Log in

Relevant bibliographies by topics / Chess and cognitive actualization / Journal articles

To see the other types of publications on this topic, follow the link: Chess and cognitive actualization.

Journal articles on the topic 'Chess and cognitive actualization'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Chess and cognitive actualization.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Horgan, Dianne D., Keith Millis, and Robert A. Neimeyer. "Cognitive Reorganization and the development of chess expertise." International Journal of Personal Construct Psychology 2, no. 1 (January 1989): 15–36. http://dx.doi.org/10.1080/08936038908404735.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Mihailov, Emilian, and Julian Savulescu. "Social Policy and Cognitive Enhancement: Lessons from Chess." Neuroethics 11, no. 2 (February 22, 2018): 115–27. http://dx.doi.org/10.1007/s12152-018-9354-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Charness, Neil. "The impact of chess research on cognitive science." Psychological Research 54, no. 1 (March 1992): 4–9. http://dx.doi.org/10.1007/bf01359217.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Saariluoma, Pertti. "Location Coding in Chess." Quarterly Journal of Experimental Psychology Section A 47, no. 3 (August 1994): 607–30. http://dx.doi.org/10.1080/14640749408401130.

Full text

Abstract:

Whether the chunks used in memorizing chess positions are general and relatively encoded schemata or very precisely coded instances is a problem that has raised some controversy within the psychology of chess skill. As chess research has had a strong impact on expertise research, this problem is important in many areas of skills research other than chess. To resolve it, four experiments were set up. In the experiments it was shown that subjects were better at recalling correctly located non-transposed chunks than transposed chunks, which were similar in structure but incorrectly located on the chessboard. The results imply that the representation of chess-specific patterns in the memory of a chess player contains not only information about the forms of chess-specific patterns, but also about their absolute locations on the chessboard. This provides an explanation for the well-known interaction between skill and type of position and its disappearance in recent experiments by Lories and Saariluoma. It can be argued that the difficulty of recalling random positions is not chiefly caused by the total absence of chunks but by their dislocation.

APA, Harvard, Vancouver, ISO, and other styles

15

Sijji Jose and Remya Abraham. "Influence of Chess and Sudoku on Cognitive Abilities of Secondary School Students." Issues and Ideas in Education 7, no. 1 (March 4, 2019): 27–34. http://dx.doi.org/10.15415/iie.2019.71004.

Full text

Abstract:

The concept of learning and education is undergoing a rapid change. Learning has to be an enjoyable experience for the learners. Learning can be converted into a fun filled activity. Here, comes the role of games in the learning situations in classrooms. Children of all age love playing games all the time. They will enjoy their learning experience if it is done through playing games. Games can be either physical or mental activities or both. The study is an attempt to find out the influence of Chess and Sudoku on cognitive abilities of school students of secondary level. The method chosen for the study is descriptive survey method. The sample for the study comprises of 350 students from various schools in Kottayam District. The statistical measures used for the study are mean, percentage, S.D, and t-test. It was found that Chess and Sudoku players scored high in cognitive abilities test than the non-players. Boys are more interested in playing Chess and Sudoku than girls. CBSE private schools have more players than Govt. aided schools. Also it was found that trained Chess players scored high in cognitive abilities test than the untrained players.

APA, Harvard, Vancouver, ISO, and other styles

16

de Voogt, Alexander J. "Reproducing board game positions: Western Chess and African Bao." Swiss Journal of Psychology 61, no. 4 (December 2002): 221–33. http://dx.doi.org/10.1024/1421-0185.61.4.221.

Full text

Abstract:

Cognitive experimental research on experts has been dominated by research on Chess masters. De Groot’s work on Chess masters ( de Groot 1946/1965 ) started a tradition of Chess research concentrating on perception, memory and problem-solving expertise (e.g. Chase & Simon, 1973 ; de Groot & Gobet, 1996 ; Newell & Simon, 1972 ). In later years, this research was replicated by research on board games other than Chess. Experiments on players of Gomoku, Go ( Eisenstadt & Kareev, 1977 ; Reitman, 1976 ) and Othello ( Billman & Shaman, 1990 ; Wolff, Mitchell, & Frey, 1984 ) largely confirmed the findings on Chess masters. In board games research the effect of “cultural” variables has not been studied or even considered. Despite the presence of Japanese, Russian, Dutch and recently African players or games, the results of the experiments have been compared as if there is one “board game culture”. As long as the results of the experiments do not upset the results of Chess research, one could claim that this cultural background is irrelevant and that cognitive experiments on experts concern a level of thinking which is universal in humans. However, recent research on Bao experts - a board game played in East Africa - contradicted some of the results in Chess ( de Voogt, 1995 ). In this instance, the role of “culture” became an issue in two ways. Is the difference between Bao and Chess players related to the differences in playing context or are the experiments designed for Chess not comparable or not applicable to Bao?

APA, Harvard, Vancouver, ISO, and other styles

17

Gregory, Richard L. "A Chess Lesson." Perception 34, no. 10 (October 2005): 1169–70. http://dx.doi.org/10.1068/p3410ed.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Kiesel, Andrea, Wilfried Kunde, Carsten Pohl, Michael P. Berner, and Joachim Hoffmann. "Playing chess unconsciously." Journal of Experimental Psychology: Learning, Memory, and Cognition 35, no. 1 (2009): 292–98. http://dx.doi.org/10.1037/a0014499.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Schneider, Wolfgang, Hans Gruber, Andreas Gold, and Klaus Opwis. "Chess Expertise and Memory for Chess Positions in Children and Adults." Journal of Experimental Child Psychology 56, no. 3 (December 1993): 328–49. http://dx.doi.org/10.1006/jecp.1993.1038.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Bilalić, Merim, Peter McLeod, and Fernand Gobet. "Does chess need intelligence? — A study with young chess players." Intelligence 35, no. 5 (September 2007): 457–70. http://dx.doi.org/10.1016/j.intell.2006.09.005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Cavezian, C., M. Berquand-Merle, N. Franck, and C. Demily. "47 – Chess self-training for cognitive remediation in schizophrenia." Schizophrenia Research 98 (February 2008): 53. http://dx.doi.org/10.1016/j.schres.2007.12.114.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Demily, Caroline, Céline Cavézian, Michel Desmurget, Mathieu Berquand-Merle, Valérian Chambon, and Nicolas Franck. "The game of chess enhances cognitive abilities in schizophrenia." Schizophrenia Research 107, no. 1 (January 2009): 112–13. http://dx.doi.org/10.1016/j.schres.2008.09.024.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Franke, Andreas G., Pavel Dietz, Karla Ranft, Harald Balló, Perikles Simon, and Klaus Lieb. "The Use of Pharmacologic Cognitive Enhancers in Competitive Chess." Epidemiology 28, no. 6 (November 2017): e57-e58. http://dx.doi.org/10.1097/ede.0000000000000737.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Campitelli, Guillermo, and Fernand Gobet. "The mind's eye in blindfold chess." European Journal of Cognitive Psychology 17, no. 1 (January 2005): 23–45. http://dx.doi.org/10.1080/09541440340000349.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Barrett, L. "Do chess and GO need ‘g’?" Trends in Cognitive Sciences 6, no. 12 (December 2002): 499. http://dx.doi.org/10.1016/s1364-6613(02)02039-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Hänggi, Jürgen, Karin Brütsch, Adrian M. Siegel, and Lutz Jäncke. "The architecture of the chess player׳s brain." Neuropsychologia 62 (September 2014): 152–62. http://dx.doi.org/10.1016/j.neuropsychologia.2014.07.019.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

MIJAICĂ, R., and E. RENDI. "THE CHESS – MEANS OF DEVELOPING ATTENTION, MEMORY AND UNDERSTANDING TEXT TO CHILDREN OF 6-7 YEARS OLD FROM PREPARATORY CLASS." Series IX Sciences of Human Kinetics 13(62), no. 2 (December 10, 2020): 201–10. http://dx.doi.org/10.31926/but.shk.2020.13.62.2.26.

Full text

Abstract:

In our research, we aimed to investigate if chess, taught at the level of initiation, determines the improvement of cognitive processes such as attention, memory and understanding of a text. For this, we applied a specific questionnaire to three groups of children enrolled in preparatory class of primary school. From these, one group did not participate in chess learning lessons, and the two other, performed introductory chess lessons 1h/week, respectively 2h/week, for 27 weeks. At the end, testing through the questionnaire showed significantly better results for the indicators targeted at those who practiced systematically chess game, especially since the volume of learning activity was higher.

APA, Harvard, Vancouver, ISO, and other styles

28

Pförtner, Patric, and Penka Hristova. "Thematic bootstrapping: Performance differences between expert chess players and novices." Cognition, Brain, Behavior. An interdisciplinary journal 25, no. 1 (March 24, 2021): 55–68. http://dx.doi.org/10.24193/cbb.2021.25.04.

Full text

Abstract:

Previous research has revealed that memory-based processes are one of the most consistent differences between a novice and a chess expert. The current study used a priming task in 57 adults to investigate whether priming improves the accuracy in finding the best candidate move for a given chess configuration. The stimuli were theme-based chess configurations that served as the prime and target during the procedure. Results indicated for experts that accurate processing of a prime's theme in a congruent trial results in a response priming effect, that is, more correct answers and a decrease in response time. The theoretical implications along with the possible applications of the results are discussed.

APA, Harvard, Vancouver, ISO, and other styles

29

Lillo-Crespo, Manuel, Mar Forner-Ruiz, Jorge Riquelme-Galindo, Daniel Ruiz-Fernández, and Sofía García-Sanjuan. "Chess Practice as a Protective Factor in Dementia." International Journal of Environmental Research and Public Health 16, no. 12 (June 14, 2019): 2116. http://dx.doi.org/10.3390/ijerph16122116.

Full text

Abstract:

Background: dementia is one of the main causes of disability and dependency among the older population worldwide, producing physical, psychological, social and economic impact in those affected, caregivers, families and societies. However, little is known about dementia protective factors and their potential benefits against disease decline in the diagnosed population. Cognitive stimulating activities seem to be protective factors against dementia, though there is paucity in the scientific evidence confirming this, with most publications focusing on prevention in non-diagnosed people. A scoping review was conducted to explore whether chess practice could mitigate signs, deliver benefits, or improve cognitive capacities of individuals diagnosed with dementia through the available literature, and therefore act as a protective factor. Methods: twenty-one articles were selected after applying inclusion and exclusion criteria. Results: the overall findings stress that chess could lead to prevention in non-diagnosed populations, while little has been shown with respect to individuals already diagnosed. However, some authors suggest its capacity as a protective factor due to its benefits, and the evidence related to the cognitive functions associated with the game. Conclusion: although chess is indirectly assumed to be a protective factor due to its cognitive benefits, more studies are required to demonstrate, with strong evidence, whether chess could be a protective factor against dementia within the diagnosed population.

APA, Harvard, Vancouver, ISO, and other styles

30

Reingold, Eyal M., Neil Charness, Richard S. Schultetus, and Dave M. Stampe. "Perceptual automaticity in expert chess players: Parallel encoding of chess relations." Psychonomic Bulletin & Review 8, no. 3 (September 2001): 504–10. http://dx.doi.org/10.3758/bf03196185.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Yoskowitz, Jack. "Chess versus Quasi-Chess: The Role of Knowledge of Legal Rules." American Journal of Psychology 104, no. 3 (1991): 355. http://dx.doi.org/10.2307/1423244.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Lane, David M., and Yu-Hsuan A. Chang. "Chess knowledge predicts chess memory even after controlling for chess experience: Evidence for the role of high-level processes." Memory & Cognition 46, no. 3 (November 3, 2017): 337–48. http://dx.doi.org/10.3758/s13421-017-0768-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Saariluoma, Pertti, and Michael Hohlfeld. "Apperception in chess players' long-range planning." European Journal of Cognitive Psychology 6, no. 1 (March 1994): 1–22. http://dx.doi.org/10.1080/09541449408520132.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Robbins, T. W., E. J. Anderson, D. R. Barker, A. C. Bradley, C. Fearnyhough, R. Henson, S. R. Hudson, and A. D. Baddeley. "Working memory in chess." Memory & Cognition 24, no. 1 (January 1996): 83–93. http://dx.doi.org/10.3758/bf03197274.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Horgan, Dianne D., and David Morgan. "Chess expertise in children." Applied Cognitive Psychology 4, no. 2 (March 1990): 109–28. http://dx.doi.org/10.1002/acp.2350040204.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Archer, H. A., J. M. Schott, J. Barnes, N. C. Fox, J. L. Holton, T. Revesz, L. Cipolotti, and M. N. Rossor. "Knight’s move thinking? Mild cognitive impairment in a chess player." Neurocase 11, no. 1 (February 26, 2005): 26–31. http://dx.doi.org/10.1080/13554790490896875.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Mirzakhanyan, Ruben K., Srbuhi R. Gevorgyan, Vladimir S. Karapetyan, A. M. Dallakyan, and Asya S. Berberyan. "Typical Expression Of Cognitive Dissonance And Consonance In The Course Of Argumentation Among Primary-School Children Playing Chess." WISDOM 13, no. 2 (December 26, 2019): 75–84. http://dx.doi.org/10.24234/wisdom.v13i2.281.

Full text

Abstract:

The research aims to reveal the typical expressions of cognitive dissonance and consonance among the primary-school children by their argumentations upon their deed. The relevance of the research stems from the applicability of the study of the phenomena of dissonance and consonance, which inherently emerge in the sphere of argumentation among the children who study how to play chess. Cognitive dissonance and consonance in the sphere of argumentation in the course of the game of chess are gradually transforming both into the respective reference points – relevant to the situation given, and into the emotional and behavioural manifestations – either adequately or inadequately expressed and, by the logical and inner conflict, are observed as the result of juxtaposition of the realms of emotions and logic. The present research evidences that, in the case of similar chess skills, the manifestation of cognitive dissonance, and the own argumentation as well are detectable within the domain of extroversion – emotional instability. Such children, even more than the introverts, need the school psychologist’s support. The cognitive consonance is typical of those of the children involved who are ready to gain new experience and appear to be more positively charged towards their rivals or opponents.

APA, Harvard, Vancouver, ISO, and other styles

38

Wang, Yanpei, Chenyi Zuo, Daoyang Wang, Sha Tao, and Lei Hao. "Reduced Thalamus Volume and Enhanced Thalamus and Fronto-Parietal Network Integration in the Chess Experts." Cerebral Cortex 30, no. 10 (June 3, 2020): 5560–69. http://dx.doi.org/10.1093/cercor/bhaa140.

Full text

Abstract:

Abstract The ability of chess experts depends to a large extent on spatial visual processing, attention, and working memory, all of which are thought to be mediated by the thalamus. This study explored whether continued practice and rehearsal over a long period of time results in structural changes in the thalamic region. We found smaller gray matter volume regions in the thalami of expert Chinese chess players in comparison with novice players. We then used these regions as seeds for resting-state functional connectivity analysis and observed significantly strengthened integration between the thalamus and fronto-parietal network in expert Chinese chess players. This strengthened integration that includes a group of brain regions showing an increase in activation to external stimulation, particularly during tasks relying on working memory and attention. Our findings demonstrate structural changes in the thalamus caused by a wide range of engagement in chess problem solving, and that this strengthened functional integration with widely distributed circuitry better supports high-level cognitive control of behavior.

APA, Harvard, Vancouver, ISO, and other styles

39

Sumerlin, John R., Gayle Privette, S. A. Berretta, and Charles M. Bundrick. "Subjective Biological Self and Self-Actualization." Perceptual and Motor Skills 79, no. 3 (December 1994): 1327–37. http://dx.doi.org/10.2466/pms.1994.79.3.1327.

Full text

Abstract:

Ginsburg, Rogers, and Maslow, humanistic theorists, have maintained that the self is an emergent characteristic of one's biological makeup. The relationship between physical self-efficacy as an appraisal of subjective biology and self-actualization was examined in a sample of 160 black and white participants. An r of .46 supports the association of subjective biology and self-actualization. Whereas there were no gender or racial differences in scores on self-actualization, men scored higher on physical self-efficacy and subscales of perceived physical ability and perceived self-presentation confidence.

APA, Harvard, Vancouver, ISO, and other styles

40

Heylighen, Francis. "A cognitive-systemic reconstruction of maslow's theory of self-actualization." Behavioral Science 37, no. 1 (January 1992): 39–58. http://dx.doi.org/10.1002/bs.3830370105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Prihodko, Anna Illinichna. "Cognitive-communicative organization of the evaluative frame." Lege Artis 1, no. 1 (June 1, 2016): 275–308. http://dx.doi.org/10.1515/lart-2016-0006.

Full text

Abstract:

Abstract The focal topic of this paper is the discussion of the actualization of the framing script that realizes the evaluative potential. Functional-semantic representation of the frame organization of the certain illocutionary potential is a complex formation in the form of a set of coordinated actions. They determine the communicants’ stages of interaction acts for the implementation of the defined aims.

APA, Harvard, Vancouver, ISO, and other styles

42

Holding, Dennis H. "Theories of chess skill." Psychological Research 54, no. 1 (March 1992): 10–16. http://dx.doi.org/10.1007/bf01359218.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Krivec, Jana, Ivan Bratko, and Matej Guid. "Identification and conceptualization of procedural chunks in chess." Cognitive Systems Research 69 (October 2021): 22–40. http://dx.doi.org/10.1016/j.cogsys.2021.05.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Ferrari, Vincent, André Didierjean, and Evelyne Marmèche. "Dynamic perception in chess." Quarterly Journal of Experimental Psychology 59, no. 2 (February 2006): 397–410. http://dx.doi.org/10.1080/17470210500151428.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Townshend, Ivan J. "Age-Segregated and Gated Retirement Communities in the Third Age: The Differential Contribution of Place — Community to Self-Actualization." Environment and Planning B: Planning and Design 29, no. 3 (June 2002): 371–96. http://dx.doi.org/10.1068/b2761t.

Full text

Abstract:

The author focuses on the role of place-based community both in in-situ aging and in age-segregated (often gated and walled) retirement villages within cities as a potential contributor towards self-actualization. Elderly individuals in a case study in Calgary, Alberta, were measured on the short index of self actualization and a series of multivariate ‘structures’ of place — community associated with behavioral, cognitive, and affective features of community derived from a principal components analysis of community indicator variables. Self-actualization tendencies were not found to differ by residential context. Multiple regression models showed a similar overall contribution of all community structures to self-actualization in the different residential contexts, but different sets of community structures were identified as unique and significant predictors of self-actualization in the two residential settings. This differential impact may signal that a variety of forms and structures of person–environment congruence amongst the elderly yield similar psychological outcomes.

APA, Harvard, Vancouver, ISO, and other styles

46

Mechner, Francis. "CHESS AS A BEHAVIORAL MODEL FOR COGNITIVE SKILL RESEARCH: REVIEW OF BLINDFOLD CHESS BY ELIOT HEARST AND JOHN KNOTT." Journal of the Experimental Analysis of Behavior 94, no. 3 (November 2010): 373–86. http://dx.doi.org/10.1901/jeab.2010.94-373.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Fu, Xiaolan. "Problem representation and solution strategies in solitaire chess." European Journal of Cognitive Psychology 7, no. 3 (September 1995): 261–81. http://dx.doi.org/10.1080/09541449508402449.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Baryshnikov, Pavel N. "Difficult Points of Chess Metaphor in the Theoretical Questions of Language and Mind." Epistemology & Philosophy of Science 58, no. 2 (2021): 95–112. http://dx.doi.org/10.5840/eps202158231.

Full text

Abstract:

This review article reveals the structural components of the chess metaphor, which represent in an unusual perspective the properties of a linguistic sign and its connection with mental processes. Strict rule-following and the conventionality of the material plane of expression turn chess into a convenient illustration of a universal linguistic structure. Particular attention is paid to the computer profile of the chess metaphor, since it reflects a whole complex of philosophical problems of computer science about mind, thinking and intelligence. In the proposed paper, the presentation of most of the material is based on the works of F. de Saussure, L. Hjelmslev, L. Wittgenstein and their interpreters, in whose texts an obvious important place is occupied by chess analogies and theoretical conclusions initiated by them. First we investigate chess metaphor in the context of language and speech structures. Next, we analyze the "chess track" in the problem of individual language and the rule-following problem. The final part is devoted to the technical elements of computer chess and the influence of this area of computer science on some of the points of cognitive theories of language and mind. The author of the article emphasizes a nontrivial transformation of the conceptual content of the chess metaphor, which indicates the evolution of computational tendencies in modern theories about language and mind. The article substantiates the thesis that the traditional chess metaphor used in the XX century in the philosophical investigation of language and mind, today it takes on a realization in the framework of computer models of the chess game. Machine deep learning can significantly expand the horizon of computability. Game interaction makes it possible to ascribe the elements of intentional content to machine functions. Nevertheless, all the argumentation in the work is aimed at proving that the rules governing language and mind are rules different from the rules of computer intelligence.

APA, Harvard, Vancouver, ISO, and other styles

49

Hamel, Suzanne, Richard Lefrançois, Gilbert Leclerc, and Philippe Gaulin. "Temporal Stability of the Transcendent Actualization Inventory." Perceptual and Motor Skills 94, no. 2 (April 2002): 449–52. http://dx.doi.org/10.2466/pms.2002.94.2.449.

Full text

Abstract:

This paper describes a study of the temporal stability of a new inventory, the Transcendent Actualization Inventory, which aims to estimate actualization of psychospiritual potential. For 200 subjects, the test-retest reliability was .84 for Time 1 vs Time 2. Cronbach coefficient α was .81 at Times 1 and 2, as previously reported ( N = 478).

APA, Harvard, Vancouver, ISO, and other styles

50

Drinkwater, Kenneth, Neil Dagnall, and Andrew Parker. "Effects of Part-Set Cuing on Experienced and Novice Chess Players' Reconstruction of a Typical Chess Midgame Position." Perceptual and Motor Skills 102, no. 3 (June 2006): 645–53. http://dx.doi.org/10.2466/pms.102.3.645-653.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!