Year: 2015
Type: dissertation
Abstract: The literature review indicated similarities between education and chess \nplaying and possible transfer of knowledge between these two different domains. A \nlink was then suggested between some aspects of intellectual abilities and chess \ninstruction in children, but not in adults (Frydman & Lynn, 1992; Waters, Doll & Mayr, \n1987). In this research study the aim was to explore the relationship between chess \nplaying and cognitive and intellectual development in Grade R learners at \nGarsieland. Therefore the positive influence that chess playing brings to bear on the \nintelligence of 64 Grade R learners (as measured on intelligence scales) was \ninvestigated. The data was collected through short biographical questionnaires and \npsychometric tests and the participants in both groups were assessed on two \noccasions. \nThe study suggested that chess instruction exerted a positive (small) effect on \nPerformance intelligence and subsequently on the Global scale of the Junior South \nAfrican Intelligence Scales. The children in both groups also exhibited improved \ncognitive development after the 40 week period during 2009.
Author: Mary Rose Basson
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1276950660