Relevant bibliographies by topics / Chess and cognitive actualization

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Chess and cognitive actualization'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Chess and cognitive actualization"

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Saariluoma, Pertti. "Chess players' recall of auditorily presented chess positions." European Journal of Cognitive Psychology 1, no. 4 (December 1989): 309–20. http://dx.doi.org/10.1080/09541448908403091.

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Bilalić, Merim. "Revisiting the Role of the Fusiform Face Area in Expertise." Journal of Cognitive Neuroscience 28, no. 9 (September 2016): 1345–57. http://dx.doi.org/10.1162/jocn_a_00974.

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The fusiform face area (FFA) is considered to be a highly specialized brain module because of its central importance for face perception. However, many researchers claim that the FFA is a general visual expertise module that distinguishes between individual examples within a single category. Here, I circumvent the shortcomings of some previous studies on the FFA controversy by using chess stimuli, which do not visually resemble faces, together with more sensitive methods of analysis such as multivariate pattern analysis. I also extend the previous research by presenting chess positions, complex scenes with multiple objects, and their interrelations to chess experts and novices as well as isolated chess objects. The first experiment demonstrates that chess expertise modulated the FFA activation when chess positions were presented. In contrast, single chess objects did not produce different activation patterns among experts and novices even when the multivariate pattern analysis was used. The second experiment focused on the single chess objects and featured an explicit task of identifying the chess objects but failed to demonstrate expertise effects in the FFA. The experiments provide support for the general expertise view of the FFA function but also extend the scope of our understanding about the function of the FFA. The FFA does not merely distinguish between different exemplars within the same category of stimuli. More likely, it parses complex multiobject stimuli that contain numerous functional and spatial relations.
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Bilalic, Merim, M. Erb, and W. Grodd. "Many Faces of Chess – Fusiform Face Area (FFA) in Chess Experts and Novices." NeuroImage 47 (July 2009): S88. http://dx.doi.org/10.1016/s1053-8119(09)70681-0.

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FRANKLIN, Gustavo Leite, Brunna N. G. V. PEREIRA, Nayra S. C. LIMA, Francisco Manoel Branco GERMINIANI, Carlos Henrique Ferreira CAMARGO, Paulo CARAMELLI, and Hélio Afonso Ghizoni TEIVE. "Neurology, psychiatry and the chess game: a narrative review." Arquivos de Neuro-Psiquiatria 78, no. 3 (March 2020): 169–75. http://dx.doi.org/10.1590/0004-282x20190187.

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Abstract The chess game comprises different domains of cognitive function, demands great concentration and attention and is present in many cultures as an instrument of literacy, learning and entertainment. Over the years, many effects of the game on the brain have been studied. Seen that, we reviewed the current literature to analyze the influence of chess on cognitive performance, decision-making process, linking to historical neurological and psychiatric disorders as we describe different diseases related to renowned chess players throughout history, discussing the influences of chess on the brain and behavior.
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Sala, Giovanni, and Fernand Gobet. "Does Far Transfer Exist? Negative Evidence From Chess, Music, and Working Memory Training." Current Directions in Psychological Science 26, no. 6 (October 25, 2017): 515–20. http://dx.doi.org/10.1177/0963721417712760.

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Chess masters and expert musicians appear to be, on average, more intelligent than the general population. Some researchers have thus claimed that playing chess or learning music enhances children’s cognitive abilities and academic attainment. We here present two meta-analyses assessing the effect of chess and music instruction on children’s cognitive and academic skills. A third meta-analysis evaluated the effects of working memory training—a cognitive skill correlated with music and chess expertise—on the same variables. The results show small to moderate effects. However, the effect sizes are inversely related to the quality of the experimental design (e.g., presence of active control groups). This pattern of results casts serious doubts on the effectiveness of chess, music, and working memory training. We discuss the theoretical and practical implications of these findings; extend the debate to other types of training such as spatial training, brain training, and video games; and conclude that far transfer of learning rarely occurs.
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Andrade, Leo Pasqualini de, Augusto Cláudio Santa Brígida Tirado, Valério Brusamolin, and Mateus Das Neves Gomes. "Solving a hypothetical chess problem: a comparative analysis of computational methods and human reasoning." Revista Brasileira de Computação Aplicada 11, no. 1 (April 15, 2019): 96–103. http://dx.doi.org/10.5335/rbca.v11i1.9111.

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Computational modeling has enabled researchers to simulate tasks which are very often impossible in practice, such as deciphering the working of the human mind, and chess is used by many cognitive scientists as an investigative tool in studies on intelligence, behavioral patterns and cognitive development and rehabilitation. Computer analysis of databases with millions of chess games allows players’ cognitive development to be predicted and their behavioral patterns to be investigated. However, computers are not yet able to solve chess problems in which human intelligence analyzes and evaluates abstractly without the need for many concrete calculations. The aim of this article is to describe and simulate a chess problem situation proposed by the British mathematician Sir Roger Penrose and thus provide an opportunity for a comparative discussion by society of human and artificial intelligence. To this end, a specialist chess computer program, Fritz 12, was used to simulate possible moves for the proposed problem. The program calculated the variations and reached a different result from that an amateur chess player would reach after analyzing the problem for only a short time. New simulation paradigms are needed to understand how abstract human thinking works.
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Boggan, Amy L., James C. Bartlett, and Daniel C. Krawczyk. "Chess masters show a hallmark of face processing with chess." Journal of Experimental Psychology: General 141, no. 1 (2012): 37–42. http://dx.doi.org/10.1037/a0024236.

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Joseph, Ebenezer, Veena Easvaradoss, Suneera Abraham, and Melissa A. Chan. "Mentoring Children through Chess Training Enhances Cognitive Functions." International Journal of Information and Education Technology 7, no. 9 (2017): 669–72. http://dx.doi.org/10.18178/ijiet.2017.7.9.951.

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Pavlovskaya, V. A. "FEATURES OF COGNITIVE STYLES IN THE CHESS GAME." Scientific Notes of V.I. Vernadsky Crimean Federal University. Sociology. Pedagogy. Psychology 6(72), no. 3 (2020): 115–26. http://dx.doi.org/10.37279/2413-1709-2020-6-3-115-126.

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The article discusses various approaches to understanding the essence of cognitive styles, and provides a description of the most common types of cognitive styles. In the modern situation of the existence of various types of information influences on the emotional and volitional sphere of preschool and primary school children, problems of low motivation for any type of activity, poor memory, perception disorders are found. Сhess is a means of constructively solving these problems. From the set of cognitive styles studied in the scientific environment, 10 types were selected, namely, utility / gender independence, narrowness / breadth in the range of equivalence, rigidity/flexibility, narrowness/breadth of the category, tolerance to unrealistic experience, narrowness/breadth of the category, focusing/scanning control, smoothing/sharpening, impulsiveness/reflexivity, cognitive simplicity/complexity, concreteness/abstraction. Definitions of each of the indicated cognitive styles and their hypothetical relationship with the checkmate game are given. Based on the fact that chess is an intellectual activity that includes cognitive processes, some psychological features of the chess game are described and designated, hypothetically associated with a specific type of cognitive style. The author emphasizes that in the organization and effectiveness of learning chess, as well as other types of educational activity, a large role is played by such cognitive style as impulsivity/reflexivity and field-dependence/field-independence, as well as the development of mobility and flexibility of the cognitive style, namely, the ability to switch from one style parameter to another at the necessary moment of the game. Some problems in the study of cognitive styles are identified. Most research focuses on the study of utility and differentiation, which is not a comprehensive study of cognitive styles. The nature of cognitive styles is not fully understood. It is also unclear the specific age characteristic of the formation and manifestation of a particular cognitive style in a particular person. The article reveals the concept of chess success as the ability to focus on a group of breakout pieces, creating three levels of significance of the pieces on the Board and distributing the controlled fields of the Board into two levels: significant and insignificant. Some stylistic features of the checkmate game of such world Champions as Botvinnik, Tal, and Petrosyan are described. It is concluded that chess is a means of versatile development of the child. This is a universal discipline of the game character, aimed at fostering a common culture. Chess affects the development of external and internal speech, combinatorial and logical thinking, will, vital activity, criticality, the ability to self-analysis and self-assessment, self-education. The review suggests that in teaching children, among other things, it is advisable to use the following algorithm: to determine the child’s cognitive styles and the degree of their rootedness (formation) in cognitive processes; to identify fragments (components) of learning chess most associated with the advantages of a particular cognitive style and take this connection into account; to train or develop children’s cognitive mobility, i.e. the ability to switch from one style to another if necessary.
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Gliga, Fotinica, and Petru Iulian Flesner. "Cognitive Benefits of Chess Training in Novice Children." Procedia - Social and Behavioral Sciences 116 (February 2014): 962–67. http://dx.doi.org/10.1016/j.sbspro.2014.01.328.

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Dissertations / Theses on the topic "Chess and cognitive actualization"

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Wyatt, Jordan. "Contrast and Condensation in Analysis of Chess Games." Thesis, American University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10247673.

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We created 4 sequences of chess moves intended (and verified) as sufficiently good (2 sequences), in play quality, or bad (2 sequences) to induce contrast. In experiment 1, 24 experienced chess-players (USCF Elo > 1300) watched these sequences and rated them with regards to overall quality (−100 to +100) and estimated Elo ratings, a proxy for play quality, of the players involved. In experiment 2, a different group of 24 experienced chess-players rated the sequences of chess games by “How much better did the winner play than the loser?” on a 1 to 7 scale. Results revealed negative contrast (experiment 1) and no evidence of condensation (experiments 1 and 2) as well as the potential that one’s own actual Elo may have anchored the ratings given to one set of stimuli.

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Barratt, Neal Anthony. "An empirical phenomenological investigation of procrastinating behaviour." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002438.

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A qualitative empirical phenomenological study was undertaken to determine the self-experience of procrastinating behaviour. Five students each gave an account of an occasion when they procrastinated. The resultant protocols were analysed and the Situated Structure of each individual’s experience was reported. From these, the General Structure of procrastinating behaviour was determined. A further, novel step was added to the standard methodology, whereby ‘themes’ were extracted from participant protocols and a ‘Composite Reality’ of everyday-life procrastination was rendered. Participants’ accounts suggest they are concerned the results of intellectual tasks they undertake will be seen as equivalent to their quality of being-as-an-individual: poor work results will be interpreted by important-others as evidence of participants’ poor quality of self – which is to be avoided. This study suggests that procrastination is a ploy used by individuals to avoid criticism, by deflecting assessment of their capacity to complete a task well, to instead, what they are capable of when only a limited time is available. Conclusions drawn by the important-others of participants’ true ability are thereby confounded. The results achieved in the phenomenological study were compared with others originating from various quantitative studies, and considerable overlap was found. The experiential richness of the phenomenological results point to a worthwhile methodological strategy for future procrastination research.
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Kolbert, Jered Benjamin. "The relationship between counselor education and moral development, conceptual development and self-actualization." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1550154107.

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Laws, Brent C. "The Phenomenon of Abstract Cognition Among Scholastic Chess Participants: A Case Study." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2458.

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A qualitative investigation was conducted to explore the phenomenon of abstract cognition among a purposive sample of 5 secondary scholastic chess club participants. The case study enabled the researcher to explore the faculties of abstract cognition among students of contrasting skills and abilities in playing chess. The study also allowed for the consideration of potential visual-spatial, logical, academic, social competency and life benefits of chess play. Through analysis of interviews, chess simulations, blindfold chess play, and narration of chess lines and sequences, the investigator was able to extract meaning and code schemata into a holistic understanding of the phenomenon of abstract cognition within the context of Piaget’s Formal Operations Stage. Scholastic chess systematically engages the student in a stimuli-enriched environment in which the participant must exercise optimal cognitive control in processing and anticipating chess lines and sequences, thus facilitating the manifestation and phenomenon of abstract cognition. Abstract cognition as a phenomenon may elicit increased academic, scholarly, and life potential. Participation in scholastic chess may produce both scholarly and critical thinking individuals. Suggestions for future research include continuing qualitative research in the area of abstract cognition among chess players and developing a stronger understanding of cognitive growth in students.
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Bellows, Alyssa. "Thinking with Games in the British Novel, 1801-1901." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107949.

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Thesis advisor: Maia McAleavey
My dissertation explores how nineteenth-century novelists imagined rational thinking as a cognitive resource distributed through physical, social, national, and even imperial channels. Scholars studying nineteenth-century discourses of mind frequently position rational thinking as the normalized given against those unconscious and irrational modes of thought most indicative of the period's scientific discoveries. My project argues, in contrast, that writers were just as invested in exploring rational thinking as multivalent procedure, a versatile category of mental activity that could be layered into novelistic representations of thinking by "thinking with games": that is, incorporating forms of thinking as discussed by popular print media. By reading novels alongside historical gaming practices and gaming literatures and incorporating the insights of twenty-first century cognitive theory, I demonstrate that novelists Maria Edgeworth, Charles Dickens, Wilkie Collins, George Eliot, and Rudyard Kipling experimented with models of gaming to make rational thinking less abstract and reveal its action across bodies, objects, and communities. If Victorian mind-sciences uncovered "thinking fast," games prioritized "thinking slow," a distinction described by psychologist Daniel Kahneman in his recent book, Thinking, Fast and Slow (2013). Scenes of games often slow thinking down, allowing the author to expose the complex processes of rational, cognitive performance. Furthermore, such scenes register the expanded perspective of recent cognitive literary studies such as those by Alan Palmer and Lisa Zunshine, which understand thinking, at least in part, as externalized and social. In effect, by reading scenes of thinking along the lines proposed by strategic gaming, I demonstrate how novels imagined social possibilities for internal processing that extend beyond the bounds of any individual's consciousness. Of course, games easily serve as literary tropes or metaphors; but analyzing scenes of gaming alongside games literature underscores how authors incorporated frameworks of teachable, social thinking from gaming into their representations of rational consciousness. For strategy games literature, better play required learning how to read the minds of other players, how to turn their thinking inside out. The nineteenth-century novel's relationship to games is best understood, I suggest, within the landscape of popular games literature published at its side - sometimes literally. An article on "Whistology" appears just after an installment of The Woman in White in Dickens's All the Year Round; the Cornhill Magazine published a paean to "Chess" amid the serialization of George Eliot's Romola. As a genre, strategy manuals developed new techniques for exercising the cognitive abilities of their readers and, often along parallel lines, so do the novels I discuss. Prompting the reader to think like a game player often involved recreating the kinds of dynamic, active thinking taught by games literature through the novel's form. My dissertation explores how authors used such forms to train their readers in habits of memory, deduction, and foresight encouraged by strategy gaming
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: English
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Holtzhausen, Minnon. "Psychiatric in-patients’ experiences of an art group : with a focus on the self." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013146.

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Aims: It is argued that one’s sense of self is threatened and eroded by mental illness. According to the narrative perspective, one’s personal life narrative is displaced and maintained by a story of illness. However, dialogical self theorists argue that mental illness limits the number of ‘I’ positions available within an individual, resulting in the positions/voices becoming rigid and being dominated by a singular, monological position. The aims of this qualitative study are to attempt to understand and examine psychiatric inpatients’ personal lived experiences of an art group. The goal of the study is to focus on the impact of the art-making process on these patients with regards to the construction of their sense of self. Design: A qualitative research design was used in the study. Method: Four psychiatric in-patient art group members – three male and one female, between the ages of 27 and 40 – were interviewed. A semi-structured interview schedule consisting of sixteen questions focusing on the interviewees’ experiences of the art group was used. The interviews were analysed using an interpretive phenomenological analysis. Results: Three superordinate themes emerged: What the Participants Gained From the Art Group, Sense of Community and Leaving a Mark, and The Experience of Self in the Art group. All three Superordinate themes fall within the participants’ experience of the art group. Conclusion: All four of the participants expressed positive feelings and enjoyment towards the art group. Participation in the art group provided the participants with a sense of pride, achievement and hope within their lives. As a result of participation on the art group, one of the four participants was able to construct a thin alternative experience and sense of self.
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De, Duco Shawn Michael. "An evolution perspective of coalition formation within organizations." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1606.

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Van, Zyl Anna Sophia Aletta Johanna. "Die betekenis van skaakspel ter verbetering van die kind se verstandelike aktualisering (Afrikaans)." Thesis, 1990. http://hdl.handle.net/2263/28356.

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Berger, Robert Christopher. "Cognitive organization in chess: Beyond chunking." Thesis, 1989. http://hdl.handle.net/1911/13343.

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Three experiments investigated cognitive organization in chess. The conventional view of perception in chess is the recognition-association model which emphasizes perceptual chunking as a basis for expertise. These experiments explored an alternative hypothesis that a higher level cognitive organizing process allows experts to integrate and perceive a position as a whole, rather than merely as a collection of perceptual chunks. In the first two experiments, subjects were presented with chess positions and high level descriptions of those positions either before or after position presentation. In both experiments, recall in the description-before condition was superior, supporting the importance of a higher level cognitive organization. The third experiment contrasted recall of positions presented by chunk with positions presented by pawn structure. Results showed recall was similar in the two conditions, again lending support to the idea that more than chunking is involved in the expert's perception and recall of a chess position.
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Basson, Mary Rose. "Effects of chess instruction on the intellectual development of grade R leaners." Diss., 2015. http://hdl.handle.net/10500/19022.

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Text in English
The literature review indicated similarities between education and chess playing and possible transfer of knowledge between these two different domains. A link was then suggested between some aspects of intellectual abilities and chess instruction in children, but not in adults (Frydman & Lynn, 1992; Waters, Doll & Mayr, 1987). In this research study the aim was to explore the relationship between chess playing and cognitive and intellectual development in Grade R learners at Garsieland. Therefore the positive influence that chess playing brings to bear on the intelligence of 64 Grade R learners (as measured on intelligence scales) was investigated. The data was collected through short biographical questionnaires and psychometric tests and the participants in both groups were assessed on two occasions. The study suggested that chess instruction exerted a positive (small) effect on Performance intelligence and subsequently on the Global scale of the Junior South African Intelligence Scales. The children in both groups also exhibited improved cognitive development after the 40 week period during 2009.
Psychology
M.A. (Psychology)
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Books on the topic "Chess and cognitive actualization"

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Getz, Isaac. L' expertise cognitive aux échecs. Paris: Presses universitaires de France, 1996.

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Saariluoma, Pertti. Chess players' thinking: A cognitive psychological approach. London: Routledge, 1995.

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Kasparov, G. K. How life imitates chess. London: Arrow, 2007.

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Wynn, H. T. Chess saves the world: Lifes strategies for my son. Lakewood, CA: Fantom Press, Inc., 2009.

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Motivation in early school years: Developmental patterns and cognitive consequences. Turku: Turun Yliopisto, 2000.

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Shirran, Martin. Pause button therapy. London: Hay House, 2012.

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Change your life with CBT: How cognitive behavioural therapy can transform your life. Harlow, England: Prentice Hall Life, 2011.

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Duncan, Graeme E. Sattva: 7 steps to achieve clarity, purpose & balance in your life. Badger CA: Torchlight Publishing, 2013.

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Swaaij, Louise van. The atlas of experience. New York: Bloomsbury : Distributed to the trade by St. Martin,s Press, 2000.

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Tracy, Brian. Nae insaeng ŭl pakkun sŭmusal yŏhaeng: Sahara esŏ paeun sŏnggong ŭi wŏnchi︠k. Sŏul-si: Chakka Chŏngsin, 2002.

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Book chapters on the topic "Chess and cognitive actualization"

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Campitelli, Guillermo. "Cognitive Processes in Chess." In The Science of Expertise, 31–46. New York, NY : Routledge, 2017. | Series: Frontiers of cognitive psychology: Routledge, 2017. http://dx.doi.org/10.4324/9781315113371-3.

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Nakatani, Hironori, and Yoko Yamaguchi. "Neural Synchrony for Expert Memory in Shogi (Japanese Chess) Players." In Advances in Cognitive Neurodynamics (III), 325–30. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4792-0_44.

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Campitelli, Guillermo, Fernand Gobet, and Merim Bilalić. "Cognitive Processes and Development of Chess Genius:An Integrative Approach." In The Wiley Handbook of Genius, 350–74. Chichester, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118367377.ch17.

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Meloni, Carla, and Rachele Fanari. "Does Chess Training Affect Meta-Cognitive Processes and Academic Performance?" In Balancing the Tension between Digital Technologies and Learning Sciences, 19–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65657-7_2.

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Chase, William G., and Herbert A. Simon. "THE MIND'S EYE IN CHESS." In Readings in Cognitive Science, 461–94. Elsevier, 1988. http://dx.doi.org/10.1016/b978-1-4832-1446-7.50041-8.

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Gobet, F. "Chess Expertise, Cognitive Psychology of." In International Encyclopedia of the Social & Behavioral Sciences, 1663–67. Elsevier, 2001. http://dx.doi.org/10.1016/b0-08-043076-7/01604-1.

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"Cognitive Training." In Advances in Finance, Accounting, and Economics, 168–205. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6424-0.ch005.

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Modern economics must reflect that most modern people strive for personal development for self-actualization (HRD). The Ancient Greeks discovered in the 5th century BC the dialectic nature of excellent thinking. Continental Europe (Hegel) rediscovered dialectics as the method of history and Anglo-Saxon empiricism claimed the importance of falsification. Relating to contemporary scientists such as Kahneman and Baddeley, the dialectics and empiricism are combined to positivist dialectics as the primary method PDE. The chapter is complemented by appendices of Anna Vedel on the “big five” taxonomy and Torben Larsen reviewing neuroeconomic research.
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Reingold, Eyal M., and Neil Charness. "Perception in chess: Evidence from eye movements." In Cognitive Processes in Eye Guidance, 325–54. Oxford University Press, 2005. http://dx.doi.org/10.1093/acprof:oso/9780198566816.003.0014.

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Turing, Alan. "Chess (1953)." In The Essential Turing. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198250791.003.0023.

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Chess and some other board games are a test-bed for ideas in Artificial Intelligence. Donald Michie—Turing’s wartime colleague and subsequently founder of the Department of Machine Intelligence and Perception at the University of Edinburgh—explains the relevance of chess to AI: Computer chess has been described as the Drosophila melanogaster of machine intelligence. Just as Thomas Hunt Morgan and his colleagues were able to exploit the special limitations and conveniences of the Drosophila fruit fly to develop a methodology of genetic mapping, so the game of chess holds special interest for the study of the representation of human knowledge in machines. Its chief advantages are: (1) chess constitutes a fully defined and well-formalized domain; (2) the game challenges the highest levels of human intellectual capacity; (3) the challenge extends over the full range of cognitive functions such as logical calculation, rote learning, concept-formation, analogical thinking, imagination, deductive and inductive reasoning; (4) a massive and detailed corpus of chess knowledge has accumulated over the centuries in the form of chess instructional works and commentaries; (5) a generally accepted numerical scale of performance is available in the form of the U.S. Chess Federation and International ELO rating system. In 1945, in his paper ‘Proposed Electronic Calculator’, Turing predicted that computers would probably play ‘very good chess’, an opinion echoed in 1949 by Claude Shannon of Bell Telephone Laboratories, another leading early theoretician of computer chess. By 1958, Herbert Simon and Allen Newell were predicting that within ten years the world chess champion would be a computer, unless barred by the rules. Just under forty years later, on 11 May 1997, IBM’s Deep Blue beat the reigning world champion, Gary Kasparov, in a six-game match. Turing was theorizing about the mechanization of chess as early as 1941. Fellow codebreakers at GC & CS remember him experimenting with two heuristics now commonly used in computer chess, minimax and best-first. The minimax heuristic involves assuming that one’s opponent will move in such a way as to maximize their gains; one then makes one’s own move in such a way as to minimize the losses caused by the opponent’s expected move.
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Kalyuga, Slava. "Assessment of Task-Specific Expertise." In Managing Cognitive Load in Adaptive Multimedia Learning, 81–100. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-048-6.ch004.

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Main implication of the expertise reversal effect is the need to tailor instructional techniques and procedures to changing levels of learner expertise in a specific task domain. In order to design adaptive procedures capable of tailoring instruction in real-time, it is necessary to have online measures of learner expertise. Such measures should be rapid enough to be used in real time. At the same time, they need to have sufficient diagnostic power to detect different levels of task-specific expertise. One of the previously mentioned reasons for low practical applicability of the results of studies in Aptitude-Treatment Interactions were inadequate aptitude measures. Most of the assessment methods used in those studies were psychometric instruments designed for selection purposes (e.g., large batteries of aptitude tests based on artificially simplified tasks administered mostly in laboratory conditions). Another suggested reason was unsuitability of those methods for dynamic, real-time applications while learners proceeded through a single learning session. This chapter describes a rapid diagnostic approach to the assessment of learner task-specific expertise that has been intentionally designed for rapid online application in adaptive learning environments. The method was developed using an analogy to experimental procedures applied in classical studies of chess expertise mentioned in Chapter I. In those studies, realistic board configurations were briefly presented for subsequent replications. With the described diagnostic approach, learners are briefly presented with a problem situation and required to indicate their first solution step in this problem situation or to rapidly verify suggested steps at various stages of a problem solution procedure.
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Conference papers on the topic "Chess and cognitive actualization"

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Balata, Jan, Zdenek Mikovec, and Pavel Slavik. "Problems of blind chess players." In 2015 6th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2015. http://dx.doi.org/10.1109/coginfocom.2015.7390587.

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TSALLIS, CONSTANTINO, and ALEXANDRA C. TSALLIS. "ENTROPY, A UNIFYING CONCEPT: FROM PHYSICS TO COGNITIVE PSYCHOLOGY." In First Interdisciplinary Chess Interactions Conference. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814295895_0002.

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Joseph, Mr Ebenezer, Dr Veena Easvaradoss, Dr Sumathi Chandrasekaran, Ms Anita Kennedy, and Mrs Miriam Kalpana Simon. "Chess training increases cognition in children." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-1865_cbp16.50.

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Meloni, Carla, and Rachele Fanari. "CHESS TRAINING EFFECT ON META-COGNITIVE PROCESSES AND ACADEMIC PERFORMANCE." In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911l048.

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De Nardis, Luca, Daniele Domenicali, and Maria-Gabriella Di Benedetto. "Clustered hybrid energy-aware cooperative spectrum sensing (CHESS)." In 2009 4th International Conference on Cognitive Radio Oriented Wireless Networks and Communications (CROWNCOM). IEEE, 2009. http://dx.doi.org/10.1109/crowncom.2009.5189147.

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Peng, Hongxia, and Axel Delorme. "Observability of the Mind: The Methodological Inspiration Provided by Chess for Digitalizing Decision-Making Processes." In 2019 10th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2019. http://dx.doi.org/10.1109/coginfocom47531.2019.9089934.

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Cēdere, Dagnija, Inese Jurgena, Ineta Helmane, Inta Tiltiņa, and Gunita Praulīte. "COGNITIVE INTEREST: PROBLEMS AND SOLUTIONS IN THE ACQUISITION OF SCIENCE AND MATHEMATICS IN SCHOOLS OF LATVIA." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.33.

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Abstract:
The low level of pupils’ knowledge and skills in science and mathematics is a serious problem in the economic development of the country. Cognitive interest is a crucial learning motive; no successful learning process is possible without inciting interest. Grade 9 pupils were surveyed to find out the respondents’ cognitive interest in the field of exact sciences. On average the interest in subjects of exact sciences is poorly pronounced. Respondents have good understanding about the causal relations while the cognitive activity, the skill to overcome difficulties in learning is low. Cognitive interest in learning is promoted by diverse methodological approaches that are oriented towards pupils’ self-actualization and purposefulness. Key words: cognitive interest, learning process, science and mathematics.
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Radchuk, Halyna, Zoryana Adamska, Mariia Oliinyk, and Solomiia Chopyk. "Paradigms in Modern Higher Education Development." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/26.

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The theoretical and methodological analysis of modern educational paradigms is made in the article and axiological vectors of higher education development are distinguished on this basis. Four basic educational paradigms have been identified: cognitive informational (traditional, cognitive), personal (humanistic), competence and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the processes of personality development, education should firstly be focused on becoming holistic personality, ensure his organic and unique (personal and cultural paradigms). It has been substantiated that at the theoretical level there is a sharp narrowing of the semantic field of scientific and pedagogical reflection: attention is paid to the production of the amount of knowledge, given social behavior, technologies of activity of the future specialist. Therefore, education in its humanitarian sense suffers first of all and the quality of education is often reduced to the level of acquisition of special knowledge and mastery of professional skills. It has been shown that higher education institutions are more and more inclined to a pragmatic education, training professionals, and functionaries. In this case, information overload blocks the affective-emotional sphere of the individual, prevents adequate, holistic perception of reality, actualization of creative potential. It is determined that the reform of modern education should be based on the idea of the integrity, which actualizes the problem of careful reflexive and methodological support of the modern higher education system and the development of specific humanitarian educational technologies.
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