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
Each chess piece possesses unique strengths and weaknesses, reflected in their respective values. Understanding these values is crucial for making informed decisions and devising effective strategies. In this lesson, we will explore the tactical aspects of chess, focusing on intelligent piece exchanges that optimize your position on the board. By comprehending the value of each piece and leveraging it strategically, you will enhance your overall gameplay and increase your chances of success.
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
Chess or abacus
I would say chess. Let’s first compare the two. What do both have in common? Let’s paint the world in black and white for a second and say ‘pattern recognition’. In math, your goal is to solve a problem and reach a conclusion through pure logic. You can say the same with chess. However, in chess, there are several other factors in play that you do not experience as heavily with mathematics. You get situations where you must make quick decisions based on incomplete knowledge - aka, use your intuition. All the time. You must tackle psychological components (such as dealing with pressure, high stakes situations, and other high-straining mental health factors) that can single-handedly affect the outcome of a game, and will certainly have an affect on your nerves (especially after over a decade of competitive play). I can list more, but these are all I can think of at the moment as I am writing this. In essence, chess will teach some life lessons (especially in the competitive scene) that one may not be exposed to as heavily in mathematics. Don’t get me wrong - both are amazing subjects and I firmly believe in the strengths of both. But from my personal experience, chess will offer a wider experience in terms of brain development.
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.