Yakushina, A.A.
Federal Scientific Center of Psychological and Multidisciplinary Research
Vasukova, E.E.
Federal Scientific Center of Psychological and Multidisciplinary Research
Dolgikh, A.G.
Federal Scientific Center of Psychological and Multidisciplinary Research
Abstract
Background. Children’s success in school requires a high level of cognitive abilities. Chess training, the popularity of which among children is growing, can help promote cognitive development. Research on the relationship between cognitive abilities and chess skills is becoming relevant, especially in the view of the recommendations for the integration of chess into educational programmes for children. However, research findings on the relationship between chess skills and cognitive ability are inconsistent.
Objectives. The aim of the current work was to classify and systematize empirical studies aimed at investigating the relationship between cognitive abilities and chess training in children 5–12 years old.
Methods. A literature review was conducted using the PRISMA method. 273 English-language and 90 Russian-language articles corresponding to the search query were found. As a result of screening and selection, 18 studies were included in further qualitative analysis.
Results. Two main approaches to studying the relationship between chess classes and cognitive abilities in children were identified in the analysis: general cognitive abilities and special cognitive abilities. It was shown that children who attend additional chess classes have higher levels of intelligence and visual-spatial abilities. In addition, teaching children chess promotes the development of mathematical problem solving and mental numeracy skills in schoolchildren. However, there has been a lack of research on the relationship between chess lessons and regulatory functions in children, despite the significant predictive value of these cognitive abilities.
Conclusions. The conducted theoretical review demonstrated the significance of chess in children’s cognitive development,
on the one hand; and, on the other hand, allowed us to outline the prospects for further research in this area, in order to obtain
reliable and less ambiguous results. The materials of the article can be useful for planning research in the field of child development and educational psychology
References
Aciego, R., Garcia, L., Betancourt, M. (2012). The benefits of chess for the intellectual and social-emotional enrichment in schoolchildren. The Spanish Journal of Psychology, 15, 551–559.
https://doi.org/10.5209/rev_SJOP.2012.v15.n2.38866
Ackerman, P.L. (2014). Nonsense, common sense, and science of expert performance: Talent and individual differences. Intelligence, 45, 6–17.
https://doi.org/10.1016/j.intell.2013.04.009
Addarii, F., Ciracò, E., Polo, K., Neri, E. (2022). Chess at school, executive functions and pandemic: an exploratory study. QUADERNI ACP, 29(4), 153–156.
https://doi.org/10.53141/QACP.2022.153-156
Barkley, R.A. (2001). The executive functions and self-regulation: An evolutionary neuropsychological perspective. Neuropsychology Review, 11(1), 1–29.
https://doi.org/10.1023/A:1009085417776
Barrett, D., Fish, W. (2011). Our move: using chess to improve math achievement for students who receive special education services. International Journal of Special Education, 26, 181–193.
Bart, W.M. (2014). On the effect of chess training on scholastic achievement. Frontiers in Psychology, 5, 762.
https://doi.org/10.3389/fpsyg.2014.00762
Bayanova, L.F., Dolgikh, A.G., Yakushina, A.A. (2023). The Role of Music Lessons in the Development of Regulatory Functions in Children 6–7 Years Old. Psikhologo-pedagogicheskie issledovaniya = Psychological and Pedagogical Research, 15(3), 52–66. (In Russ.).
https://doi.org/10.17759/psyedu.2023150304
Bilalić, M., McLeod, P., Gobet, F. (2007). Personality profiles of young chess players. Personality and Individual Differences, 42, 901–910.
https://doi.org/10.1016/j.paid.2006.08.025
Bilalić, M., McLeod, P., Gobet, F. (2009). Specialization effect and its influence on memory and problem solving in expert chess players. Cognitive Science, 33(6), 1117–1143.
https://doi.org/10.1111/j.1551-6709.2009.01030.x
Binet, A. (1894). La psychologie des grandscalculateurset des jouersd’echecs. Paris: Hachette Publ.
Bogoyavlenskaya, D.B. (2024). On the Large-Scale Factors of the Educational Process. Teoreticheskaya i Eksperimental’naya Psikhologiya = Theoretical and Experimental Psychology, 17(2), 172–180. (In Russ.).
https://doi.org/10.11621/TEP-24-19
Bozhovich, L.I. (2008). Personality and Determines It in Childhood. St. Petersburg: Piter Publ. (In Russ.)
Bukhalenkova, D.A., Chichinina, E.A., Almazova, O.V. (2023). How Does Joint Media Engagement Affect the Development of Executive Functions in 5 to 7 year-old Children? Psychology in Russia: State of the Art, 16(4), 109–127.
https://doi.org/10.11621/pir.2023.0407
Burgoyne, A.P., Sala, G., Gobet, F., Macnamara, B.N., Campitelli, G., Hambrick, D.Z. (2016). The Relationship between Cognitive Ability and Chess Skill: A Comprehensive Meta-Analysis. Intelligence, 59, 72–83.
https://doi.org/10.1016/j.intell.2016.08.002
Campitelli, G., Gobet, F. (2011). Deliberate practice necessary but not sufficient. Current Directions in Psychological Science, 20, 280–285.
https://doi.org/10.1177/0963721411421922
Chichinina, E., Bukhalenkova, D., Tvardovskaya, A., Semyonov, Y., Gavrilova, M., Almazova, O. (2022). The Relationship between Executive Functions and Dance Classes in Preschool Age Children. Education Sciences, 12, 788.
https://doi.org/10.3390/educsci12110788
Cortés Pascual, A., Moyano Muñoz, N., Quilez Robres, A. (2019). The relationship between executive functions and academic performance in primary education: review and meta-analysis. Frontiers in Psychology, 10, 1582.
https://doi.org/10.3389/fpsyg.2019.01582
de Bruin, A.B.H., Kok, E.M., Leppink, J., Camp, G. (2014). Practice, intelligence, and enjoyment in novice chess players: A prospective study at the earliest stage of a chess career. Intelligence, 45, 18–25.
https://doi.org/10.1016/j.intell.2013.07.004
de Groot, A.D. (1978). Thought and choice in chess (2nd ed.). The Hague: Mouton Publishers.
Denisenkova, N.S. (2020). A study of the educational motivation of first-graders in various educational environments. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 25(1), 5–15. (In Russ.).
https://doi.org/10.17759/pse.2020250101
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.
https://doi.org/10.1146/annurev-psych-113011-143750
Ferreira, D., Palhares, P. (2008). Chess and problem-solving involving patterns. The Montana Mathematics Enthusiast, 5, 249–256.
https://doi.org/10.54870/1551-3440.1105
Frydman, M., Lynn, R. (1992). The general intelligence and spatial abilities of gifted young Belgian chess players. British Journal of Psychology, 83, 233–235.
https://doi.org/10.1111/j.2044-8295.1992.tb02437.x
Gao, Q., Chen, W., Wang, Z., Lin, D. (2019). Secret of the Masters: Young Chess Players Show Advanced Visual Perspective Taking. Frontiers in Psychology, 10, 2407.
https://doi.org/10.3389/fpsyg.2019.02407
Gliga, F., Flesner, P. (2014). Cognitive Benefits of Chess Training in Novice Children. Procedia — Social and Behavioral Sciences, 116, 962–967.
https://doi.org/10.1016/j.sbspro.2014.01.328
Glukhova, O.V. (2017). The Need for Chess in School and Its Role in the Dynamics of Child Development. Revue Internationale Du CRIRES: Innover Dans La Tradition De Vygotsky, 4(1), 161–168.
Glukhova, O.V., Volikova, S.V., Zaretskii, Yu.V., Zaretskii, V.K. (2022). Results of the longitudinal diagnostic study on the project “Chess for General Development”. Konsul’tativnaya psikhologiya i psikhoterapiya = Counseling Psychology and Psychotherapy, 30(4), 49–75. (In Russ.)
Gordeeva, T.O., Sychev, O.A., Lunkina, M.V. (2019). School well-being of primary school students: motivational and educational predictors. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 24(3), 32–42. (In Russ.).
https://doi.org/10.17759/pse.2019240303
Harris, J.A. (2004). Measured intelligence, achievement, openness to experience, and creativity. Personality and Individual Differences, 36, 913–929.
https://doi.org/10.1016/s0191-8869(03)00161-2
Hong, S., Bart, W.M. (2007). Cognitive effects of chess instruction on students at risk for academic failure. International Journal of Special Education, 22(3), 89–96.
Horgan, D.D. (1988). Where experts come from. Washington: ERIC Publ.
Horgan, D.D., Morgan, D. (1990). Chess expertise in children. Applied Cognitive Psychology, 4, 109–128.
https://doi.org/10.1002/ACP.2350040204
Joseph, E., Easvaradoss, V., Solomon, N.J. (2016). Impact of Chess Training on Academic Performance of Rural Indian School Children. Open Journal of Social Sciences, 4, 20–24.
https://10.4236/jss.2016.42004
Karabanova, O.A. (2022). Modern childhood and preschool education — to protect the rights of the child: on the 75th anniversary of the birth of E.O. Smirnova. National Psychological Journal, 3(47), 60–68. (In Russ.).
https://doi.org/10.11621/npj.2022.0308
Kazemi, F. (2022). The Effect of Chess Instruction on Mathematics Motivational Strategies for Learning and Error Model of Students’ Problem Solving Based on Newman Model. Journal of Algebraic Statistics, 13(2), 2698–2716.
Kazemi, F., Yektayar, M., Abad, A.M.B. (2012). Investigation The Impact of Chess Play on Developing Meta-Cognitive Ability and Math Problem-Solving Power of Students at Different Levels of Education. Procedia — Social and Behavioral Sciences, 32, 372–379.
https://10.1016/j.sbspro.2012.01.056
Khosrorad, R., Kouhbanani, S.S., Sani, A.R. (2014). Chess Training for Improving Executive Functions and Mathematics Performance of Students with Mathematics Disorders. International Journal of Educational Investigations, 1(1), 283–295.
Komarova, I.I., Tishchenko, A.S. (2023). The world of preschool education in the 21st century. Sovremennoe doshkol’noe obrazovanie = Modern Preschool Education, 2(116), 16–33. (In Russ.).
https://doi.org/10.24412/2782-4519-2023-2116-16-33
Kovyazina, M., Oschepkova, E., Airapetyan, Z., Ivanova, M., Dedyukina, M., Gavrilova, M. (2021). Executive Functions’ Impact on Vocabulary and Verbal Fluency among Mono- and Bilingual Preschool-Aged Children. Psychology in Russia: State of the Art, 14(4), 65–77.
https://10.11621/pir.2021.0405
Li, K., Jiang, J., Qiu, L., Yang, X., Huang, X., Lui, S., Gong, Q. (2015). A multimodal MRI dataset of professional chess players. Scientific Data, 2, 150044.
https://10.1038/sdata.2015.44
Miyake, A., Friedman, N.P., Emerson, M.J., Witzki, A.H., Howerter, A., Wager, T.D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: a latent variable analysis. Cognitive Psychology, 41, 49–100.
https://10.1006/cogp.1999.0734
Moriguchi, Y. (2014). The early development of executive function and its relation to social interaction: a brief review. Frontiers in Psychology, 5, 388.
https://10.3389/fpsyg.2014.00388
Morosanova, V.I., Bondarenko, I.N., Potanina, A.M., Ishmuratova, Yu.A. (2021). Conscious self-regulation in the system of predictors successfully in English at school (general model and its modifications). National Psychological Journal, 3(43), 15–30. (In Russ.).
https://doi.org/10.11621/npj.2021.0302
Nanu, C.C., Coman, C., Bularca, M.C., Meseșan-Schmitz, L., Gotea, M., Atudorei, I., Turcu, I., Negrila, I. (2023). The role of chess in the development of children-parents’ perspectives. Frontiers in Psychology, 14, 1210917.
https://10.3389/fpsyg.2023.1210917
Panov, V.I. (2014). Giftedness: from paradoxes to the development of subjectivity. Izvestiya Moskovskogo gosudarstvennogo tekhnicheskogo universiteta MAMI = Bulletin of the Moscow State Technical University MAMI, 5(4(22)), 129–137. (In Russ.)
Postavnev, V.M., Postavneva, I.S., Dvoinin, A.M., Romanova, M.A. (2020). General and specific cognitive abilities as predictors of a child’s academic success at the initial stages of education. Vestnik Moskovskogo gorodskogo pedagogicheskogo universiteta. Seriya: Pedagogika i psikhologiya = Bulletin of Moscow City Pedagogical University. Series: Pedagogy and Psychology, 4(54), 64–73. (In Russ.)
Proekt, Yu.L., Spasskaya, E.B., Ivanushkina, N.O., Bocharova, O.S. (2024). Assessing the use of mobile devices for schoolchildren’s educational outcomes: A second-order meta-analysis. Rossiiskii psikhologicheskii zhurnal = Russian Psychological Journal, 21(2), 35–59. (In Russ.).
https://doi.org/10.21702/rpj.2024.2.3
Ramos, L., Arán, V., Krumm, G. (2018). Funciones ejecutivas y práctica de ajedrez: un estudio en niños escolarizados. Psicogente, 21(39), 25–34.
https://10.17081/psico.21.39.2794
Root, A.W. (2006). Children and chess: A guide for educators. Westport: Teacher Ideas Press. Rosholm, M., Mikkelsen, M.B., Gumede, K. (2017). Your move: The effect of chess on mathematics test scores. PLoS ONE, 12(5), e0177257.
https://10.1371/journal.pone.0177257
Sadkovkin, A.A. (2023). Features of psychological and pedagogical training of athletes from 6 to 10 years old within the framework of group chess classes. Mezhdunarodnyi zhurnal gumanitarnykh i estestvennykh nauk = International Journal of Humanitarian and Construction Sciences, 11-2(86), 249–251. (In Russ.)
Sala, G., Burgoyne, A.P., Macnamara, B.N., Hambrick, D.Z., Campitelli, G., Gobet, F. (2017). Checking the “Academic Selection” argument Chess players outperform non-chess players in cognitive skills related to intelligence: A meta-analysis. Intelligence, 61, 130–139.
https://10.1016/j.intell.2017.01.013
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.
https://10.1016/j.edurev.2016.02.002
Sala, G., Gobet, F.R. (2017). Does chess instruction improve mathematical problem-solving ability? Two experimental studies with an active control group. Learning & Behavior, 45, 414–421.
Sigirtmac, A.D. (2012). Does chess training affect conceptual development of six-year-old children in Turkey? Early Child Development and Care, 182(6), 797–806.
https://10.1080/03004430.2011.582951
Simon, H.A., Chase, W.G. (1973). Skill in chess. American Scientist, 61(4), 394–403.
Stegariu, V.I., Abalasei, B.A., Stoica, M.A. (2022). Study on the Correlation between Intelligence and Body Schema in Children Who Practice Chess at School. Children, 9(4), 477.
https://10.3390/children9040477
Trinchero, R., Sala, G. (2016). Can chess training improve Pisa scores in Mathematics? An experiment in Italian primary schools. Eurasia Journal of Mathematics, Science & Technology Education, 12, 655–668.
Unterrainer, J.M., Kaller, C.P., Halsband, U., Rahm, B. (2006). Planning abilities and chess: A comparison of chess and non-chess players on the tower of London task. British Journal of Psychology, 97(3), 299–311.
https://10.1348/000712605X71407
Unterrainer, J.M., Kaller, C.P., Leonhart, R., Rahm, B. (2011). Revising superior planning performance in chess players: The impact of time restriction and motivation aspects. American Journal of Psychology, 124(2), 213–225.
https://10.5406/amerjpsyc.124.2.0213
Vasenina, S.I., Vinokurova, N.V., Mazurenko, O.V. (2022). Development of intellectual skills of senior preschool children in the context of additional education. Problemy sovremennogo pedagogicheskogo obrazovaniya = Problems of Modern Pedagogical Education, 75(2), 63–66. (In Russ.)
Veraksa, A.N., Gavrilova, M.N., Karimova, A.I., Solopova, O.V., Yakushina, A.A. (2023). Development of regulatory functions in preschoolers 4–7 years old: the role of the duration of attendance at kindergarten. Lomonosov Psychology Journal, 46(4), 64–87. (In Russ.).
https://doi.org/10.11621/LPJ-23-39
Zaretskii, V.K., Kholmogorova, A.B. (2020). The relationship between education, development and health with the positions of cultural-historical psychology. Kul’turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 16(2), 89–106. (In Russ.).
Zinchenko, Yu.P. (2011). Methodological problems of fundamental and applied psychological research. National Psychological
Journal, 1(5), 42-49. (In Russ.)
To cite this article:
Yakushina, A.A. , Vasukova, E.E., Dolgikh, A.G..
Association Between Cognitive Abilities and Chess Skills in Children: A Systematic Review. // National Psychological Journal
2025. 3. Pages74-86. doi: 10.11621/npj.2025.0306
Copied to Clipboard
Copy