Why chess is important for kids and other age people?

The Science In Chess

Science can help us understand how chess learning happens. Instead of learning on your   own, you have powerful allies: educators, psychologists and neuroscientists. We use the science they produce to make learning chess easier, fun and efficient.


  • Spaced Repetition & Scheduling
  • Dopamine & Declarative Memory
  • Testing & Practice Effects
  • Imitation & Implicit Learning
  • Avoiding Labor-In-Vain & Explicit Learning
  • References & Suggested Reading

Spaced Repetition & Scheduling

The spacing effect or spaced repetition theory began with research in the 19th century. Hermann Ebbinghaus tested and refined it. In a nutshell, you learn best when you review your knowledge in increasing time increments rather than regularly. At TALFICER CHESS CLUB, we provide a scheduling mechanism that prompts you to review material in an efficient manner. Get the chess move right, and you won’t see it for a while. Get it wrong, and we know it needs some work so you will see it again soon. Can it get more efficient than this? We think not!

Dopamine & Declarative Memory

Researchers found concrete evidence showing how dopamine can improve learning. When dopamine is released, learning is enhanced. In TALFICER CHESS CLUB, You are provided with rewards such as points, badges, titles and many other fun things. So while training at TALFICER CHESS CLUB, your brain should be releasing more dopamine.

Testing & Practice Effects

Maybe due to our experience in school we see testing with disdain. However, science shows that testing improves and adds to learning. TALFICER CHESS CLUB, weekly test helps you. Don’t worry, it’s okay if you fail it!! When you respond, even with a wrong answer, you are still learning! This happens because our review function offers a form of ‘active recall’ a big component of learning. Scientists also relate this to the positive effects of feedback. At TALFICER CHESS CLUB, we integrate both immediate and delayed feedback. Of course history shows that the simple act of practising it again is a key part of chess mastery, and at TALFICER CHESS CLUB, you can practice in the most efficient manner!

Imitation & Implicit Learning

Imitation is a learning strategy used by babies and adults because it works. At TALFICER CHESS CLUB we ask you to imitate the openings of expert and master players. Science says that even if you don’t understand the move, the “enactment effect” will intervene and you will still learn! The enactment effect happens when you perform the action you want to learn, you have to play it! Also, science strongly suggests people can learn without even realising they are learning! Essentially, initially you may not understand why you are making a move, but behind the scenes, your brain is figuring the patterns and logic out for you. Isn’t that wonderful? Of course, if you rather put in a conscious effort, you can as TALFICER CHESS CLUB provides all the sources you need.

Avoiding Labor-In-Vain & Explicit Learning

Science shows how learners often labor-in-vain. This is why coaching is often good. What good is studying openings designed for a master when you are a beginner? TALFICER CHESS CLUB targets this by allowing for learning in your region of proximal learning. We give you a large selection of openings, and some will be suited to your ability. Our many social tools like the comments board can help you determine what to study, as well as understand better. These are ways of explicit learning. Explicit learning is also seen in the comments on moves that the publishers provide, giving you yet another ally in your quest to master openings.

References & Suggested Reading

Academic journals are costly, so while we can give you the readings we used, we are unable to provide access to them. If you are interested in reading them, you can inquire in your local library, university or purchase access. For that purpose, below is all the material we have used:
Ashcraft, M. H. (2010). In Radvansky G. A. (Ed.), Cognition (Fifth edition, International ed. / Mark H. Ashcraft, Gabriel A. Radvansky.. ed.). Upper Saddle River, N.J. ; Harlow: Upper Saddle River, N.J. ; Harlow : Pearson Education. Augustin, M. (2014). How to learn effectively in medical school: Test yourself, learn actively, and repeat in intervals. Yale Journal of Biology and Medicine, 87(2), 207-212. Blakemore, S., & Frith, U. (2005). In Frith U. (Ed.), The learning brain : Lessons for education / sarah-jayne blackmore and uta frith. Oxford: Oxford : Blackwell. Columbia University. (2008). Region of proximal learning. Retrieved 05/11, 2015, from http://www.columbia.edu/ Feyereisen, P. (2009). Enactment effects and integration processes in younger and older adults’ memory for actions. Memory, 17(4), 374-385. Fiorillo, C. D. (2011). Transient activation of midbrain dopamine neurons by reward risk. Neuroscience, 197, 162-171. Howard, R. W. (2012). Longitudinal effects of different types of practice on the development of chess expertise. Applied Cognitive Psychology, 26(3), 359-369.
Play chess for passion not for hobby
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