall effect size of chess instruction was modest, with g ¯ = 0.34. It was also found that the effect sizes about measures of mathematical ability and literacy were g ¯ = 0.38 and g ¯ = 0.25, respectively. Most importantly, that review pointed out that the poor experimental design used in almost all the reviewed studies does not allow one to draw any certain conclusion about the benefits of chess instruction. In particular, most interventions did not include an active control group to control for placebo effects. Potential elements able to trigger placebo effects include the state of attention and excitement induced by a novel activity, instructors’ motivation, and teachers’ expectations. Only one study (Fried & Ginsburg, n.d. ), which focused on visuospatial and perceptual abilities, included an active control group. This study showed no significant difference between the chess-treated, active, and passive control groups. Regrettably, Fried and Ginsburg’s (n.d.) experiment did not examine the effects of chess practice on pupils’ mathematical ability. Thus, that study cannot corroborate or refute any hypothesis about the effectiveness of chess instruction in enhancing mathematical ability.

Consistent with Sala and Gobet’s ( 2016 ) conclusion about the difficulty of far transfer, no effect of chess instruction was found in a recent large-scale study carried out by the Institute of Education, London, in the United Kingdom (Jerrim et al., 2016 ). A large sample of Year 5 pupils (9–10 years; N = 1,965) engaging in one year of chess instruction (ranging from 25 to 30 hours) were compared to a passive control group of peers ( N = 1,900). The classes were randomly assigned to one of the two conditions. Pretest measures consisted of Key Stage 1 public examinations covering mathematics, science, and literacy. Posttest measures, which were obtained 1 year after the end of the treatment, consisted of Key Stage 2 public examinations in the same fields. No difference was found between the two groups in any of the measures. While some aspects of the design could have been improved (e.g., absence of an active control group, absence of measures immediately after the end of the experiment, and possible ceiling effect; Sala, Foley, & Gobet, 2017 ), the study certainly had strengths (e.g., large sample and allocation of classes to condition by randomization) and the absence of any positive effect of chess instruction—not even placebo effects—supports the hypothesis that far transfer is difficult.

The present study

Given the importance of controlling for placebo effects reported in music and WM training (Melby-Lervåg et al., 2016 ; Sala & Gobet, 2017b , 2017c ), the lack of an active control group is undoubtedly the main flaw of the studies in the field of chess instruction (Gobet & Campitelli, 2006 ; Gobet, de Voogt, & Retschitzki, 2004 ; Sala et al., 2017 ). The two experiments presented in this article aim to correct this unsatisfactory state of affairs. In the first experiment, primary school children receiving a 30-hour chess course were administered a test of mathematical ability and compared to both an active control group, receiving instruction about checkers, and a passive control group. Along with the test of mathematical ability, the participants were given a questionnaire assessing metacognitive abilities. Metacognitive skills have been established to be one of the most important cognitive correlates of mathematical ability (Desoete & Roeyers, 2003 ; Veenman, Van Hout-Wolters, & Afflerbach, 2006 ). Since the self-monitoring of one’s thinking processes is essential in a game like chess (De Groot, 1965 ), playing chess may be associated with improvements in metacognitive ability.

In the second experiment, three fourth-grade classes were randomly chosen to take part either in a chess course, a Go (Baduk) course, or regular school activities. The pupils were pre- and posttested on the same tests of mathematical ability and metacognitive ability as in the first experiment.

Experiment 1

Participants.

A total of 233 third and fourth graders from eight Italian schools took part in this experiment only. The mean age was 8.50 years ( SD = 0.67 years). Parental consent was asked and obtained for all the participants.

A 6-item test was designed to test the pupils’ mathematical ability (range score 0–6). The items used were all from the IEA-TIMSS international survey among fourth graders (Mullis & Martin, 2013 ). These items were selected because they engage mathematical problem-solving ability. In fact, all the items required solving a mathematical problem starting from a given set of data. An example of the kind of mathematical problems used in IEA-TIMSS is shown in Fig.  1 .

An example of the kind of problems used in the test of mathematics

To assess participants’ metacognitive skills, we used the Italian version of Panaoura and Philippou’s ( 2007 ) questionnaire (15-item version; range score 15-75). Participants were given 45 minutes for completing the battery of tests.

A convenience assignment to the three conditions was used. The group playing chess was compared to an active control group (playing checkers) and a passive control group (doing regular school activities). The experimental group consisted of three classes (two third-grade classes and one fourth-grade class; N = 53), which attended 25 hours of chess lessons during school hours, 1 along with regular school activities. The active control group (placebo group) comprised four third-grade classes ( N = 82), which attended 25 hours of checkers lessons during school hours, along with regular school activities. Finally, the passive control group consisted of four classes (three third-grade classes and one fourth-grade class; N = 98), which attended regular school activities only.

The interventions were delivered by professional instructors from the Italian Chess Federation and the Italian Checkers Federation. The chess and checkers lessons followed a prearranged teaching protocol, which consisted of the basic rules of the games, tactical exercises, and playing complete games. Most of the activities focused on problem-solving situations, such as spotting the correct move, calculating the correct variation, and evaluating the advantages/weaknesses of a position. Also, it should be noted that the two courses (chess and checkers) did not introduce any mathematics-related topics, unless these were part of the games (e.g., in chess, a Bishop is worth three Pawns).

Mathematical ability

A univariate analysis of covariance (ANCOVA) was used to evaluate the role of group (independent variable), mathematics pretest scores (covariate), and age (covariate), in affecting mathematics postintervention scores (dependent variable). The results showed a significant effect of pretest scores, F (1, 228) = 58.14, p < .001, and age, F (1, 228) = 4.22, p = .041, but no significant effect of group, F (2, 228) = 0.39, p = .679. The descriptive statistics are summarized in Table ​ Table1 1 .

Mathematical ability scores in the three groups (Experiment 1 )

Note . Standard deviations are shown in brackets

Metacognitive ability

The same analysis (ANCOVA) was used to analyze the results in meta-cognitive ability. The results showed a significant effect of pretest scores, F (1, 228) = 82.50, p < .001, and age, F (1, 228) = 3.97, p = .047, but no significant effect of group, F (2, 228) = 0.62, p = .541. The descriptive statistics are summarized in Table ​ Table2 2 .

Metacognitive ability scores in the three groups (Experiment 1)

The results showed no significant differences between the three groups in mathematical ability or metacognitive ability.

Experiment 2

The second experiment 2 broadly used the same design but also differed in three ways. First, the classes were randomly assigned to the experimental conditions. Second, the active control group played the Oriental game of Go (Baduk) instead of checkers. Finally, chess and Go replaced part of the hours ( n = 15) originally dedicated to mathematics and sciences to directly compare the two games with the traditional methods of teaching mathematics and mathematics-related disciplines.

Fifty-two fourth graders in three classes of a primary school in Italy took part in this experiment. The mean age of the participants was 9.32 years ( SD = 0.32 years). Parental consent was asked and obtained for all the participants.

The same tests as those used in Experiment 1 were administered to the participants.

The three classes were randomly assigned to three groups. The first class attended 15 hours of chess lessons during school hours, along with regular school activities (experimental group). The second class attended regular school activities only (passive control group). Finally, the third class attended 15 hours of Go lessons during school hours, along with regular school activities (active control/placebo group).

Importantly, the two interventions—that is, chess and Go courses—substituted part of the hours originally devoted to mathematics and sciences. This way, we could compare the effectiveness of chess (and Go) instruction with the traditional didactics of teaching mathematics and mathematics-related disciplines, such as sciences. Like in Experiment 1 , the chess and Go lessons followed a prearranged teaching protocol. To rule out possible effects related to instructor behavior (e.g., Pygmalion effect), the chess and Go interventions were delivered by the same instructor, who was both a chess and Go trainer. The participants were pre- and posttested on mathematical ability and metacognition, once before the beginning of the intervention and once after the end.

No significant differences between the three groups were found in the pre-test scores, F (2, 51) = 1.03, p = .365. A univariate analysis of covariance (ANCOVA) was used to evaluate the role of group (independent variable) and mathematics pretest scores (covariate) in affecting mathematics postintervention scores (dependent variable). The results showed a significant effect of the covariate, F (1, 48) = 21.83, p < .001, and a significant effect of group, F (2, 48) = 3.37, p = .043. The pairwise comparisons showed that the control group outperformed the Go group ( p = .017), the chess group marginally outperformed the Go group ( p = .088), whereas no significant difference was found between the control and the chess group ( p = .487). A more conservative post hoc analysis (Bonferroni correction) showed only a marginal difference between the control group and the Go group ( p = .052). No other significant difference was found. The descriptive statistics are summarized in Table ​ Table3 3 .

Mathematical ability scores in the three groups (Experiment 2 )

Metacognitive skills

No significant differences between the three groups were found in the pretest scores, F (2, 51) = 0.49, p = .617. A univariate analysis of covariance (ANCOVA) was used to evaluate the role of group (independent variable) and metacognition pretest scores (covariate) in affecting metacognition postintervention scores (dependent variable). The results showed a significant effect of the covariate, F (1, 48) = 47.81, p < .001, and no significant effect of group, F (2, 48) = 0.37, p = .694. The pairwise comparisons showed no differences between the three groups. The descriptive statistics are summarized in Table ​ Table4 4 .

Metacognitive skill scores in the three groups (Experiment 2 )

The effects of chess instruction on mathematical problem-solving ability were minimal. Children seemed to benefit more from the traditional didactics than from chess and Go instruction. Regarding metacognitive skills, children did not seem to benefit from any advantage from the 15-hour chess course. In fact, the participants performed equally across the three groups, suggesting that metacognition does not represent the cognitive link between chess instruction and mathematical ability.

General discussion

The results of the two studies do not support the hypothesis according to which chess instruction benefits pupils’ mathematical ability. The effects of chess, if any, appear to be minimal and certainly too limited to provide any educational advantage over the traditional instructional methods. Thus, chess instruction seems to align with the results obtained in the fields of music instruction and WM training. In a broader perspective, our findings are in line with Thorndike and Woodworth’s ( 1901 ) common element theory and substantial research on expertise (Gobet, 2016 ) and education (Donovan, Bransford, & Pellegrino, 1999 ) in predicting no far-transfer effects.

Recommendations for future research

Given the small number of studies controlling for placebo effects, it is imperative to replicate and extend the experiments reported in the present article. Compared to the design we adopted, examples of possible ameliorations include full random assignment to the groups, measures of other cognitive constructs (e.g., intelligence and spatial cognition), and the manipulation of the duration of the chess interventions.

In addition, an interesting way to make chess instruction more effective could be to make links between mathematics and chess explicit. Possible examples comprise introducing the Cartesian graph to pupils with the chess board and illustrating the concept of block distance—as opposed to distance in Euclidean space—with the movement of the King (see Fig.  2 ). The inclusion of domain-specific information (e.g., mathematical problems) into chess courses curricula may be a simple way to get around the limits of far transfer to occur. One variation of this approach is to use not only chess but also other board games or even other types of games such as card games to teach specific mathematical concepts. For example, mancala games could be used for teaching the concept of modular arithmetic, card games for teaching elements of probability, and Nim games to teach the binary system of Boolean algebra (Rougetet, 2016 ).

Using chess to illustrate block-city distance and Euclidean distance. White draws the game by moving the King along the blue line, which allows him both to approach his Pawn (threatening promotion) and to catch the black Pawn. In chess, block city and Euclidean distances are equivalent (in this examples, six moves in both cases to reach the square where the two arrows meet). This position was composed by Richard Réti in 1921

Beyond chess, the results of the research on chess instruction have profound implications for our understanding of learning and transfer of skill. There is a stark contrast between the enthusiasm displayed by the chess community and the sobering results from research on transfer and expertise: While the former heralds the positive benefits of chess instruction, the latter consistently report data speaking against the occurrence of far transfer. When critically evaluated, the literature on chess instruction is consistent with other experimental studies on transfer, indicating that far transfer is very unlikely. The results of the two experiments presented in this paper are consistent with these conclusions.

Extrapolating from the research on chess and activities such as music and video-game playing, it is likely that the same difficulties in far transfer will be found with other kinds of games and play. To make the use of didactical games more effective, and given the difficulty of far transfer to occur, teachers and researchers should seriously consider the possibility of making explicit the link between playing games and the mathematical abilities the game is supposed to foster. Even so, it is worth reminding ourselves of French sociologist Roger Caillois’s ( 1957 ) discussion of the role of play in his article on the unity of play and diversity of games: “Faculties thus developed certainly profit by this supplementary training which is free, intense, pleasurable, inventive, and secure. But it is never the function of play itself to develop these faculties. The purpose of play is play” (p. 105).

Acknowledgments

The authors gratefully thank all the principals and teachers involved in the studies. The authors also thank Daniele Berté, Alessandro Dominici, Sebastiano Paulesu, and Gionata Soletti for the valuable assistance in all the organizational aspects of the interventions.

1 The chess and checkers courses were implemented during school hours accordingly to the teachers’ availability. No particular discipline (e.g., mathematics) was systematically replaced by the courses.

2 The results of this experiment were published in Sala, Gobet, Trinchero, and Ventura ( 2016 ).

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Does Chess Instruction Improve Math Ability?

Chess instruction does not appear to improve math problem-solving ability.

Posted June 26, 2017

Research has shown that chess players tend to have higher cognitive abilities . But does this mean that chess instruction improves cognitive abilities?

Mathematical problem-solving ability in particular is of great importance in educational discussions and many have proposed the use of chess instruction to improve the math abilities of students. A broad literature has developed around this topic, and researchers Giovanni Sala and Fernand Gobet reviewed the existing evidence in a meta-analysis published in Educational Research Review . The authors found that although there appeared to be a significant effect for the groups who played chess, the majority of the literature failed to have an active control group. In other words, chess instruction was compared to no alternative activities and thus positive effects might largely be attributed to what is known as a placebo effect . Taken in the context of a broad literature showing the failure of training in one area to transfer to performance in another, Sala and Gobet wanted to conduct their own experimental analyses with appropriate controls.

This is what they did in a new paper just published in Learning & Behavior with a focus on math ability. In the first experiment, 233 third and fourth graders were given 25 hours of chess instruction and tested on mathematical problem-solving tasks. There were three groups compared: those playing chess, those playing checkers (an active control group), and a passive control group. These groups showed no statistically significant differences in math ability on the posttest. In the second study, 52 students participated in the same experimental design, but this time the game of Go was substituted for the game of checkers. Again, these groups showed no statistically significant differences in math ability on the posttest.

The authors conclude: “These results suggest that the effects (if any) of chess instruction, when rigorously tested, are modest and that such interventions should not replace the traditional curriculum in mathematics.”

Sala, G., & Gobet, F. (2017). Does chess instruction improve mathematical problem-solving ability? Two experimental studies with an active control group . Learning & Behavior .

Sala, G., & Gobet, F. (2016). Do the benefits of chess instruction transfer to academic and cognitive skills? A meta-analysis . Educational Research Review, 18 , 46-57.

Jonathan Wai, Ph.D. , is Assistant Professor of Education Policy and Psychology and the 21st Century Endowed Chair in Education Policy at the University of Arkansas.

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Thinking Chess: A Brain-Boosting Strategy for Improving Abstract Reasoning Skills

Chess is a classic board game that has been aound for centuries, and it’s more than just a game of strategy. It can also help you develop your thinking skills!

Thinking chess is all about using analytical skills to outsmart your opponent. The game requires a great deal of concentration and mental energy to fully appreciate the nuances of each move, as well as visualizing multiple moves ahead in order to make the best decisions. By engaging in thinking chess, you can improve your problem-solving abilities, critical thinking, and abstract reasoning.

Studies have shown that playing chess can help reduce cognitive decline and delay the onset of dementia. Playing chess stimulates the brain, which helps keep it sharp and improves memory. It also encourages players to think logically and analytically about their strategies and make careful choices about their moves.

There are several benefits to playing thinking chess. It can help you develop important skills like strategic planning, pattern recognition, decision-making, and risk assessment. In addition, the game offers players an opportunity to practice abstract reasoning by considering “if-then” scenarios during play.

In order to get better at thinking chess, it is important to understand how the pieces move on the board as well as basic opening theory. Learning some basic opening moves will give you an advantage over opponents who don’t know them, but even a novice player can still think through their strategy if they pay close attention and use creative problem solving skills. As you become more familiar with the game, you will be able to recognize patterns on the board more quickly and better anticipate your opponent’s next move based on those patterns.

Chess is an incredibly rewarding game for anyone looking for a challenge that will help them sharpen their thinking skills. Whether you are brand new to the game or a seasoned pro, challenging yourself with thinking chess is sure to be both fun and beneficial!

Thinking Processes Used in Chess

Chess requires a great deal of strategic thinking and abstract reasoning. Players must think several steps ahead in order to anticipate ther opponent’s moves and develop an effective strategy. To do this, players need to recognize patterns on the gameboard and be able to visualize various scenarios. This involves thinking abstractly about possible outcomes, as well as considering the consequences of each move. In addition, chess also requires creative problem-solving skills, as players must come up with inventive strategies while adapting to their opponent’s tactics.

The Benefits of Playing Chess for Thinking Skills

Yes, chess is an excellent activity for exercising your thinking skills. Developing strategic thinking and problem-solving skills are two of the primary benefits of playing chess. Studies have also shown that playing chess can improve memory, calculation, visual-spatial skills, and critical thinking abilities. In particular, research has found that playing chess can help reduce cognitive decline in older adults and even postpone the effects of dementia as one ages.

The Benefits of Chess as a Thinking Game

Chess is a thinking game because it requires players to make decisions based on critical analysis and strategic planning. Players must assess the board, consider their options, and plan out their moves in order to outwit their opponent. Every move carries risks and rewards, so strategizing ahead is key to winning the game.

In chess, players need to think about the best moves for both sides in order to gain an advantage over their opponent. Before making any move, players should consider its short-term and long-term implications; one wrong move can lead to a significant disadvantage or even defeat. Players must also consider how their opponent migt respond to each move in order to stay one step ahead.

The ability to think critically and strategically sets chess apart from other board games and makes it an engaging mental challenge for all ages. It’s no wonder why chess has been around for centuries – its complexity never ceases to amaze!

The Relationship Between Chess and IQ

The answer to this question is not a simple yes or no. Evidence suggests that intelligence does play a role in chess skill, especially among younger players and thse at lower levels of skill. This may be because upper-level players have already been winnowed down to those with higher cognitive ability. However, it is important to note that chess also requires other skills such as pattern recognition and problem solving, which may not be directly related to IQ. Therefore, while intelligence might help in playing chess, there are other factors that need to be taken into account for success at the game.

Does Playing Chess Correlate with High IQ?

No, chess does not necessarily mean high IQ. While it is true that people with higher IQs are more likely to excel at chess, there are many other factors that can affect an individual’s ability to play this game. For example, memorization and pattern recognition, as well as strategic thinking and problem-solving skills all play a part in a person’s success at chess. Additionally, some people may be able to intuitively understand the game btter than others with similar IQs. This means that while higher IQ may be beneficial for chess players, it is not the only factor determining success.

What Is the Relationship Between Chess and IQ?

Chess is an incredibly complex game that requires a great deal of strategic and tactical thinking, as well as problem solving skills. It is believed that these skills are related to a person’s IQ level. While it is impossible to definitively measure the correlation between chess ability and IQ, studies have found that top grandmasters usually have very high IQs. Additionally, research suggests that a person with an average IQ is expected to reach a maximum rating of aout 2000 in chess.

In general, playing chess regularly can help to improve analytical skills and cognitive abilities, which can lead to an increase in IQ over time. However, it should be noted that there is no direct connection between playing chess and intelligence; rather, it can be seen as a tool for developing intellectual capacity. Additionally, while playing chess may be helpful in developing various intellectual capacities, it should not be seen as the sole factor determining one’s overall intelligence level.

How Playing Games Can Increase IQ

Games that increase IQ include Sudoku, Lumosity, Crosswords, Elevate, Peak, Happy Neuron, Braingle, and Queendom. Sudoku is a number placement game that helps to increase short-term memory and concentration. Lumosity is one of the most established brain training and mental fitness programs. It consists of various exercises and activities designed to help improve cognitive skills such as memory, problem solving, speed of processing information and more. Crosswords provide an enjoyable challenge as players must use their knowledge to fill in the blanks with words or phrases that fit the puzzle’s theme. Elevate offers personalized challenges to help people build core cognitive skills such as focus and processing speed. Peak is a game-based app that provids users with over 40 games inspired by science to improve focus, language and problem solving abilities. Happy Neuron offers brain stimulating activities that are designed to sharpen memory and thinking skills. Braingle has various puzzles and quizzes in order to test critical thinking skills as well as creativity. Queendom provides cognitive assessment tests for adults which track progress over time and also show results compared to others in the same age group. All of these games can be effective in increasing IQ levels when used regularly in combination with other forms of mental stimulation such as reading and problem-solving activities.

The Impact of Chess on Mental Age

Yes, chess can increase mental age. According to various scientific studies, playing chess can improve mental age by up to 14 years. This is due to the fact that chess requires both sides of the brain to be used, stimulating and exercising both hemispheres of the brain simultaneously. The rules and techniques involved in the game are complex enugh to challenge and sharpen cognitive thinking, allowing players to develop problem-solving skills and become more analytical. Additionally, research has shown that chess can also improve memory, focus, decision-making skills, multitasking abilities, and even emotional intelligence. All these factors contribute to an increase in mental age.

The Benefits of Chess for People with ADHD

Chess is an excellent tool for addressing symptoms of ADHD. It provides children with an enjoyable, engaging activity that requires them to focus and use problem-solving skills. Chess can help improve a child’s ability to concentrate and pay attention, as well as their patience, perseverance and creativity, all of which are essential components for managing the symptoms of ADHD. Research has also shown that chess can reduce hyperactivity and impulsivity in children with ADHD (Smith, 1998). Furthermore, chess can provide children with a sense of accomplishment and self-esteem, helping them to better manage their symptoms in the long run.

The Role of Luck and Skill in Chess

Chess is a game based on both luck and skill. While it is true that the outcome of a chess game is determined by the decisions made by each player, luck can still be a factor in certain situations. It is possible for a weaker player to win a game against a stronger one if an unexpected blunder or mistake occurs. Luck can also play a role in determining the move order of pieces, as well as which opening variations are used. Ultimately, the success of any gven chess player depends upon their ability to make good decisions based on knowledge and experience, with luck playing only a minor role.

The Impact of Chess on Mental Health

Yes, chess is a great activity for mental health. Studies have shown that playing chess can improve brain function, memory, attention span, strategic thinking and problem-solving skills. Chess has also been linked to improved concentration, improved focus and better academic performance. Additionally, studies have indicated that chess can even help reduce the risk of dementia.

Playing chess involves using both sides of the brain – the analytical side to develop strategies and the creative side to come up with ideas. This encourages overall cognitive development and helps you stay sharp mentally. It also encourages social interaction through tournaments or games between friends which can help boost self-esteem and confidence.

Overall, playing chess is an excellent way to keep your mind active and healthy as it develops important skills like problem solving and strategic thinking, while also poviding great social benefits.

In conclusion, chess is an exceptionally beneficial game for improving abstract reasoning skills. It challenges players to use memory, calculation, visual-spatial skills and critical thinking abilities in order to come up with strategies and recognize patterns on the gameboard. Not only can playing chess help reduce cognitive decline, but it also has the potential to delay the onset of dementia as one ages. Ultimately, since chess is a thinking game, it encourages players to think strategically and outwit their opponents rather than relying solely on opening theory.

Doug Barlow

On Chess: The Multifaceted Benefits Of Chess

Chess is often regarded as the game that is most commonly associated with intelligence and strategy. Science has in fact proven that chess players have more cognitive skill than non-chess players. But why is that so?

Chess increases problem-solving skills . Legendary former World Champion Garry Kasparov once wrote: “Chess helps you to concentrate, improve your logic. It teaches you to play by the rules and take responsibility for your actions, how to problem solve in an uncertain environment.” Learning tactics and strategy in chess extends itself in helping us resolve personal and business challenges as well. Rex Sinquefield is a successful entrepreneur and the driving force behind the resurgence of chess in the United States through the formation of the St. Louis Chess Club . He’s also been integral to the relocation of the World Chess Hall of Fame to St. Louis. He often credits his study of chess as helping him make the strategic decisions he needed to excel in the business world.

Chess improves concentration . Studies show that chess helps players increase their concentration levels and memory power. In fact, some of the best schools and colleges in the country recommend this game to help their students develop various skills such as logical thinking, abstract reasoning and spatial intelligence. Additionally, it helps develop various characteristics such as patience, self-discipline, humility and a never-say-die attitude.

Chess engages both sides of the brain . It has also been shown that better chess players use both sides of the brain to make decisions, engaging the visual information-processing part of the brain to find patterns and the analytical side to pick the best logical move. A German study indicated that when chess players were asked to identify chess positions and geometric shapes, both the left and right hemispheres of the brain became highly active. Their reaction times to the simple shapes were the same, but the players were using both sides of their brains to more quickly respond to the chess position questions.

Chess improves memory . Chess is an excellent memory exercise because it encourages remembering moves for various strategic purposes. The better players fill their memories with possible combinations. Grandmaster chess players tap into different parts of their brains to recall thousands of moves according to a study from the University of Konstanz in Germany.

Chess builds confidence in students. There are benefits for young people as well. The St. Louis Chess Club conducted its own research in 2019-20 and found that: 

• 65% of students look forward to school more on days they get to play chess.
• 72% of students say that learning to play chess has made them more confident when learning difficult material.
• 75% of students say that playing chess encourages them to challenge themselves more in the future.

Regardless if you are a beginner or a chess grandmaster, the benefits of playing chess are countless. For those interested in exploring how chess can enhance cognitive skills, there are plenty of resources available. During COVID restrictions, chess enthusiasts can practice at home or play virtually. Long-term, joining a local chess club can provide a more immersive experience. Interaction with players of all levels is not only a fun way to build relationships with those who share a love of chess, it’s a great opportunity to meet fellow players who are eager to trade tips or simply pull up a chair and enjoy a game. Many clubs offer other resources, as well. For example, the St. Louis Chess Club hosts dozens of international, national and open tournaments, in addition to weekly classes and lectures. Learn more at saintlouischessclub.org.

Chess and Problem Solving: Sharpening Your Mind

Chess is not just a game; it is an activity that challenges your mind and enhances your problem-solving skills. In this article, we will explore the connection between chess and problem-solving and how playing this strategic game can have a positive impact on sharpening your mind. Whether you are a beginner or an experienced player, understanding the cognitive benefits of chess and incorporating it into your routine can help improve your critical thinking, decision-making, and analytical abilities. So, if you are ready to embark on a journey of mental growth and development, let’s delve into the world of chess and discover how it can boost your problem-solving capabilities.

The Benefits of Chess for Problem Solving

Improves critical thinking skills.

Chess is a game that requires players to think critically and make thoughtful decisions. By analyzing positions and evaluating potential moves, chess players develop their ability to think logically and strategically. This mental exercise helps improve critical thinking skills, enabling individuals to approach problems and challenges in a systematic and analytical manner.

Enhances pattern recognition

Chess is a game of patterns. Successful chess players are adept at recognizing and understanding various patterns on the chessboard. This skill transfers to problem-solving situations outside of the game as well. Through regular chess practice, individuals can enhance their pattern recognition abilities, enabling them to identify similarities and connections in different contexts. This heightened pattern recognition skill can be beneficial in various problem-solving scenarios, such as identifying trends, predicting outcomes, or finding creative solutions.

Fosters strategic planning

Chess is all about strategic planning. Players must consider short-term and long-term goals, formulate and adjust their plans accordingly, and anticipate their opponents’ moves. This constant exercise in strategic thinking fosters a mindset that is crucial for effective problem solving. Chess players learn to weigh different options, anticipate consequences, and develop strategies to overcome obstacles. These skills transfer beyond the chessboard, allowing individuals to approach problem-solving situations with a well-thought-out plan and the ability to adapt and adjust their strategies as needed.

In conclusion, engaging in chess as a means of problem-solving practice offers several benefits. It improves critical thinking skills, enhances pattern recognition abilities, and fosters strategic planning. By incorporating chess into one’s routine, individuals can sharpen their minds and cultivate valuable problem-solving skills that can be applied to various aspects of life.

Developing Problem-Solving Techniques through Chess

Analyzing positions and making decisions.

In the game of chess, players are constantly faced with the challenge of analyzing positions and making crucial decisions. Each move requires careful evaluation of the current situation on the board and the anticipation of potential future moves by the opponent. This process helps develop problem-solving techniques as players are forced to think critically, weigh different options, and assess the consequences of their decisions.

Analyzing positions involves considering various factors such as piece placement, pawn structure, king safety, and potential threats. By carefully assessing these elements, players can identify advantageous moves that can lead to a stronger position or material gain. This analytical thinking translates into real-life problem-solving skills by encouraging individuals to break down complex problems into smaller components and evaluate different approaches.

Identifying and solving chess problems

Chess is not just about playing against human opponents; it also offers a wealth of puzzles and problems that require critical thinking to solve. Chess problems can be in the form of tactical puzzles, where players need to find a sequence of moves to gain a significant advantage or checkmate the opponent’s king. Solving these problems enhances problem-solving abilities by challenging players to think creatively, consider alternative solutions, and anticipate potential obstacles.

Identifying chess problems involves recognizing patterns, calculating moves, and visualizing potential outcomes. This process trains the mind to look for hidden opportunities and consider unconventional strategies. By honing these skills in chess, individuals can apply them to real-life situations, improving their ability to identify problems, devise efficient solutions, and adapt their approach as needed.

Learning from mistakes and adapting strategies

Chess is a game of continuous learning, and making mistakes is an inevitable part of the process. However, what sets successful chess players apart is their ability to learn from these mistakes and adapt their strategies accordingly. Analyzing past games, reviewing critical positions, and understanding the reasons behind errors are crucial steps in improving problem-solving techniques.

By reflecting on their mistakes, chess players develop a growth mindset that emphasizes learning and improvement. They learn to identify weaknesses in their thinking process, detect recurring patterns of errors, and adjust their strategies to avoid similar pitfalls in the future. This adaptive thinking nurtures problem-solving skills by encouraging individuals to approach challenges with resilience, flexibility, and a willingness to reassess their approach when necessary.

Overall, chess serves as an excellent platform for developing problem-solving techniques. Through analyzing positions, solving chess problems, and learning from mistakes, players sharpen their minds and acquire valuable problem-solving skills that can be applied to various aspects of life.

Chess Tactics and Problem-Solving

Understanding tactical patterns.

In the game of chess, tactical patterns are essential for success. These patterns are specific combinations of moves that players can use to gain an advantage over their opponents. Understanding these patterns allows players to identify opportunities and make strategic decisions accordingly. Some common tactical patterns include forks, pins, skewers, and discovered attacks. By studying and recognizing these patterns, players can improve their problem-solving skills and make better moves on the chessboard.

Applying tactical knowledge in problem-solving

Chess is not just a game of strategy; it also requires problem-solving skills. Players must analyze the position, evaluate potential moves, and anticipate their opponent’s responses. By applying tactical knowledge acquired through studying patterns, players can effectively solve problems on the chessboard. They can identify weaknesses in their opponent’s position, find winning combinations, and create threats that force their opponent into unfavorable situations. Problem-solving in chess requires a combination of logical thinking, creativity, and the ability to calculate multiple moves ahead.

Utilizing chess puzzles for practice

Chess puzzles are an excellent tool for practicing and sharpening problem-solving skills. These puzzles present players with specific board positions and challenges them to find the best move or sequence of moves. By regularly solving chess puzzles, players can improve their tactical awareness, pattern recognition, and overall problem-solving abilities. Chess puzzles come in various difficulty levels, allowing players to gradually progress and challenge themselves. Additionally, solving puzzles can be an enjoyable and engaging way to enhance one’s chess skills outside of actual gameplay.

By understanding tactical patterns, applying tactical knowledge in problem-solving, and utilizing chess puzzles for practice, players can sharpen their minds and improve their overall chess gameplay. Developing strong problem-solving skills in chess not only enhances one’s performance on the board but also translates into improved critical thinking and decision-making abilities in various aspects of life.

In conclusion, chess is not just a game of strategy and competition; it is also a powerful tool for enhancing problem-solving skills and sharpening the mind. Whether you are a beginner or a seasoned player, engaging in regular chess practice can improve your critical thinking abilities, decision-making skills, and overall mental agility. By analyzing complex positions, evaluating multiple possibilities, and devising effective plans, chess players develop a unique mindset that can be applied to various real-life situations. So, if you are looking for a fun and challenging way to boost your cognitive abilities, consider immersing yourself in the world of chess. Start honing your problem-solving skills today and witness the positive impact it can have on your mind.

Does chess make you smarter? 10 Brain benefits of playing chess

If you're already a lover of the game, here are some major brain benefits of playing chess. If you're not yet, perhaps it's time to start!

Throughout Brainscape's Academy, we've shown you a myriad of ways you can improve and optimize your brain health by eating the right foods , using exercise to power productivity , and beating bad sleep habits . Activities like puzzles or learning a foreign language have also been shown to keep your brain sharp.

But what about chess, which was recently made extremely popular by the 2020 series, The Queen's Gambit? Chess is a game typically associated with intelligence and a keen grasp of strategy. But can playing chess make you smarter? As it turns out, yes!

If you’re already a chess lover, this article will open your eyes to all the wonderful things it's doing for your brain. If you’re not yet, it might just motivate you to start. So, with that said, here are 10 ways that chess can actually make you smarter...

1. Chess can raise your IQ

Chess has always had a bit of an image problem, being seen as a game for brainiacs and nerds who already have stratospherically high IQs. So there's a bit of a chicken-and-egg situation: do smart people gravitate towards chess, or does playing chess make them smart?

Well, in a review of the educational benefits of chess, Robert Ferguson describes a study of 4,000 Venezuelan students, which showed significant increases in the IQ scores of children after four months of chess instruction. Other research has corroborated these results of skill transfer.

Of course it probably works both ways: people who are naturally predisposed to strategic, "thinking" games tend to have higher IQs anyway, but playing chess also develops those same skills so after some time, it should reflect in their IQ scores.

2. Chess helps to prevent Alzheimer’s disease

A study featured in The New England Journal of Medicine found that people over the age of 75 who engage in brain-targeted activities like chess were less likely to develop dementia than their those who didn't. Just like an un-exercised muscle loses strength due to atrophy, the study’s authors found that unused brain tissue also tends to lose neuroplasticity , the ability to modify, change, and adapt both structure and function in response to learning. These results were corroborated by a big review that concluded chess is a protective factor against dementia .

The take-home message is that working your brain through problem-solving, thinking games like chess—or puzzles, sudoku, crosswords, and riddles—can keep your brain's neuroplasticity pliant as you age, helping to stave off diseases like Alzheimer's and dementia.

(Another cognitive exercise that helps to exercise your brain and strengthen memories is active recall, so check out our article on how to harness active recall to learn more efficiently .)

3. Chess exercises both sides of the brain

In a German study titled ' Mechanisms and neural basis of object and pattern recognition: a study with chess experts ', researchers showed chess experts and novices simple geometric shapes (unrelated to the game) and chess positions and patterns. They then performed a comparitive study of their reactions to them, expecting to find that the experts’ left brains were more active than those who were new to chess.

What they instead found was that both hemispheres of the brain were activated by the exercise, and that novices and experts had similar reaction times to the geometric shapes (unrelated to chess), but that the experts were using both sides of their brains to more quickly respond to the chess-related patterns position questions.

This tosses out the idea that chess is a logic-centric game because it actually engages both the logical and creative hemispheres of the brain!

4. Chess makes you more creative

Since the right hemisphere of the brain is responsible for creativity, it should come as no surprise that activating the right side of your brain helps to stimulate creativity. Specifically, chess has been shown to greatly increase your capacity for originality.

One four-year study by Robert Ferguson had students from grades 7 to 9 play chess, use computers, or do other activities once a week for 32 weeks to see which activity fostered the most growth in creative thinking. The chess group scored higher in all measures of creativity , with originality being their biggest area of gain!

So, if you're struggling to write that novel, perhaps invest in a chess board! (I wonder if that's how the originator of 'The Queen's Gambit' happened upon that idea...)

5. Chess improves your memory

Most serious chess players know—at least anecdotally—that playing chess improves your memory. Being a good player requires you to recognize patterns, plan strategies involving long sequences of moves, and remember how your opponent has operated in the past to help you win. But there’s also hard evidence to back up the anecdotal data.

In a two-year 'Chess in Education' study done in 1985 , young students who were given regular opportunities to play chess improved their grades in all subjects. Their teachers also noticed that they exhibited better memory and organizational skills. This was corroborated by a similar study of sixth-graders in Pennsylvania. In fact, even students who had never before played chess were able to improve memory and verbal skills after playing!

Psssst! A powerful way to improve memory is through Brainscape's adaptive flashcards so take a look through our Knowledge Genome for the subject/s you need help studying or get started making your own flashcards so that you can learn more efficiently, whether your challenge is high school biology or the bar exam.

6. Chess improves your problem-solving skills

In a 1992 New Brunswick (Canada) study , a group of 450 students were split into three groups consisting of a control group (Group A), which received the typical math curriculum; Group B, who, in addition to the standard math curriculum, received chess instruction after first grade; and Group C, who began chess instruction in the first grade, in addition to math.

All of the groups then received a standardized test and it was shown, quite shockingly, that Group C’s grades went up from an average of 62% to 81.2%, outpacing Group A's average by 21.46%!

This study shows just how much the game of chess exercises the kind of problem-solving skills that are employed during mathematics. And it makes sense: a chess match is like one big puzzle that needs solving, only, with every turn your opponent takes, the challenge (and therefore the solution) completely changes. And this is great brain exercise!

7. Chess improves your reading skills

In an oft-cited 1991 study , Dr. Stuart Margulies studied the reading performance of 53 elementary school students who participated in a chess program, evaluating them in comparison with non-chess-playing students in the district and around the country. He found definitive results that playing chess improved reading performance : in a school district where the average students tested below the national average level of reading skill, kids from the district who played the game tested above it!

8. Chess improves your concentration

Unsurprisingly, the intense concentration that the game of chess demands serves as really good exercise for players, who can then apply those skills of concentration to other areas of their life! Getting distracted or thinking about something else for even a moment can result in the loss of a match, partly because an opponent is not required to tell you how he moved if you didn’t see it. Numerous studies of students in the U.S., Russia, China, and elsewhere have shown time and again that young people’s ability to focus is sharpened through the game of chess.

(Check out our seminal Academy guide for other ways to boost your focus .)

9. Chess stimulates the growth of neuron dendrites

Dendrites are the tree-like branches that conduct signals from other neural cells into the neurons they are attached to. Think of them like antennas picking up signals from other brain cells. The more antennas you have and the bigger they are, the more effectively signals can be transmitted, which means quicker learning and more decisive thinking.

Learning a new skill like chess-playing stimulates dendrites to grow. But that growth doesn’t stop once you’ve learned the game! Interactions with people in challenging activities also fuels dendrite growth, and chess is a perfect example of just such an activity.

10. Chess teaches planning and foresight

One of the last parts of the brain to develop as humans mature is the prefrontal cortex, the region responsible for planning, judgment, and self-control . So, biologically speaking, even young adults aren't fully matured until this part develops, which is typically by age 24.

Strategy games like chess, however, can promote prefrontal cortex development and help improve teens' and young adults' decision-making in all areas of their life, perhaps keeping them from making stupid, risky choices of the kind associated with being young and reckless!

Does chess make you smarter?

So, yeah, there's some pretty good evidence to suggest that playing chess develops your brain and improves your cognitive abilities. If you’re interested in other ways to improve your skillset, intelligence, and brain health, keep exploring the Brainscape Academy for a whole library of totally free study guides.

And if you're trying to boost intelligence to pass an exam or course, go study in Brainscape, the world's smartest study and flashcard app , which will help you master languages, science content, history, and any other subject so much more efficiently.

Best of luck in your chess tournament – and your lifelong quest to get smarter!

Bilalić, M., Langner, R., Erb, M., & Grodd, W. (2010). Mechanisms and neural basis of object and pattern recognition: a study with chess experts. Journal of Experimental Psychology: General , 139 (4), 728. https://doi.org/10.1037/a0020756

Ferguson Jr., R. (2007). Chess in Education: Research Summary. A review of key chess research. http://uschesstrust.org/wp-content/uploads/2007/08/chess-in-education-research-summary-by-robert-ferguson.pdf

Jankovic, A., & Novak, I. (2019). Chess as a powerful educational tool for successful people. In 7th International OFEL Conference on Governance, Management and Entrepreneurship: Embracing Diversity in Organisations. April 5th-6th, 2019, Dubrovnik, Croatia (pp. 425-441). Zagreb: Governance Research and Development Centre (CIRU). https://www.econstor.eu/bitstream/10419/196101/1/ofel-2019-p425-441.pdf

Joseph, E., Easvaradoss, V., Kennedy, A., & Kezia, E. J. (2016). Chess training improves cognition in children. GSTF Journal of Psychology , 2 (2), 1-6. doi: 10.5176/2345-7872_2.2_33

Lillo-Crespo, M., Forner-Ruiz, M., Riquelme-Galindo, J., Ruiz-Fernández, D., & García-Sanjuan, S. (2019). Chess Practice as a Protective Factor in Dementia. International journal of environmental research and public health , 16 (12), 2116. https://dx.doi.org/10.3390%2Fijerph16122116

Margulies, S. (1992). The effect of chess on reading scores: District nine chess program second year report. The American Chess Foundation, New York . https://pdfs.semanticscholar.org/4b6d/f99da808d6e0e60a960c2e34b17e8679081e.pdf

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Flashcards for serious learners .

Most people think playing chess makes you ‘smarter’, but the evidence isn’t clear on that

PhD Student, University of Southern Queensland

Researcher, University of Southern Queensland

Senior Lecturer (Foresight) and Director; Professional Studies, University of Southern Queensland

Disclosure statement

Graeme Gardiner, now retired, who has recently completed his Masters Research degree at the University of Southern Queensland, is a former President of the Australian Chess Federation (1999-2003) and founder and former owner of Gardiner Chess (2001-2015). He was also a staff member at Somerset College, where the main study was carried out, from 1989-2001. Graeme does regular voluntary work at the college, and occasional paid duties at inter-school chess tournaments.

Gail Ormsby and Luke van der Laan do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

University of Southern Queensland provides funding as a member of The Conversation AU.

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Chess has long been an important part of school culture. Many people believe chess has a range of cognitive benefits including improved memory, IQ, problem solving skills and concentration.

But there is very little evidence supporting these conclusions. We conducted two studies (still unpublished) that found educators and parents believe chess has many educational benefits. But children in our study who played chess did not show significant improvements in standardised test scores compared to children who didn’t play.

Read more: If machines can beat us at games, does it make them more intelligent than us?

Most people think chess improves learning

The first study looked at the perceptions of educators and parents regarding the benefits of playing chess.

In 2016, 314 participants – which included school principals, teachers, chess-coordinators and parents in parts of Queensland and NSW – filled out an anonymous, online survey.

Participants were asked to state how much they agreed or disagreed with 34 statements about the benefits of playing chess, such as: learning chess helps children develop critical thinking abilities.

Most participants either agreed or strongly agreed with most of the statements for chess benefits. For instance, almost 80% (249 out of 313) strongly agreed learning chess had educational benefits for children.

Another 87% (269 out of 310) strongly agreed learning chess helps children develop problem solving abilities. And 59% (184 out of 314) strongly agreed learning chess has benefits for Indigenous and Torres Strait Islander Children.

The survey also included a space for comments. Some comments from participants included:

Chess is a great activity for all children to be involved in. It is one of a number of activities that schools can offer that assist in the academic, social and emotional development of children.

One parent said:

Since starting classes [my son] has become a full-time student and is managing social situations a lot better than before. Chess has pushed him to think in different ways.​

But does it?

Previous studies that explored whether chess improves children’s cognitive abilities have had mixed results.

Some studies have found playing chess was linked to better thinking abilities. For instance, a significant 2012 New York study found that children in a group that had learnt either chess or music performed slightly better than children in the group who learnt neither.

But the study also noted the improvement in the chess group was not statistically significant.

Read more: How to use music to fine tune your child for school

A 2017 trial of more than 4,000 children in England found no evidence that chess instruction had any effect on children’s mathematics, reading or science test scores.

We wanted to test if there was, in fact, a positive correlation between learning to play chess and learners’ verbal, numerical and abstract (visual) reasoning skills. The study explored this in Year 1 to Year 5 students in a private school in Queensland.

In particular, the study examined whether a range of chess-related and non-chess related variables affected the standardised test scores of the chess group as compared to the control groups.

The study consisted of 203 students (with approval of their parents) who opted into the study. They made up four groups (based on the same approach as the 2012 New York study mentioned above). The groups were made of:

• 46 students who learnt to play chess
• 48 students who learnt to play music
• 37 students who learnt to play chess and music
• 72 students who neither learnt chess nor music

Weekly chess lessons were given to 83 students for six months: 24 from Year 1, 20 from Year 2, 8 from Year 3, 18 from Year 4 and 13 from year 5.

Weekly music lessons were given to 85 students for six months: 16 from year 1, 15 from year 2, 12 from year 3, 23 from year 4 and 19 from year 5.

We used standardised tests to measure whether there was any significant change in the scores of the different groups.

Year 1 and 2 students were tested using the Raven’s Progressive Matrices ( RPM ) tests, which are multiple-choice intelligence tests of abstract reasoning.

Grade 3, 4 and 5 students were tested using the ACER (Australian Council of Educational Research) General Ability Tests ( AGAT ), used to assess learners’ reasoning skills in three areas: verbal, numerical and abstract (visual).

There were small improvements in the standardised test scores of the chess and music groups but these were not statistically significant.

Read more: A good move to master maths? Check out these chess puzzles

Our findings don’t mean learning to play chess has no benefits for cognitive skills. There are many different types of thinking and measures of intelligence we do not yet fully understand. This is especially relevant in a world where conceptual thinking has become such a vital skill.

The different ways of thinking associated with the benefits of chess may include creative thinking, critical thinking, logical thinking, intuition, logical reasoning, systemic thinking, strategic thinking, foresight, convergent thinking, analytical thinking, problem solving and concentration.

Further research should aim to explore which type of thinking chess may improve, if we are to agree with the positive views of academics, educators, parents and players.

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Mastering Chess Puzzles: The Comprehensive Guide to Effective Problem Solving

• GM Noël Studer
• Middlegame , Train like a Grandmaster

I often get emails from blog readers who seemingly solve most Chess puzzles correctly but can’t find the right moves during the game.

What is their problem?

Mostly their definition of ‘correct solution’ differs widely from mine.

They either solve Chess puzzles in a way they can’t during a game (try & error), or they are happy finding the first right move and don’t go deeper.

In this article, you will learn why these approaches are so hurtful for your chess progress & how a correct Chess puzzle solution should look.

In the Spotlight: A Chess Puzzle for You

To make a point, let’s look at the following position. If you want to test yourself, take some time to solve the position. Read on once you come up with an answer. (White to move)

The correct answer is 1.Rxf6 Rxf6 2.Rf1 Raf8 3.Qg5 Kg7 4.Nh5+

Other sub-variations work, such as playing 2.Qg5 then 3.Rf1 or playing 4.Bxf6+ first before playing 5.Nh5+.

The key is to finish the calculation once the piece is regained by force.

Any solution not written down until the end is not correct. This might seem nitpicking, but it is actually extremely important.

During a game, you don’t have the benefit of knowing there is a win. You have to calculate clearly and can’t just play the move that looks most tempting. It might very well be that a tempting move loses because of a trick at the end of the line.

To prepare for the in-game moment, we need to calculate correctly and, until the end, also in training.

So if you just thought, “Ah, 1.Rxf6 Rxf6 2.Rf1 wins”, you have some work to do.

Your intuition is right, but sooner than later, there will be an in-game position where your intuition leads you on the wrong path. This is where your crystal clear calculation should come in and save your ass.

Now let’s look at the two most common ways to do it wrong, and you’ll learn how to do it better next time.

Falling into the Trap: The Try & Error Method

This is a phenomenon mostly happening when studying with online tactics trainers. You see a tempting move and execute it. If it is correct, you will do the same on the second move. If it is wrong, you have another shot at the same puzzle and go with the next most likely move.

Eventually, you will “solve” (I’d rather say guess) the puzzle. You might try Bxf6, Rxf6, or Qg5 in any order in the example above. Even if you get 1.Rxf6 right from the get-go, you shouldn’t really be proud. You probably didn’t see until the end of the line, so you didn’t improve any skills that help you in real games.

This is also the reason why I’m not a big fan of speed puzzle solving like Puzzle Rush or Puzzle Racer . The limited time forces you into a try & error mindset, which will be useless during a real game.

The only real solution here is:

Never solve by the try & error method.

It is a horrible habit that increases your confidence (“I got it right”) but worsens your chess. This inevitably leads to way too high expectations and, thus, to disappointment and frustration.

Just remember Try & Error —> Frustration, and you should be able to withstand the temptation.

A Common Mistake: Shallow Thinking and Its Consequences

Shallow thinking is the next biggest issue and is a close friend of the try & error method. Both stem from the same human tendency to be lazy.

It is hard to calculate a line until the end, but sometimes glaringly obvious which first move one should play. So you think, “I’ll just play this move and think from the next position.”

The problem here is a practical one again. Sometimes, the obvious moves are wrong!

When solving tactical exercises, you know there is something good in the position. If there is only one forceful-looking move, you might be tempted to go with it without thinking.

But during the game, this isn’t true at all. There are positions where a move looks good but loses instantly.

That’s why it is important that you only execute a move during training when you finish your full calculation process. This habit will eventually save you a lot of points during your games.

Wisdom from Artur Jussupow

Artur Jussupow, the former World #3 and my Coach in my teenage years, had some great advice when I used the shallow thinking method in training.

A common conversation would go like that:

Artur: “Solve this position, White to move, you get 5 Minutes

Noël (after 30 seconds): “I believe f5 looks good.”

Artur: “You can believe in the church; in chess, we calculate and know.”

He would then not say anything until I came up with the full line I calculated until the very end.

Since then, whenever I thought, “This move looks good,” I was reminded of Artur telling me to finish my calculation before making assumptions.

The Road to Success: How to Solve Chess Puzzles Correctly

Now that you know what to avoid solving a puzzle correctly is pretty straightforward. Open up your puzzle book or go to your favorite Online Chess Tactics Trainer.

Now follow these three simple steps:

1) Carefully examine the position before jumping into one move that looks or feels right (sometimes my students miss that they are material up or down because they immediately try to spot the right move).

2) Come up with a List of Candidate moves. The simplest way to get the most forcing ones it to look for:

in this sequence.

3) Calculate one move at a time. Start with the most forceful one ( if there is a checkmate , you don’t need to calculate other moves!) and finish only with a clear evaluation. If you win by force, shortly make sure you didn’t miss anything, then write down the solution and compare it with the puzzle solution.

If the evaluation isn’t good (enough), continue with the next most forceful move. If none of the initial candidate moves ends in a good (enough) evaluation, you either need to find more candidate moves or decide on the line with the least bad evaluation.

You are now curating a habit that will help you during your exercises but even more in-game. The right, non-rushed thought process helped me and my students save dozens of points. It will do the same for you.

I firmly believe that

anyone can improve their chess through the right mindset and training techniques.

I’m here to guide you on your journey to chess mastery.

Read more about Noël

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How Playing Chess Helps Your Creativity

Gary flores.

• June 8, 2021

Chess is a game of strategy. It's also an opportunity to learn how your opponent thinks, which helps you understand an aspect of human behavior. It takes a lot of different skills to be a great chess player, including creativity. You're not only creative on the board. That creativity translates to different areas of your life.

Here are some ways that chess offers a person the opportunity to be more creative and incorporate that attribute into their life.

Choosing your strategy is creative

When you're playing chess , you need to develop a strategy depending on the style of your opponent. One of the interesting parts of the game is that each player has their own way of relating to it. You may be playing someone that you know well. You're used to the way they strategize against you.

Alternatively, you can face a brand new opponent. You're unfamiliar with their style, and it takes some time to learn it. Maybe this is the only time you're going to play with this person, but you still have to use your skills and creativity. What does that mean? It means you need to assess (based on your opponent's moves) how to best defeat them, which is a creative process.

Game strategies involve creative problem-solving

One of the benefits of chess is that it helps players learn creative problem-solving strategies. You might believe you have the best way to beat an opponent. You lead with your knights, and you're convinced that this will win. However, your opponent outsmarts you, and you need to re-think your strategy. That involves assessing the board and thinking about how to solve the problem in front of you. That engages your mind in a unique way and promotes creativity.

Chess is a creative game that prompts a person to think critically so they can defeat their opponent.

Creative problem-solving is a life skill

The creative problem-solving you use in chess is a transferable skill. Remember how you assessed how to beat your opponent based on your observations? You can use that skill on your day-to-day challenges. If you're at work and you have trouble figuring out how to market a project, you can draw upon your problem-solving skills from chess.

Think about the message you want to communicate with your presentation. It's similar to how a chess player strategizes to defeat an opponent. They're each an example of problem-solving.

When conflicts arise drawn upon your chess skills

Critical thinking can help people manage conflict with others. You need to think when you're playing a game of chess critically.

Use that skill when you get into a disagreement with others. It's easy to get overly emotional when you're having a difference of opinion with another individual. The reality is that we can't always agree with others. However, you can acknowledge your feelings and then take a step back from them. Examine your perspective and the other person's point of view logically instead of emotionally.

After that, you can propose a compromise. These are problem-solving skills that you've learned in chess but didn't even realize. For example, let's say you had a strategy planned, but you didn't see that you left your queen open for attack. Your opponent takes it, and you're blindsided. That could bring up some emotions in you. Perhaps you're frustrated, mad, or disappointed. Acknowledge those feelings and then create another way to defeat your opponent. It's critical not to get stuck in an emotional state because that will ruin your game.

Accept that you're upset about your queen being taken and move forward.

Talking about problem-solving in therapy

Therapy is an excellent place to problem-solve with a mental health professional. You can discuss life challenges, including those related to your chess game , if you feel so inclined. Everyone struggles with something, and you're allowed to have these challenges.

Whether you have anxiety, depression, or dissociative identity disorder, you can get help. Read more about these conditions here: https://www.mind-diagnostics.org/blog/dissociative-identity-disorder . You can see a therapist online or find one in your local area. Don't be ashamed to reach out for help when you're in need of it. Getting support is crucial for your mental health and wellness.

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