does chess help with problem solving

Does chess make you smarter? 10 Brain benefits of playing chess

If you're already a lover of the game, here are some major brain benefits of playing chess. If you're not yet, perhaps it's time to start!

Throughout Brainscape's Academy, we've shown you a myriad of ways you can improve and optimize your brain health by eating the right foods , using exercise to power productivity , and beating bad sleep habits . Activities like puzzles or learning a foreign language have also been shown to keep your brain sharp.

But what about chess, which was recently made extremely popular by the 2020 series, The Queen's Gambit? Chess is a game typically associated with intelligence and a keen grasp of strategy. But can playing chess make you smarter? As it turns out, yes!

If you’re already a chess lover, this article will open your eyes to all the wonderful things it's doing for your brain. If you’re not yet, it might just motivate you to start. So, with that said, here are 10 ways that chess can actually make you smarter...

1. Chess can raise your IQ

Chess has always had a bit of an image problem, being seen as a game for brainiacs and nerds who already have stratospherically high IQs. So there's a bit of a chicken-and-egg situation: do smart people gravitate towards chess, or does playing chess make them smart?

Well, in a review of the educational benefits of chess, Robert Ferguson describes a study of 4,000 Venezuelan students, which showed significant increases in the IQ scores of children after four months of chess instruction. Other research has corroborated these results of skill transfer.

Of course it probably works both ways: people who are naturally predisposed to strategic, "thinking" games tend to have higher IQs anyway, but playing chess also develops those same skills so after some time, it should reflect in their IQ scores.

2. Chess helps to prevent Alzheimer’s disease

A study featured in The New England Journal of Medicine found that people over the age of 75 who engage in brain-targeted activities like chess were less likely to develop dementia than their those who didn't. Just like an un-exercised muscle loses strength due to atrophy, the study’s authors found that unused brain tissue also tends to lose neuroplasticity , the ability to modify, change, and adapt both structure and function in response to learning. These results were corroborated by a big review that concluded chess is a protective factor against dementia .

The take-home message is that working your brain through problem-solving, thinking games like chess—or puzzles, sudoku, crosswords, and riddles—can keep your brain's neuroplasticity pliant as you age, helping to stave off diseases like Alzheimer's and dementia.

(Another cognitive exercise that helps to exercise your brain and strengthen memories is active recall, so check out our article on how to harness active recall to learn more efficiently .)

3. Chess exercises both sides of the brain

In a German study titled ' Mechanisms and neural basis of object and pattern recognition: a study with chess experts ', researchers showed chess experts and novices simple geometric shapes (unrelated to the game) and chess positions and patterns. They then performed a comparitive study of their reactions to them, expecting to find that the experts’ left brains were more active than those who were new to chess.

What they instead found was that both hemispheres of the brain were activated by the exercise, and that novices and experts had similar reaction times to the geometric shapes (unrelated to chess), but that the experts were using both sides of their brains to more quickly respond to the chess-related patterns position questions.

This tosses out the idea that chess is a logic-centric game because it actually engages both the logical and creative hemispheres of the brain!

4. Chess makes you more creative

Since the right hemisphere of the brain is responsible for creativity, it should come as no surprise that activating the right side of your brain helps to stimulate creativity. Specifically, chess has been shown to greatly increase your capacity for originality.

One four-year study by Robert Ferguson had students from grades 7 to 9 play chess, use computers, or do other activities once a week for 32 weeks to see which activity fostered the most growth in creative thinking. The chess group scored higher in all measures of creativity , with originality being their biggest area of gain!

So, if you're struggling to write that novel, perhaps invest in a chess board! (I wonder if that's how the originator of 'The Queen's Gambit' happened upon that idea...)

5. Chess improves your memory

Most serious chess players know—at least anecdotally—that playing chess improves your memory. Being a good player requires you to recognize patterns, plan strategies involving long sequences of moves, and remember how your opponent has operated in the past to help you win. But there’s also hard evidence to back up the anecdotal data.

In a two-year 'Chess in Education' study done in 1985 , young students who were given regular opportunities to play chess improved their grades in all subjects. Their teachers also noticed that they exhibited better memory and organizational skills. This was corroborated by a similar study of sixth-graders in Pennsylvania. In fact, even students who had never before played chess were able to improve memory and verbal skills after playing!

Psssst! A powerful way to improve memory is through Brainscape's adaptive flashcards so take a look through our Knowledge Genome for the subject/s you need help studying or get started making your own flashcards so that you can learn more efficiently, whether your challenge is high school biology or the bar exam.

6. Chess improves your problem-solving skills

In a 1992 New Brunswick (Canada) study , a group of 450 students were split into three groups consisting of a control group (Group A), which received the typical math curriculum; Group B, who, in addition to the standard math curriculum, received chess instruction after first grade; and Group C, who began chess instruction in the first grade, in addition to math.

All of the groups then received a standardized test and it was shown, quite shockingly, that Group C’s grades went up from an average of 62% to 81.2%, outpacing Group A's average by 21.46%!

This study shows just how much the game of chess exercises the kind of problem-solving skills that are employed during mathematics. And it makes sense: a chess match is like one big puzzle that needs solving, only, with every turn your opponent takes, the challenge (and therefore the solution) completely changes. And this is great brain exercise!

7. Chess improves your reading skills

In an oft-cited 1991 study , Dr. Stuart Margulies studied the reading performance of 53 elementary school students who participated in a chess program, evaluating them in comparison with non-chess-playing students in the district and around the country. He found definitive results that playing chess improved reading performance : in a school district where the average students tested below the national average level of reading skill, kids from the district who played the game tested above it!

8. Chess improves your concentration

Unsurprisingly, the intense concentration that the game of chess demands serves as really good exercise for players, who can then apply those skills of concentration to other areas of their life! Getting distracted or thinking about something else for even a moment can result in the loss of a match, partly because an opponent is not required to tell you how he moved if you didn’t see it. Numerous studies of students in the U.S., Russia, China, and elsewhere have shown time and again that young people’s ability to focus is sharpened through the game of chess.

(Check out our seminal Academy guide for other ways to boost your focus .)

9. Chess stimulates the growth of neuron dendrites

Dendrites are the tree-like branches that conduct signals from other neural cells into the neurons they are attached to. Think of them like antennas picking up signals from other brain cells. The more antennas you have and the bigger they are, the more effectively signals can be transmitted, which means quicker learning and more decisive thinking.

Learning a new skill like chess-playing stimulates dendrites to grow. But that growth doesn’t stop once you’ve learned the game! Interactions with people in challenging activities also fuels dendrite growth, and chess is a perfect example of just such an activity.

10. Chess teaches planning and foresight

One of the last parts of the brain to develop as humans mature is the prefrontal cortex, the region responsible for planning, judgment, and self-control . So, biologically speaking, even young adults aren't fully matured until this part develops, which is typically by age 24.

Strategy games like chess, however, can promote prefrontal cortex development and help improve teens' and young adults' decision-making in all areas of their life, perhaps keeping them from making stupid, risky choices of the kind associated with being young and reckless!

Does chess make you smarter?

So, yeah, there's some pretty good evidence to suggest that playing chess develops your brain and improves your cognitive abilities. If you’re interested in other ways to improve your skillset, intelligence, and brain health, keep exploring the Brainscape Academy for a whole library of totally free study guides.

And if you're trying to boost intelligence to pass an exam or course, go study in Brainscape, the world's smartest study and flashcard app , which will help you master languages, science content, history, and any other subject so much more efficiently.

Best of luck in your chess tournament – and your lifelong quest to get smarter!

Bilalić, M., Langner, R., Erb, M., & Grodd, W. (2010). Mechanisms and neural basis of object and pattern recognition: a study with chess experts. Journal of Experimental Psychology: General , 139 (4), 728. https://doi.org/10.1037/a0020756

Ferguson Jr., R. (2007). Chess in Education: Research Summary. A review of key chess research. http://uschesstrust.org/wp-content/uploads/2007/08/chess-in-education-research-summary-by-robert-ferguson.pdf

Jankovic, A., & Novak, I. (2019). Chess as a powerful educational tool for successful people. In 7th International OFEL Conference on Governance, Management and Entrepreneurship: Embracing Diversity in Organisations. April 5th-6th, 2019, Dubrovnik, Croatia (pp. 425-441). Zagreb: Governance Research and Development Centre (CIRU). https://www.econstor.eu/bitstream/10419/196101/1/ofel-2019-p425-441.pdf

Joseph, E., Easvaradoss, V., Kennedy, A., & Kezia, E. J. (2016). Chess training improves cognition in children. GSTF Journal of Psychology , 2 (2), 1-6. doi: 10.5176/2345-7872_2.2_33

Lillo-Crespo, M., Forner-Ruiz, M., Riquelme-Galindo, J., Ruiz-Fernández, D., & García-Sanjuan, S. (2019). Chess Practice as a Protective Factor in Dementia. International journal of environmental research and public health , 16 (12), 2116. https://dx.doi.org/10.3390%2Fijerph16122116

Margulies, S. (1992). The effect of chess on reading scores: District nine chess program second year report. The American Chess Foundation, New York . https://pdfs.semanticscholar.org/4b6d/f99da808d6e0e60a960c2e34b17e8679081e.pdf

Verghese, J., Lipton, R. B., Katz, M. J., Hall, C. B., Derby, C. A., Kuslansky, G., ... & Buschke, H. (2003). Leisure activities and the risk of dementia in the elderly. New England Journal of Medicine , 348 (25), 2508-2516. doi: 10.1056/NEJMoa022252

Flashcards for serious learners .

• Classroom Programme
• Interview Guidance
• Online Programme
• Drishti Store
• My Bookmarks
• My Progress
• Change Password
• From The Editor's Desk
• How To Use The New Website
• Help Centre

Achievers Corner

• Topper's Interview
• About Civil Services
• UPSC Prelims Syllabus
• GS Prelims Strategy
• Prelims Analysis
• GS Paper-I (Year Wise)
• GS Paper-I (Subject Wise)
• CSAT Strategy
• Previous Years Papers
• Practice Quiz
• Weekly Revision MCQs
• 60 Steps To Prelims
• Prelims Refresher Programme 2020

Mains & Interview

• Mains GS Syllabus
• Mains GS Strategy
• Mains Answer Writing Practice
• Essay Strategy
• Fodder For Essay
• Model Essays
• Drishti Essay Competition
• Ethics Strategy
• Ethics Case Studies
• Ethics Discussion
• Ethics Previous Years Q&As
• Papers By Years
• Papers By Subject
• Be MAINS Ready
• Awake Mains Examination 2020
• Interview Strategy
• Interview Guidance Programme

Current Affairs

• Daily News & Editorial
• Daily CA MCQs
• Sansad TV Discussions
• Monthly CA Consolidation
• Monthly Editorial Consolidation
• Monthly MCQ Consolidation

Drishti Specials

• To The Point
• Important Institutions
• Learning Through Maps
• PRS Capsule
• Summary Of Reports
• Gist Of Economic Survey

Study Material

• NCERT Books
• NIOS Study Material
• IGNOU Study Material
• Yojana & Kurukshetra
• Chhatisgarh
• Uttar Pradesh
• Madhya Pradesh

Test Series

• UPSC Prelims Test Series
• UPSC Mains Test Series
• UPPCS Prelims Test Series
• UPPCS Mains Test Series
• BPSC Prelims Test Series
• RAS/RTS Prelims Test Series
• Daily Editorial Analysis
• YouTube PDF Downloads
• Strategy By Toppers
• Ethics - Definition & Concepts
• Mastering Mains Answer Writing
• Places in News
• UPSC Mock Interview
• PCS Mock Interview
• Interview Insights
• Prelims 2019
• Product Promos

Drishti IAS Blog

• The Impact of Chess on Cognitive Development and Problem-Solving Skills

The Impact of Chess on Cognitive Development and Problem-Solving Skills  Blogs Home

• 20 Jul 2023

Chess, a game of strategy, wits, and endurance, has captivated players worldwide for centuries. The game's intriguing mix of simple rules and infinite complexity has made it an enduring symbol of intelligence and strategic thinking.

The origin of chess dates back to the 6th century, with roots in Northern India. Originally known as 'chaturanga', this game swiftly found favour within Persian society and progressively disseminated across the globe through routes of Islamic invasions, trade, and cultural exchanges. From the magnificent courts of vast empires to the simple surroundings of local town parks, chess has weathered the passage of time, now globally acknowledged as one of humanity's oldest strategic games.

Chess's international popularity is quite remarkable, surpassing boundaries, cultures, and languages. It's believed that hundreds of millions of individuals engage in chess, with over 605 million adults participating at least once annually. The game's global influence is manifested in diverse ways – ranging from children learning initial chess manoeuvres in classrooms, and competitive tournaments featuring grandmasters, to online platforms bridging chess aficionados from different parts of the planet.

But chess is more than just a game. Numerous research initiatives have indicated the beneficial impacts of chess on cognitive development and problem-solving capabilities, spotlighting its meaningful role beyond pure amusement. The game's status as a potent instrument for cognitive improvement has resulted in its comprehensive integration into global educational curricula, from primary schools to tertiary institutions and even adult learning programs.

From nurturing analytical thinking to enhancing memory and creativity, the effect of chess on cognitive growth is indeed captivating. Welcome to an exploration through the enchanting realm of chess, a game that transcends merely moving pieces on a board.

Cognitive Development

Cognitive development is the process that helps to develop and evolve our brains. It influences the capability of an individual to think, learn, understand, and do problem-solving. It is not limited to information absorption but comprehending the environment and developing meaningful interpretations.

Cognitive development theory was primarily established by the Swiss psychologist, Jean Piaget. He proposed that as we grow, we pass through distinct stages of cognitive development, each characterized by unique ways of thinking and understanding. These stages - from sensory development in infancy to the ability to think abstractly and hypothetically in adolescence - highlight the remarkable transformation our cognitive skills undergo throughout our lives.

So, what is the importance of developing cognition? Cognition is the stepping stone of any individual’s learning and problem-solving skills. As our cognitive skills mature, we can enhance information processing, and work with complex ideas. It also improves decision-making, finding solutions to problems. These essential skills can be developed through a game of chess.

Imagine your brain as an intricate network, with each cognitive skill representing a node in this network. Learning and problem solving activities need help from the nodes. These activities demand the ability to recall data, understand the current situation, identify any solution, analyze these solutions, and use the most effective decision-making.

From the viewpoint of chess, each move you make is driven by the cognitive network. When you play chess, complex decisions like identifying the situation on the board, analyzing the movement of the opponents, and formulating the next step strategy involve the use of cognitive problem-solving.

Chess as a Mental Exercise

Chess, often regarded as the 'gymnasium of the mind,' offers an intriguing combination of mental tasks that exercise our cognitive muscles like few other activities can. Let's dive into the key aspects of this mental workout regimen and see how they contribute to cognitive development.

Strategic Thinking: Playing a game of chess is like telling a complex, evolving story where each move might echo throughout the rest of the narrative. This activity requires strategic planning, a cognitive task that stimulates our frontal lobes, the brain region associated with decision-making and problem-solving. Regular engagement in strategic thinking doesn't only refine our skills in planning and forecasting but also boosts our adaptability. We learn to adjust our strategies based on the fluctuating dynamics of the game.

Pattern Recognition: Chess is a game steeped in patterns, from the opening sequences of moves to the positioning of pieces on the board. Recognizing these patterns, understanding their implications, and predicting what they might lead to in the future turns to engaging our visual-spatial skills and memory, essential elements of cognitive development. This ability to recognize and understand patterns can translate into real-world problem-solving, where finding patterns can often lead to innovative solutions.

Decision Making: In chess, each move represents a decision, made after evaluating multiple possibilities and their potential outcomes. This process hones our decision-making skills , especially under conditions of uncertainty and pressure. It also enhances our ability to think ahead, evaluate risks, and foresee consequences, strengthening our executive functions that govern planning, focusing attention, remembering instructions, and juggling multiple tasks successfully.

Concentration: Chess is a game of focus and sustained attention. From tracking the movement of multiple pieces on the board to keeping an eye on the clock, chess demands and nurtures our ability to concentrate. Research indicates that concentration, like a muscle, can be strengthened over time, and the intense focus required in chess can lead to improvements in our ability to concentrate in other areas of life as well.

In essence, when we sit down to play a game of chess, we are not just indulging in a leisurely activity. We are participating in a full-fledged cognitive workout, flexing and strengthening our cognitive muscles. The game's inherent demand for strategic thinking, pattern recognition, decision-making, and concentration offers a potent mix of mental exercises that can spur cognitive development, and refine our problem-solving abilities. It's little wonder that chess continues to captivate and challenge us, even centuries after its inception.

Chess Enhances Problem-Solving Skills

In every walk of life, from academics and career to personal decisions and interactions, problem-solving is a vital skill. It is the ability to understand a situation or challenge, identify possible solutions, evaluate them, and finally, implement the most appropriate one. The beauty of problem-solving skills is their universality - regardless of the context, these skills remain central to overcoming obstacles and achieving goals.

Let's now explore how chess can boost problem-solving capabilities. Each chess match offers players a series of intricate situations, each necessitating a solution - the ideal move. To uncover this move, players must assess the position, predict potential opponent reactions, evaluate various strategies, and make a decision - all under the constraint of a steadily ticking clock.

This process closely mirrors real-life problem-solving. Just as a chess player looks at the whole board to strategize, successful problem solvers take a holistic view of challenges, considering all elements before determining a solution. Like a chess player who anticipates an opponent's moves, effective problem solvers predict potential obstacles and preemptively address them. And just as a chess player makes the final move, decisive problem solvers implement their chosen solutions with confidence.

Memory and Visualization: Engaging in a game of chess isn't merely a physical act of moving pieces on a board. A substantial part of the game unfolds in the mind's eye, leveraging memory and visualization skills - invisible tools that can be honed to near perfection through regular play.

A strong memory plays a vital role in chess. From remembering the rules and how each piece moves, to recalling past games and typical strategies, memory is a constant ally of the chess player. During a game, players must remember the sequence of moves that have led to the current position, enabling them to understand how the game has evolved and which strategies are working. This active engagement with memory during chess can lead to improvements in memory retention.

Visualization is another crucial cognitive skill that chess enhances. Visualizing isn't just about seeing the current state of the game board; it's about picturing future possibilities. Chess players must constantly imagine the potential outcomes of different moves, playing out these scenarios in their minds before deciding on their actual moves. This requires a robust ability to mentally manipulate images, a skill known as spatial visualization. Regular practice of chess, with its demand for continuous mental manipulation of the game board, can significantly enhance this skill.

Whether you're a seasoned player or a novice, each game of chess is an opportunity to polish these vital cognitive tools, equipping you for challenges beyond the chessboard.

Logical Reasoning: At its core, chess is a game of logic. It stimulates the use of deduction (deriving specific conclusions from general rules), induction (inferring general principles from specific instances), and inference (drawing conclusions based on reasoning). For instance, a player might deduce that an opponent's piece is in danger based on the positions of their own pieces. Similarly, a player could induce a strategy after observing recurring patterns in their opponent's moves. These logical principles, honed through chess, can significantly aid decision-making in real-life scenarios.

Creativity and Flexibility : Despite its grounding in logic, chess also promotes creativity. The game encourages players to think outside the box, adapt to changing circumstances, and explore alternative solutions. There's always more than one way to achieve checkmate, and the path you choose can be a testament to your creative thinking . This flexibility can translate into real-world problem-solving, where creative, unconventional solutions often lead to breakthroughs.

Psychological Benefits of Playing Chess

Beyond cognitive skills, chess offers numerous psychological benefits. The game helps improve self-confidence as players experience the rewards of strategic planning and problem-solving. It teaches patience and resilience, given that games can be long and outcomes are uncertain until the very end. Moreover, chess cultivates emotional control, as success often depends on maintaining calm under pressure. These traits, which contribute to mental resilience and emotional intelligence, are integral to overall cognitive development.

Educational Applications

Given its cognitive benefits, chess has found a place in educational curriculums worldwide. Incorporating chess into classroom activities can enhance cognitive abilities and problem-solving skills among students. It can also make learning more engaging, fostering skills such as focus, strategic thinking, and patience, which are beneficial for academic success.

Case Studies and Research

Multiple studies have highlighted the positive effects of chess on cognitive development. A study published in 2016 titled "Checkmate to Alzheimer's : Chess as a mental workout" discusses how chess can improve various cognitive functions. Another study by Robert Ferguson, "Chess in Education Research Summary," states that test scores improved by 17.3% for students regularly engaged in chess classes, compared with only 4.6% for children participating in other forms of "enrichment activities."

In summary, chess is a powerful tool for cognitive development and problem-solving. Its strategic, logical, creative, and psychological aspects offer a comprehensive workout for the mind. The benefits of chess extend beyond the game, influencing academic performance, decision-making, and emotional resilience. Many researches have underscored the positive impact of chess on our cognitive abilities. As we increasingly recognize these benefits, the promotion of chess education in society is not just about fostering future grandmasters, but also about empowering individuals with the cognitive and psychological tools to navigate the challenges of life. So, whether you're an avid chess player or a curious novice, every move on the chessboard is a step toward cognitive enhancement.

http://www.academiadesah.ro/wp-content/uploads/2016/08/checkmate_to_alzheimers.pdf

http://www.scholasticchess.mb.ca/docs/ciers.pdf

Shounak Roy

He finds pleasure in the hunt for knowledge, eagerly seeking to learn something new about anything that interests him. He describes himself as a simple and peaceful individual, always curious to delve deeper into various subjects. If he comes across someone with shared interests, he enjoys engaging in discussions and exchanging knowledge.

Comments (0)

Most people think playing chess makes you ‘smarter’, but the evidence isn’t clear on that

PhD Student, University of Southern Queensland

Researcher, University of Southern Queensland

Senior Lecturer (Foresight) and Director; Professional Studies, University of Southern Queensland

Disclosure statement

Graeme Gardiner, now retired, who has recently completed his Masters Research degree at the University of Southern Queensland, is a former President of the Australian Chess Federation (1999-2003) and founder and former owner of Gardiner Chess (2001-2015). He was also a staff member at Somerset College, where the main study was carried out, from 1989-2001. Graeme does regular voluntary work at the college, and occasional paid duties at inter-school chess tournaments.

Gail Ormsby and Luke van der Laan do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

University of Southern Queensland provides funding as a member of The Conversation AU.

View all partners

Chess has long been an important part of school culture. Many people believe chess has a range of cognitive benefits including improved memory, IQ, problem solving skills and concentration.

But there is very little evidence supporting these conclusions. We conducted two studies (still unpublished) that found educators and parents believe chess has many educational benefits. But children in our study who played chess did not show significant improvements in standardised test scores compared to children who didn’t play.

Read more: If machines can beat us at games, does it make them more intelligent than us?

Most people think chess improves learning

The first study looked at the perceptions of educators and parents regarding the benefits of playing chess.

In 2016, 314 participants – which included school principals, teachers, chess-coordinators and parents in parts of Queensland and NSW – filled out an anonymous, online survey.

Participants were asked to state how much they agreed or disagreed with 34 statements about the benefits of playing chess, such as: learning chess helps children develop critical thinking abilities.

Most participants either agreed or strongly agreed with most of the statements for chess benefits. For instance, almost 80% (249 out of 313) strongly agreed learning chess had educational benefits for children.

Another 87% (269 out of 310) strongly agreed learning chess helps children develop problem solving abilities. And 59% (184 out of 314) strongly agreed learning chess has benefits for Indigenous and Torres Strait Islander Children.

The survey also included a space for comments. Some comments from participants included:

Chess is a great activity for all children to be involved in. It is one of a number of activities that schools can offer that assist in the academic, social and emotional development of children.

One parent said:

Since starting classes [my son] has become a full-time student and is managing social situations a lot better than before. Chess has pushed him to think in different ways.​

But does it?

Previous studies that explored whether chess improves children’s cognitive abilities have had mixed results.

Some studies have found playing chess was linked to better thinking abilities. For instance, a significant 2012 New York study found that children in a group that had learnt either chess or music performed slightly better than children in the group who learnt neither.

But the study also noted the improvement in the chess group was not statistically significant.

Read more: How to use music to fine tune your child for school

A 2017 trial of more than 4,000 children in England found no evidence that chess instruction had any effect on children’s mathematics, reading or science test scores.

We wanted to test if there was, in fact, a positive correlation between learning to play chess and learners’ verbal, numerical and abstract (visual) reasoning skills. The study explored this in Year 1 to Year 5 students in a private school in Queensland.

In particular, the study examined whether a range of chess-related and non-chess related variables affected the standardised test scores of the chess group as compared to the control groups.

The study consisted of 203 students (with approval of their parents) who opted into the study. They made up four groups (based on the same approach as the 2012 New York study mentioned above). The groups were made of:

• 46 students who learnt to play chess
• 48 students who learnt to play music
• 37 students who learnt to play chess and music
• 72 students who neither learnt chess nor music

Weekly chess lessons were given to 83 students for six months: 24 from Year 1, 20 from Year 2, 8 from Year 3, 18 from Year 4 and 13 from year 5.

Weekly music lessons were given to 85 students for six months: 16 from year 1, 15 from year 2, 12 from year 3, 23 from year 4 and 19 from year 5.

We used standardised tests to measure whether there was any significant change in the scores of the different groups.

Year 1 and 2 students were tested using the Raven’s Progressive Matrices ( RPM ) tests, which are multiple-choice intelligence tests of abstract reasoning.

Grade 3, 4 and 5 students were tested using the ACER (Australian Council of Educational Research) General Ability Tests ( AGAT ), used to assess learners’ reasoning skills in three areas: verbal, numerical and abstract (visual).

There were small improvements in the standardised test scores of the chess and music groups but these were not statistically significant.

Read more: A good move to master maths? Check out these chess puzzles

Our findings don’t mean learning to play chess has no benefits for cognitive skills. There are many different types of thinking and measures of intelligence we do not yet fully understand. This is especially relevant in a world where conceptual thinking has become such a vital skill.

The different ways of thinking associated with the benefits of chess may include creative thinking, critical thinking, logical thinking, intuition, logical reasoning, systemic thinking, strategic thinking, foresight, convergent thinking, analytical thinking, problem solving and concentration.

Further research should aim to explore which type of thinking chess may improve, if we are to agree with the positive views of academics, educators, parents and players.

• Intelligence
• Cognitive ability

Scholarships Officer (FBE, EDUCN, MLS)

Apply for State Library of Queensland's next round of research opportunities

Associate Professor, Psychology

Professor and Head of School, School of Communication and Arts

Management Information Systems & Analytics – Limited Term Contract

10 Things Chess Does To Your Brain

Chess is often seen as a brain game for intellectually gifted people as it is exercises the brain. This brain game, popularized by World Chess Grandmaster Bobby Fischer in the 1950s and 1960s, is widely played by young and old people around the world today.

Unlike sports, playing chess will neither help the person build their biceps nor tone their abs, but it benefits the mental health for a very long time. Since many are at their homes now, several have also chosen to play this game as it can be played inside and does not need much physical contact.

Samir Becic,  the number one fitness trainer in America, recommends playing chess as the best brain exercise to play while social distancing as it gives numerous brain health benefits. Below is the top ten of these health benefits that people can get from playing chess.

Helps in recovering from a stroke or a disability

Remember the world's fastest human calculator Neelakantha Bhanu Prakash ? At age 5, he was hit by a truck and fractured his skull in which he needed multiple surgeries and was in a medically-induced coma to save his life. The doctors told his parents that the accident might cause cognitive impairment to Bhanu, and as a solution to keep his brain active, he started solving math problems, puzzles, and playing chess.

These brain-games helped him recover and kept his mind active. Playing chess not only develops the brain but also develops fine motor skills in people with a disability or who have suffered a stroke and other physical debilitating accidents. Chess can stimulate deep concentration and calm, which helps patients with anxiety to relax.

Improves memory

Playing chess can improve memory because of its complex rules that the players have to remember when making a move and also uses memory recall in avoiding previous mistakes or remembering the playing style of the opponent. Good chess players have an excellent memory. It can significantly improve a person's memory and verbal skills, as well.

Enhance reading skills

An oft-cited study in 1991 by Dr. Stuart Margulies  suggests that school students who participated in playing chess have a significant increase in their reading performance. Kids from a district where average kids were tested below the national average, who participated in a chess program, have increased their performance in reading.

Develops planning and foresight

The prefrontal cortex is the last part of the brain that develops during adolescence. That rea is responsible for rational thinking, self-control, judgment, and planning. Since chess requires strategic and critical thinking, the game helps in the development of the prefrontal cortex, which helps adolescents to make better choices in all areas of their life to keep them from making irresponsible and risky choices.

Improves problem-solving skills

When playing chess, the players must think fast, and their problem-solving skills must be on point because the opponent constantly changes the parameters. According to a 1992 study in New Brunswick conducted on 450 fifth-grade students, those who played chess have significantly higher scores on tests than those who did not play chess.

WOW: The Story of the World's Fastest Human Calculator and His Fractured Skull

Promotes creativity

Playing chess activates the right side of the brain responsible for creativity, which unleashes originality among players. In a four-year study of students had them play chess, use computers, and do other things once a week for 32 weeks to determine which activity sparked more creativity .

The result shows that those kids who played chess scored higher than other groups. It also showed that these kids had achieved the highest scores in originality.

Prevents Alzheimer's

The brain must be continuously receiving enough workout as people age just like any body muscles to keep it healthy and fit. According to studies, people aged 75 and up who played brain-games, such as chess, are less likely to develop dementia than their non-playing counterparts.

A sedentary brain loses power, but a healthy mind prevents any diseases like Alzheimer's disease .

Increases IQ

A study of 4,000 students from Venezuela showed that playing  chess can significantly increase the IQ scores  of both boys and girls after four months of playing the brain-game. That means that it is possible to increase IQ by playing brain-games like chess.

Exercises both hemispheres of the brain

A study in Germany indicated that both left and right hemispheres are activated when chess players are asked to identify chess positions and geometric shapes. They have similar reaction times to the simple shapes, but they were using both sides of their brains to respond to the questions about the chess position quickly.

Stimulates brain growth

READ MORE:  Complete Set of Viking Chess Unearthed in Lincolnshire, Will Be up for Sale Next Week

Check out more news and information on Games  on Science Times.

Most Popular

icMercury Captures the Essence of Innovation, Elevating the Already Booming Space Sector

Truth or Old Wives Tale: Do Women's Periods Really Sync Up?

The Path to Closing the Gender Gap in Healthcare Leadership

Renewables Rising: Texas' Leap into Wind Energy Leadership

How to Build a Powerful Business Network from Scratch

Latest stories.

Using Botanical Gardens to Stimulate Environmental Awareness with Tamaz Darchidze

Stephan Morgenstern: Marketing Expert Explains MLM, Futurenet Foundation Profile

Comparing Urban and Rural Approaches to Cognitive Behavioral Therapy Effectiveness in Arkansas

Subscribe to the science times.

Sign up for our free newsletter for the Latest coverage!

Recommended Stories

Solar Particle Events Could Deplete Ozone, Raise UV Levels and Increase DNA Damage [Study]

“Smoking Gun” Evidence of Rare Massive Cosmic Void Revealed by Fast-Moving Stars; Could It Be the Missing Link in Black Hole Formation?

Uranus' Weak Radiation Belts Possibly Linked to Tilted, Lopsided Magnetic Field Causing 'Traffic Jams'

Ariane 6 Rocket To Launch After a 4-Year Delay That Brought European Launch Industry to a Breaking Point

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List

Does chess instruction improve mathematical problem-solving ability? Two experimental studies with an active control group

Giovanni sala.

Department of Psychological Sciences, University of Liverpool, Bedford Street South, Liverpool, L69 7ZA UK

Fernand Gobet

It has been proposed that playing chess enables children to improve their ability in mathematics. These claims have been recently evaluated in a meta-analysis (Sala & Gobet, 2016 , Educational Research Review, 18, 46–57), which indicated a significant effect in favor of the groups playing chess. However, the meta-analysis also showed that most of the reviewed studies used a poor experimental design (in particular, they lacked an active control group). We ran two experiments that used a three-group design including both an active and a passive control group, with a focus on mathematical ability. In the first experiment ( N = 233), a group of third and fourth graders was taught chess for 25 hours and tested on mathematical problem-solving tasks. Participants also filled in a questionnaire assessing their meta-cognitive ability for mathematics problems. The group playing chess was compared to an active control group (playing checkers) and a passive control group. The three groups showed no statistically significant difference in mathematical problem-solving or metacognitive abilities in the posttest. The second experiment ( N = 52) broadly used the same design, but the Oriental game of Go replaced checkers in the active control group. While the chess-treated group and the passive control group slightly outperformed the active control group with mathematical problem solving, the differences were not statistically significant. No differences were found with respect to metacognitive ability. These results suggest that the effects (if any) of chess instruction, when rigorously tested, are modest and that such interventions should not replace the traditional curriculum in mathematics.

Students’ poor achievement in mathematics has been the subject of debate both in the United States (Hanushek, Peterson, & Woessmann, 2012 ; Richland, Stigler, & Holyoak, 2012 ) and in Europe (Grek, 2009 ). Researchers and policy makers have investigated alternative methods and activities with the purpose of improving the effectiveness of mathematics teaching. One such activity is play. The rationale is that, because children are highly motivated to play, they could learn important concepts in mathematics (and other curricular domains) without realizing it, through implicit learning (Brousseau, 1997 ; Pelay, 2011 ); they could also acquire general cognitive skills such concentration and intelligence, which would positively affect their school results generally.

Several authors have argued that chess is an ideal game for educational purposes (Bart, 2014 ; Jerrim, Macmillan, Micklewright, Sawtell, & Wiggins, 2016 ; Kazemi, Yektayar, & Abad, 2012 ). Chess offers an optimal trade-off between complexity and simplicity, and the balance between tactics and strategy is ideal. It combines numerical, spatial, temporal, and combinatorial aspects. In addition, unlike games such as Awalé and Go, the diversity of pieces helps maintain attention—an important consideration with younger children. Altogether, these characteristics of chess may foster attention, problem solving, and self-monitoring of thinking (i.e., metacognition). Finally, there is some overlap between chess and mathematics (e.g., basic arithmetic with the value of the pieces, geometry of the board, piece movements), which is an obvious advantage when using chess to foster mathematical skills.

In recent years, considerable efforts have been made to validate these ideas empirically. Not only has chess instruction been included in the school curriculum in several countries, but several educational projects and studies involving chess are currently ongoing or have recently ended in Germany, Italy, Spain, Turkey, the United Kingdom, and the United States. Even the European Parliament has expressed its interest and positive opinion on teaching chess in schools as an educational tool (Binev, Attard-Montalto, Deva, Mauro, & Takkula, 2011 ). If successful, using chess in school for fostering academic achievement would shed considerable light on the question of skill acquisition and transfer (Mestre, 2005 ).

One psychological mechanism has been regularly proposed for explaining the putative effects of chess instruction: Being a cognitively demanding activity, chess improves pupils’ domain-general cognitive abilities (e.g., intelligence, attention, and reasoning), abilities that then transfer to other domains, and therefore benefits a wide set of non-chess-related skills (e.g., Bart, 2014 ). The idea is intuitive and attractive. This view of chess as a cognitive enhancer has been mentioned in popular newspapers in the United Kingdom (e.g., Garner, 2012 ) and was the key theoretical assumption of a recent large experimental study that took place in the United Kingdom (Jerrim et al., 2016 ).

Chess skill and cognitive ability

The literature on the link between chess skill and cognitive ability is certainly consistent with this mechanism. People engaged in intellectual activities often show superior cognitive ability compared to the general population (e.g., professional musicians; Ruthsatz, Detterman, Griscom, & Cirullo, 2008 ), and chess is no exception. A recent meta-analysis (Sala et al. 2017 ) reported that chess players outperformed nonchess players in several cognitive skills (e.g., planning, numerical ability, and reasoning). The difference between the two groups was approximatively half a standard deviation. Another meta-analysis (Burgoyne et al., 2016 ) found positive correlations between chess skill and cognitive abilities such as fluid intelligence, processing speed, short-term and working memory (WM), and comprehension knowledge.

However, the positive relationship between chess skill and cognitive ability does not necessarily imply that chess instruction enhances cognitive ability. An alternative explanation is that individuals with better cognitive ability are more likely to excel and engage in the game of chess. To establish causality, one needs to turn attention to studies where instruction is under experimental control. This is the province of educational psychology and in particular the study of transfer of skills. This literature is rather skeptical about the possibility that an activity such as chess improves cognition generally and leads to educational benefits in topics such as mathematics. This skepticism is reinforced by the literature on expertise, which has found that experts’ knowledge is highly specialized and thus unlikely to transfer to other domains. The following section briefly summarizes these two fields of research.

Skepticism: The question of far transfer and research into expertise

Transfer of learning occurs when a set of skills learned in one domain generalizes to one (or more) domains. It is customary to distinguish between near transfer, where transfer of learning occurs between tightly related domains (e.g., from geometry to calculus) and far transfer, where the source and target domains are only loosely related. The presumed enhancement of mathematical ability from chess instruction is a clear example of far transfer.

It has been proposed that transfer is a function of the degree to which two (or more) domains share common features (Thorndike & Woodworth, 1901 ). Thorndike and Woodworth’s ( 1901 ) common element theory thus predicts that while near transfer is often observed, far transfer occurs rarely. This theory has received strong support from different areas of research, where interventions that failed to obtain far-transfer effects have been documented. For example, several meta-analyses have shown that neither music instruction nor WM training enhances pupils’ cognitive ability or academic achievement (Melby-Lervåg, Redick, & Hulme, 2016 ; Sala & Gobet, 2017b , 2017c , in press ). Interestingly, all these meta-analyses reported near-zero overall effect sizes when the treatment groups were compared to active control groups. When transfer occurs, it is almost always near transfer only. For example, Oei and Patterson ( 2015 ) have suggested that action video-game training enhances only those cognitive abilities directly involved in the particular video game used during training.

Beyond research into far transfer, research into the psychology of expertise lends support to Thorndike and Woodworth’s ( 1901 ) theory. For example, transfer is only partial between subspecialties such as cardiology and neurology (Rikers, Schmidt, & Boshuizen, 2002 ) and types of specialization in chess, as operationalized by the openings (first moves of a game) played (Bilalić, McLeod, & Gobet, 2009 ). A likely explanation is that expert performance relies substantially on perceptual information (Gobet, 2016 ; Gobet & Simon, 1996 ; Sala & Gobet, 2017a ), and such information is hard to transfer to other domains. Consistent with this explanation, individuals acquire increasingly specific information as skill levels increase and, as a consequence, the probability that transfer will take place decreases considerably (Ericsson & Charness, 1994 ).

Is chess special? Empirical results and the lack of an active control group

Thus, the hypothesis according to which one can improve one’s achievement in a wide set of fields by engaging in cognitively demanding activities is not supported in most areas. In fact, the abovementioned examples of music training and WM training suggest that those activities (e.g., n -back tasks, playing a musical instrument) do not provide any general cognitive benefit or improvement in academic achievement. Reviewing the experiments where the effects of chess instruction have been experimentally studied suggests that chess is no exception.

A recent meta-analytic review (Sala & Gobet, 2016 ) has evaluated the available empirical evidence regarding the effects of chess instruction on pupils’ cognitive ability and academic achievement. In that meta-analysis, the overall effect size of chess instruction was modest, with g ¯ = 0.34. It was also found that the effect sizes about measures of mathematical ability and literacy were g ¯ = 0.38 and g ¯ = 0.25, respectively. Most importantly, that review pointed out that the poor experimental design used in almost all the reviewed studies does not allow one to draw any certain conclusion about the benefits of chess instruction. In particular, most interventions did not include an active control group to control for placebo effects. Potential elements able to trigger placebo effects include the state of attention and excitement induced by a novel activity, instructors’ motivation, and teachers’ expectations. Only one study (Fried & Ginsburg, n.d. ), which focused on visuospatial and perceptual abilities, included an active control group. This study showed no significant difference between the chess-treated, active, and passive control groups. Regrettably, Fried and Ginsburg’s (n.d.) experiment did not examine the effects of chess practice on pupils’ mathematical ability. Thus, that study cannot corroborate or refute any hypothesis about the effectiveness of chess instruction in enhancing mathematical ability.

Consistent with Sala and Gobet’s ( 2016 ) conclusion about the difficulty of far transfer, no effect of chess instruction was found in a recent large-scale study carried out by the Institute of Education, London, in the United Kingdom (Jerrim et al., 2016 ). A large sample of Year 5 pupils (9–10 years; N = 1,965) engaging in one year of chess instruction (ranging from 25 to 30 hours) were compared to a passive control group of peers ( N = 1,900). The classes were randomly assigned to one of the two conditions. Pretest measures consisted of Key Stage 1 public examinations covering mathematics, science, and literacy. Posttest measures, which were obtained 1 year after the end of the treatment, consisted of Key Stage 2 public examinations in the same fields. No difference was found between the two groups in any of the measures. While some aspects of the design could have been improved (e.g., absence of an active control group, absence of measures immediately after the end of the experiment, and possible ceiling effect; Sala, Foley, & Gobet, 2017 ), the study certainly had strengths (e.g., large sample and allocation of classes to condition by randomization) and the absence of any positive effect of chess instruction—not even placebo effects—supports the hypothesis that far transfer is difficult.

The present study

Given the importance of controlling for placebo effects reported in music and WM training (Melby-Lervåg et al., 2016 ; Sala & Gobet, 2017b , 2017c ), the lack of an active control group is undoubtedly the main flaw of the studies in the field of chess instruction (Gobet & Campitelli, 2006 ; Gobet, de Voogt, & Retschitzki, 2004 ; Sala et al., 2017 ). The two experiments presented in this article aim to correct this unsatisfactory state of affairs. In the first experiment, primary school children receiving a 30-hour chess course were administered a test of mathematical ability and compared to both an active control group, receiving instruction about checkers, and a passive control group. Along with the test of mathematical ability, the participants were given a questionnaire assessing metacognitive abilities. Metacognitive skills have been established to be one of the most important cognitive correlates of mathematical ability (Desoete & Roeyers, 2003 ; Veenman, Van Hout-Wolters, & Afflerbach, 2006 ). Since the self-monitoring of one’s thinking processes is essential in a game like chess (De Groot, 1965 ), playing chess may be associated with improvements in metacognitive ability.

In the second experiment, three fourth-grade classes were randomly chosen to take part either in a chess course, a Go (Baduk) course, or regular school activities. The pupils were pre- and posttested on the same tests of mathematical ability and metacognitive ability as in the first experiment.

Experiment 1

Participants.

A total of 233 third and fourth graders from eight Italian schools took part in this experiment only. The mean age was 8.50 years ( SD = 0.67 years). Parental consent was asked and obtained for all the participants.

A 6-item test was designed to test the pupils’ mathematical ability (range score 0–6). The items used were all from the IEA-TIMSS international survey among fourth graders (Mullis & Martin, 2013 ). These items were selected because they engage mathematical problem-solving ability. In fact, all the items required solving a mathematical problem starting from a given set of data. An example of the kind of mathematical problems used in IEA-TIMSS is shown in Fig.  1 .

An example of the kind of problems used in the test of mathematics

To assess participants’ metacognitive skills, we used the Italian version of Panaoura and Philippou’s ( 2007 ) questionnaire (15-item version; range score 15-75). Participants were given 45 minutes for completing the battery of tests.

A convenience assignment to the three conditions was used. The group playing chess was compared to an active control group (playing checkers) and a passive control group (doing regular school activities). The experimental group consisted of three classes (two third-grade classes and one fourth-grade class; N = 53), which attended 25 hours of chess lessons during school hours, 1 along with regular school activities. The active control group (placebo group) comprised four third-grade classes ( N = 82), which attended 25 hours of checkers lessons during school hours, along with regular school activities. Finally, the passive control group consisted of four classes (three third-grade classes and one fourth-grade class; N = 98), which attended regular school activities only.

The interventions were delivered by professional instructors from the Italian Chess Federation and the Italian Checkers Federation. The chess and checkers lessons followed a prearranged teaching protocol, which consisted of the basic rules of the games, tactical exercises, and playing complete games. Most of the activities focused on problem-solving situations, such as spotting the correct move, calculating the correct variation, and evaluating the advantages/weaknesses of a position. Also, it should be noted that the two courses (chess and checkers) did not introduce any mathematics-related topics, unless these were part of the games (e.g., in chess, a Bishop is worth three Pawns).

Mathematical ability

A univariate analysis of covariance (ANCOVA) was used to evaluate the role of group (independent variable), mathematics pretest scores (covariate), and age (covariate), in affecting mathematics postintervention scores (dependent variable). The results showed a significant effect of pretest scores, F (1, 228) = 58.14, p < .001, and age, F (1, 228) = 4.22, p = .041, but no significant effect of group, F (2, 228) = 0.39, p = .679. The descriptive statistics are summarized in Table ​ Table1 1 .

Mathematical ability scores in the three groups (Experiment 1 )

Note . Standard deviations are shown in brackets

Metacognitive ability

The same analysis (ANCOVA) was used to analyze the results in meta-cognitive ability. The results showed a significant effect of pretest scores, F (1, 228) = 82.50, p < .001, and age, F (1, 228) = 3.97, p = .047, but no significant effect of group, F (2, 228) = 0.62, p = .541. The descriptive statistics are summarized in Table ​ Table2 2 .

Metacognitive ability scores in the three groups (Experiment 1)

The results showed no significant differences between the three groups in mathematical ability or metacognitive ability.

Experiment 2

The second experiment 2 broadly used the same design but also differed in three ways. First, the classes were randomly assigned to the experimental conditions. Second, the active control group played the Oriental game of Go (Baduk) instead of checkers. Finally, chess and Go replaced part of the hours ( n = 15) originally dedicated to mathematics and sciences to directly compare the two games with the traditional methods of teaching mathematics and mathematics-related disciplines.

Fifty-two fourth graders in three classes of a primary school in Italy took part in this experiment. The mean age of the participants was 9.32 years ( SD = 0.32 years). Parental consent was asked and obtained for all the participants.

The same tests as those used in Experiment 1 were administered to the participants.

The three classes were randomly assigned to three groups. The first class attended 15 hours of chess lessons during school hours, along with regular school activities (experimental group). The second class attended regular school activities only (passive control group). Finally, the third class attended 15 hours of Go lessons during school hours, along with regular school activities (active control/placebo group).

Importantly, the two interventions—that is, chess and Go courses—substituted part of the hours originally devoted to mathematics and sciences. This way, we could compare the effectiveness of chess (and Go) instruction with the traditional didactics of teaching mathematics and mathematics-related disciplines, such as sciences. Like in Experiment 1 , the chess and Go lessons followed a prearranged teaching protocol. To rule out possible effects related to instructor behavior (e.g., Pygmalion effect), the chess and Go interventions were delivered by the same instructor, who was both a chess and Go trainer. The participants were pre- and posttested on mathematical ability and metacognition, once before the beginning of the intervention and once after the end.

No significant differences between the three groups were found in the pre-test scores, F (2, 51) = 1.03, p = .365. A univariate analysis of covariance (ANCOVA) was used to evaluate the role of group (independent variable) and mathematics pretest scores (covariate) in affecting mathematics postintervention scores (dependent variable). The results showed a significant effect of the covariate, F (1, 48) = 21.83, p < .001, and a significant effect of group, F (2, 48) = 3.37, p = .043. The pairwise comparisons showed that the control group outperformed the Go group ( p = .017), the chess group marginally outperformed the Go group ( p = .088), whereas no significant difference was found between the control and the chess group ( p = .487). A more conservative post hoc analysis (Bonferroni correction) showed only a marginal difference between the control group and the Go group ( p = .052). No other significant difference was found. The descriptive statistics are summarized in Table ​ Table3 3 .

Mathematical ability scores in the three groups (Experiment 2 )

Metacognitive skills

No significant differences between the three groups were found in the pretest scores, F (2, 51) = 0.49, p = .617. A univariate analysis of covariance (ANCOVA) was used to evaluate the role of group (independent variable) and metacognition pretest scores (covariate) in affecting metacognition postintervention scores (dependent variable). The results showed a significant effect of the covariate, F (1, 48) = 47.81, p < .001, and no significant effect of group, F (2, 48) = 0.37, p = .694. The pairwise comparisons showed no differences between the three groups. The descriptive statistics are summarized in Table ​ Table4 4 .

Metacognitive skill scores in the three groups (Experiment 2 )

The effects of chess instruction on mathematical problem-solving ability were minimal. Children seemed to benefit more from the traditional didactics than from chess and Go instruction. Regarding metacognitive skills, children did not seem to benefit from any advantage from the 15-hour chess course. In fact, the participants performed equally across the three groups, suggesting that metacognition does not represent the cognitive link between chess instruction and mathematical ability.

General discussion

The results of the two studies do not support the hypothesis according to which chess instruction benefits pupils’ mathematical ability. The effects of chess, if any, appear to be minimal and certainly too limited to provide any educational advantage over the traditional instructional methods. Thus, chess instruction seems to align with the results obtained in the fields of music instruction and WM training. In a broader perspective, our findings are in line with Thorndike and Woodworth’s ( 1901 ) common element theory and substantial research on expertise (Gobet, 2016 ) and education (Donovan, Bransford, & Pellegrino, 1999 ) in predicting no far-transfer effects.

Recommendations for future research

Given the small number of studies controlling for placebo effects, it is imperative to replicate and extend the experiments reported in the present article. Compared to the design we adopted, examples of possible ameliorations include full random assignment to the groups, measures of other cognitive constructs (e.g., intelligence and spatial cognition), and the manipulation of the duration of the chess interventions.

In addition, an interesting way to make chess instruction more effective could be to make links between mathematics and chess explicit. Possible examples comprise introducing the Cartesian graph to pupils with the chess board and illustrating the concept of block distance—as opposed to distance in Euclidean space—with the movement of the King (see Fig.  2 ). The inclusion of domain-specific information (e.g., mathematical problems) into chess courses curricula may be a simple way to get around the limits of far transfer to occur. One variation of this approach is to use not only chess but also other board games or even other types of games such as card games to teach specific mathematical concepts. For example, mancala games could be used for teaching the concept of modular arithmetic, card games for teaching elements of probability, and Nim games to teach the binary system of Boolean algebra (Rougetet, 2016 ).

Using chess to illustrate block-city distance and Euclidean distance. White draws the game by moving the King along the blue line, which allows him both to approach his Pawn (threatening promotion) and to catch the black Pawn. In chess, block city and Euclidean distances are equivalent (in this examples, six moves in both cases to reach the square where the two arrows meet). This position was composed by Richard Réti in 1921

Beyond chess, the results of the research on chess instruction have profound implications for our understanding of learning and transfer of skill. There is a stark contrast between the enthusiasm displayed by the chess community and the sobering results from research on transfer and expertise: While the former heralds the positive benefits of chess instruction, the latter consistently report data speaking against the occurrence of far transfer. When critically evaluated, the literature on chess instruction is consistent with other experimental studies on transfer, indicating that far transfer is very unlikely. The results of the two experiments presented in this paper are consistent with these conclusions.

Extrapolating from the research on chess and activities such as music and video-game playing, it is likely that the same difficulties in far transfer will be found with other kinds of games and play. To make the use of didactical games more effective, and given the difficulty of far transfer to occur, teachers and researchers should seriously consider the possibility of making explicit the link between playing games and the mathematical abilities the game is supposed to foster. Even so, it is worth reminding ourselves of French sociologist Roger Caillois’s ( 1957 ) discussion of the role of play in his article on the unity of play and diversity of games: “Faculties thus developed certainly profit by this supplementary training which is free, intense, pleasurable, inventive, and secure. But it is never the function of play itself to develop these faculties. The purpose of play is play” (p. 105).

Acknowledgments

The authors gratefully thank all the principals and teachers involved in the studies. The authors also thank Daniele Berté, Alessandro Dominici, Sebastiano Paulesu, and Gionata Soletti for the valuable assistance in all the organizational aspects of the interventions.

1 The chess and checkers courses were implemented during school hours accordingly to the teachers’ availability. No particular discipline (e.g., mathematics) was systematically replaced by the courses.

2 The results of this experiment were published in Sala, Gobet, Trinchero, and Ventura ( 2016 ).

• Bart, W. M. (2014). On the effect of chess training on scholastic achievement. Frontiers in Psychology, 5 (762). doi: 10.3389/fpsyg.2014.00762 [ PMC free article ] [ PubMed ]
• Bilalić M, McLeod P, Gobet F. Specialization effect and its influence on memory and problem solving in expert chess players. Cognitive Science. 2009; 33 :1117–1143. doi: 10.1111/j.1551-6709.2009.01030.x. [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Binev, S., Attard-Montalto, J., Deva, N., Mauro, M., & Takkula, H. (2011). Declaration of the European Parliament, 0050/2011. Retrieved from http://www.europarl.europa.eu/sides/getDoc.do?pubRef=-//EP//NONSGML+WDECL+P7-DCL-2011-0050+0+DOC+PDF+V0//EN&language=EN
• Brousseau G. Theory of didactical situations in mathematics. Dordrecht: Kluwer Academic; 1997. [ Google Scholar ]
• Burgoyne AP, Sala G, Gobet F, Macnamara BN, Campitelli G, Hambrick DZ. The relationship between cognitive ability and chess skill: A comprehensive meta-analysis. Intelligence. 2016; 59 :72–83. doi: 10.1016/j.intell.2016.08.002. [ CrossRef ] [ Google Scholar ]
• Caillois R. Unity of play: Diversity of games. Diogenes. 1957; 19 :92–122. doi: 10.1177/039219215700501907. [ CrossRef ] [ Google Scholar ]
• De Groot AD. Thought and choice in chess. The Hague: The Hague; 1965. [ Google Scholar ]
• Desoete A, Roeyers H. Can off-line metacognition enhance mathematical problem solving? Journal of Educational Psychology. 2003; 95 :188–200. doi: 10.1037/0022-0663.95.1.188. [ CrossRef ] [ Google Scholar ]
• Donovan MS, Bransford JD, Pellegrino JW. How people learn: Bridging research and practice. Washington, DC: National Academies Press; 1999. [ Google Scholar ]
• Ericsson KA, Charness N. Expert performance: Its structure and acquisition. American Psychologist. 1994; 49 :725–747. doi: 10.1037/0003-066X.49.8.725. [ CrossRef ] [ Google Scholar ]
• Fried, S., & Ginsburg, N. (n.d.). The effect of learning to play chess on cognitive, perceptual and emotional development in children . Unpublished manuscript.
• Garner, R. (2012, November 10). Chess makes a dramatic comeback in primary schools. The Independent . Retrieved from http://www.independent.co.uk/news/education/education-news/chess-makes-a-dramatic-comeback-in-primary-schools-8301313.html.
• Gobet F. Understanding expertise: A multi-disciplinary approach. London: Palgrave/Macmillan; 2016. [ Google Scholar ]
• Gobet F, Campitelli G. Educational benefits of chess instruction: A critical review. In: Redman T, editor. Chess and education: Selected essays from the Koltanowski Conference. Dallas: University of Texas at Dallas; 2006. pp. 124–143. [ Google Scholar ]
• Gobet F, de Voogt AJ, Retschitzki J. Moves in mind: The psychology of board games. Hove: Psychology Press; 2004. [ Google Scholar ]
• Gobet F, Simon HA. Templates in chess memory: A mechanism for recalling several boards. Cognitive Psychology. 1996; 31 :1–40. doi: 10.1006/cogp.1996.0011. [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Grek S. Governing by numbers: The PISA ‘effect’ in Europe. Journal of Education Policy. 2009; 24 :23–37. doi: 10.1080/02680930802412669. [ CrossRef ] [ Google Scholar ]
• Hanushek, E. A., Peterson, P. E., & Woessmann, L. (2012). Achievement growth: International and US state trends in student performance (PEPG Report No. 12-03). Cambridge, MA: Harvard’s Program on Education Policy and Governance Taubman Center for State and Local Government, Harvard Kennedy School.
• Jerrim, J., Macmillan, L., Micklewright, J., Sawtell, M., & Wiggins, M. (2016). Chess in schools:. Evaluation report and executive summary. Education Endowment Foundation . Retrieved from https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/EEF_Project_Report_Chess_in_Schools.pdf.
• Kazemi F, Yektayar M, Abad AMB. 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. 2012; 32 :372–379. doi: 10.1016/j.sbspro.2012.01.056. [ CrossRef ] [ Google Scholar ]
• Melby-Lervåg M, Redick TS, Hulme C. Working memory training does not improve performance on measures of intelligence or other measures of far-transfer: Evidence from a meta-analytic review. Perspective on Psychological Science. 2016; 11 :512–534. doi: 10.1177/1745691616635612. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Mestre, J. P. (2005). Transfer of learning from a modern multidisciplinary perspective . Greenwich, CT: Information Age.
• Mullis, I. V. S., & Martin, M. O. (2013). TIMSS 2015 assessment frameworks . Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
• Oei AC, Patterson MD. Enhancing perceptual and attentional skills requires common demands between the action video games and transfer tasks. Frontiers in Psychology. 2015; 6 :1–11. doi: 10.3389/fpsyg.2015.00113. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Panaoura, A., & Philippou, G. (2007). The developmental change of young pupils’ metacognitive ability in mathematics in relation to their cognitive abilities. Cognitive Development, 22 , 149–164. doi:10.1016/j.cogdev.2006.08.004
• Pelay, N. (2011). Jeu et apprentissages mathématiques: Élaboration du concept de contrat didactique et ludique en contexte d'animation scientifique. Retrieved from https://tel.archives-ouvertes.fr/tel-00665076/file/Pelay_nicolas_2010_these_jeu_et_apprentissages_mathematiques.pdf.
• Richland LE, Stigler JW, Holyoak KJ. Teaching the conceptual structure of mathematics. Educational Psychologist. 2012; 47 :189–203. doi: 10.1080/00461520.2012.667065. [ CrossRef ] [ Google Scholar ]
• Rikers RMJP, Schmidt HG, Boshuizen HPA. On the constraints of encapsulated knowledge: Clinical case representations by medical experts and subexperts. Cognition and Instruction. 2002; 20 :27–45. doi: 10.1207/S1532690XCI2001_2. [ CrossRef ] [ Google Scholar ]
• Rougetet, L. (2016). Machines designed to play Nim games: Teaching supports for mathematics, algorithmics and computer science (1940–1970) . Retrieved from https://hal.archives-ouvertes.fr/hal-01349260/document.
• Ruthsatz J, Detterman D, Griscom WS, Cirullo BA. Becoming an expert in the musical domain: It takes more than just practice. Intelligence. 2008; 36 :330–338. doi: 10.1016/j.intell.2007.08.003. [ CrossRef ] [ Google Scholar ]
• Sala G, Burgoyne AP, Macnamara BN, Hambrick DZ, Campitelli G, Gobet F. Checking the “academic selection” argument: Chess players outperform non-chess players in cognitive skills related to intelligence: A meta-analysis. Intelligence. 2017; 61 :130–139. doi: 10.1016/j.intell.2017.01.013. [ CrossRef ] [ Google Scholar ]
• Sala, G., Foley, P. J., & Gobet, F. (2017). The effect of chess instruction on pupils’ cognitive and academic skills: State of the art and theoretical challenges. Frontiers in Psychology, 8 (238). doi:10.3389/fpsyg.2017.00238. [ PMC free article ] [ PubMed ]
• Sala G, Gobet F. Do the benefits of chess instruction transfer to academic and cognitive skills? A meta-analysis. Educational Research Review. 2016; 18 :46–57. doi: 10.1016/j.edurev.2016.02.002. [ CrossRef ] [ Google Scholar ]
• Sala G, Gobet F. Experts’ memory superiority for domain-specific random material generalizes across fields of expertise: A meta-analysis. Memory & Cognition. 2017; 45 :183–193. doi: 10.3758/s13421-016-0663-2. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Sala G, Gobet F. When the music’s over: Does music skill transfer to children’s and young adolescents’ cognitive and academic skills? A meta-analysis. Educational Research Review. 2017; 20 :55–67. doi: 10.1016/j.edurev.2016.11.005. [ CrossRef ] [ Google Scholar ]
• Sala G, Gobet F. Working memory training in typically developing children: A meta-analysis of the available evidence. Developmental Psychology. 2017 [ PubMed ] [ Google Scholar ]
• Sala, G., & Gobet, F. (in press). Does far transfer exist? Negative evidence from chess, music, and working memory training. Current Directions in Psychological Science . [ PMC free article ] [ PubMed ]
• Sala, G., Gobet, F., Trinchero, R., & Venutra S. (2016, January). Does chess instruction enhance mathematical ability in children? A three-group design to control for placebo effects. Proceedings of the 38th Annual Meeting of the Cognitive Science Society, Philadelphia, PA.
• Thorndike EL, Woodworth RS. The influence of improvement in one mental function upon the efficiency of other functions (I) Psychological Review. 1901; 9 :374–382. [ Google Scholar ]
• Veenman MVJ, Van Hout-Wolters B, Afflerbach P. Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning. 2006; 1 :3–14. doi: 10.1007/s11409-006-6893-0. [ CrossRef ] [ Google Scholar ]

6 Reasons to Learn Chess: How Playing Can Boost Your Brainpower

Chess has been played for centuries, and for good reason. Not only is it fun and challenging, but it also offers numerous benefits for anyone who takes the time to learn and actively play this masterful game. Whether you are a child or an adult, there are multiple benefits when you learn and play chess.    

Learn from Masters 

We believe the key to a great lesson is an awesome teacher. That’s why we are working with the experts at Rookly to have vetted, celebrated, and supportive teachers that guide you through curriculum to ensure your chess lesson is awesome and impactful.    

Improves Cognitive Function 

Playing chess requires a great deal of critical thinking, strategic planning, and problem-solving skills. As a result, regular practice can improve your cognitive function, helping you to become more mentally sharp and alert. In fact, studies have shown that chess players tend to have better memory, attention span, and overall brain function than those who do not play.    

Boosts Creativity

Chess requires a great deal of creativity and imagination. To come up with winning strategies, players must think outside the box and be able to envision different scenarios and outcomes. This type of thinking can translate into other areas of life, helping players to become more creative problem solvers. 

  Patience and Perseverance 

Chess is not a game that can be won quickly or easily. It requires patience and perseverance to see a game through to the end, and even more so to become a skilled player. This type of persistence can be beneficial in all areas of life, teaching players to stick with difficult tasks and see them through to the end.    

Develop Social Skills 

Whether you play chess in person or online, you often learn the most from your opponents. You’re also able to improve a number of your social skills in the process, including communication, sportsmanship, and collaboration. Playing chess can also help build relationships and foster a sense of community among players. 

  A Healthy Form of Entertainment 

Our world is filled with screens and technology, and it can be difficult at times to find healthy forms of entertainment. Chess is a great alternative because it doesn't require a screen. It can also be played nearly anywhere, and at almost any age.     Don’t miss out on the classic game of chess  in Spring 1 on March 29 (registration opens at 5:30pm), Spring 2 on May 10, or Summer 1 on June 21. It’ll provide you with a range of benefits, whether it’s improved mental skills, creativity, or an avenue to meet new people.    

• General Wellness
• Youth Development

Does Chess Instruction Improve Math Ability?

Chess instruction does not appear to improve math problem-solving ability.

Posted June 26, 2017

Research has shown that chess players tend to have higher cognitive abilities . But does this mean that chess instruction improves cognitive abilities?

Mathematical problem-solving ability in particular is of great importance in educational discussions and many have proposed the use of chess instruction to improve the math abilities of students. A broad literature has developed around this topic, and researchers Giovanni Sala and Fernand Gobet reviewed the existing evidence in a meta-analysis published in Educational Research Review . The authors found that although there appeared to be a significant effect for the groups who played chess, the majority of the literature failed to have an active control group. In other words, chess instruction was compared to no alternative activities and thus positive effects might largely be attributed to what is known as a placebo effect . Taken in the context of a broad literature showing the failure of training in one area to transfer to performance in another, Sala and Gobet wanted to conduct their own experimental analyses with appropriate controls.

This is what they did in a new paper just published in Learning & Behavior with a focus on math ability. In the first experiment, 233 third and fourth graders were given 25 hours of chess instruction and tested on mathematical problem-solving tasks. There were three groups compared: those playing chess, those playing checkers (an active control group), and a passive control group. These groups showed no statistically significant differences in math ability on the posttest. In the second study, 52 students participated in the same experimental design, but this time the game of Go was substituted for the game of checkers. Again, these groups showed no statistically significant differences in math ability on the posttest.

The authors conclude: “These results suggest that the effects (if any) of chess instruction, when rigorously tested, are modest and that such interventions should not replace the traditional curriculum in mathematics.”

Sala, G., & Gobet, F. (2017). Does chess instruction improve mathematical problem-solving ability? Two experimental studies with an active control group . Learning & Behavior .

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.

Jonathan Wai, Ph.D. , is Assistant Professor of Education Policy and Psychology and the 21st Century Endowed Chair in Education Policy at the University of Arkansas.

• Find a Therapist
• Find a Treatment Center
• Find a Psychiatrist
• Find a Support Group
• Find Online Therapy
• United States
• Brooklyn, NY
• Chicago, IL
• Houston, TX
• Los Angeles, CA
• New York, NY
• Portland, OR
• San Diego, CA
• San Francisco, CA
• Seattle, WA
• Washington, DC
• Asperger's
• Bipolar Disorder
• Chronic Pain
• Eating Disorders
• Passive Aggression
• Personality
• Goal Setting
• Positive Psychology
• Stopping Smoking
• Low Sexual Desire
• Relationships
• Child Development
• Self Tests NEW
• Therapy Center
• Diagnosis Dictionary
• Types of Therapy

Sticking up for yourself is no easy task. But there are concrete skills you can use to hone your assertiveness and advocate for yourself.

• Emotional Intelligence
• Gaslighting
• Affective Forecasting
• Neuroscience

Get the Reddit app

A subreddit for all questions related to programming in any language.

do games like chess help in increasing logical reasoning?

"Discover The Solution On How To Improve Your Game Faster" (Even If You're Just Starting Out And You Don't Know Where To Find The Answer!)

Also Get Your FREE “Chess Fundamentals Cheat Sheets” to help you SPEED UP Your Learning and more!

How Playing Chess Helps Your Creativity

Here are some ways that chess offers a person the opportunity to be more creative and incorporate that attribute into their life.

Choosing your strategy is creative

Alternatively, you can face a brand new opponent. You're unfamiliar with their style, and it takes some time to learn it. Maybe this is the only time you're going to play with this person, but you still have to use your skills and creativity. What does that mean? It means you need to assess (based on your opponent's moves) how to best defeat them, which is a creative process.

Game strategies involve creative problem-solving

Chess is a creative game that prompts a person to think critically so they can defeat their opponent.

Creative problem-solving is a life skill

When conflicts arise drawn upon your chess skills.

Critical thinking can help people manage conflict with others. You need to think when you're playing a game of chess critically.

Accept that you're upset about your queen being taken and move forward.

Talking about problem-solving in therapy

Gary flores, keep reading, ultimate guide: knowing what chess books to read in order, must read chess books for every type of player should read, how to read and study chess books: 7 essential techniques you need to know, josé raúl capablanca chess fundamentals book, fundamentals of chess by the world chess champion, chess can help you sharpen your mind, learn chess guides, chess online guides.

Mastering Chess Puzzles: The Comprehensive Guide to Effective Problem Solving

• GM Noël Studer
• Middlegame , Train like a Grandmaster

I often get emails from blog readers who seemingly solve most Chess puzzles correctly but can’t find the right moves during the game.

What is their problem?

Mostly their definition of ‘correct solution’ differs widely from mine.

They either solve Chess puzzles in a way they can’t during a game (try & error), or they are happy finding the first right move and don’t go deeper.

In this article, you will learn why these approaches are so hurtful for your chess progress & how a correct Chess puzzle solution should look.

In the Spotlight: A Chess Puzzle for You

To make a point, let’s look at the following position. If you want to test yourself, take some time to solve the position. Read on once you come up with an answer. (White to move)

The correct answer is 1.Rxf6 Rxf6 2.Rf1 Raf8 3.Qg5 Kg7 4.Nh5+

Other sub-variations work, such as playing 2.Qg5 then 3.Rf1 or playing 4.Bxf6+ first before playing 5.Nh5+.

The key is to finish the calculation once the piece is regained by force.

Any solution not written down until the end is not correct. This might seem nitpicking, but it is actually extremely important.

During a game, you don’t have the benefit of knowing there is a win. You have to calculate clearly and can’t just play the move that looks most tempting. It might very well be that a tempting move loses because of a trick at the end of the line.

To prepare for the in-game moment, we need to calculate correctly and, until the end, also in training.

So if you just thought, “Ah, 1.Rxf6 Rxf6 2.Rf1 wins”, you have some work to do.

Your intuition is right, but sooner than later, there will be an in-game position where your intuition leads you on the wrong path. This is where your crystal clear calculation should come in and save your ass.

Now let’s look at the two most common ways to do it wrong, and you’ll learn how to do it better next time.

Falling into the Trap: The Try & Error Method

This is a phenomenon mostly happening when studying with online tactics trainers. You see a tempting move and execute it. If it is correct, you will do the same on the second move. If it is wrong, you have another shot at the same puzzle and go with the next most likely move.

Eventually, you will “solve” (I’d rather say guess) the puzzle. You might try Bxf6, Rxf6, or Qg5 in any order in the example above. Even if you get 1.Rxf6 right from the get-go, you shouldn’t really be proud. You probably didn’t see until the end of the line, so you didn’t improve any skills that help you in real games.

This is also the reason why I’m not a big fan of speed puzzle solving like Puzzle Rush or Puzzle Racer . The limited time forces you into a try & error mindset, which will be useless during a real game.

The only real solution here is:

Never solve by the try & error method.

It is a horrible habit that increases your confidence (“I got it right”) but worsens your chess. This inevitably leads to way too high expectations and, thus, to disappointment and frustration.

Just remember Try & Error —> Frustration, and you should be able to withstand the temptation.

A Common Mistake: Shallow Thinking and Its Consequences

Shallow thinking is the next biggest issue and is a close friend of the try & error method. Both stem from the same human tendency to be lazy.

It is hard to calculate a line until the end, but sometimes glaringly obvious which first move one should play. So you think, “I’ll just play this move and think from the next position.”

The problem here is a practical one again. Sometimes, the obvious moves are wrong!

When solving tactical exercises, you know there is something good in the position. If there is only one forceful-looking move, you might be tempted to go with it without thinking.

But during the game, this isn’t true at all. There are positions where a move looks good but loses instantly.

That’s why it is important that you only execute a move during training when you finish your full calculation process. This habit will eventually save you a lot of points during your games.

Wisdom from Artur Jussupow

Artur Jussupow, the former World #3 and my Coach in my teenage years, had some great advice when I used the shallow thinking method in training.

A common conversation would go like that:

Artur: “Solve this position, White to move, you get 5 Minutes

Noël (after 30 seconds): “I believe f5 looks good.”

Artur: “You can believe in the church; in chess, we calculate and know.”

He would then not say anything until I came up with the full line I calculated until the very end.

Since then, whenever I thought, “This move looks good,” I was reminded of Artur telling me to finish my calculation before making assumptions.

The Road to Success: How to Solve Chess Puzzles Correctly

Now that you know what to avoid solving a puzzle correctly is pretty straightforward. Open up your puzzle book or go to your favorite Online Chess Tactics Trainer.

Now follow these three simple steps:

1) Carefully examine the position before jumping into one move that looks or feels right (sometimes my students miss that they are material up or down because they immediately try to spot the right move).

2) Come up with a List of Candidate moves. The simplest way to get the most forcing ones it to look for:

in this sequence.

3) Calculate one move at a time. Start with the most forceful one ( if there is a checkmate , you don’t need to calculate other moves!) and finish only with a clear evaluation. If you win by force, shortly make sure you didn’t miss anything, then write down the solution and compare it with the puzzle solution.

If the evaluation isn’t good (enough), continue with the next most forceful move. If none of the initial candidate moves ends in a good (enough) evaluation, you either need to find more candidate moves or decide on the line with the least bad evaluation.

You are now curating a habit that will help you during your exercises but even more in-game. The right, non-rushed thought process helped me and my students save dozens of points. It will do the same for you.

I firmly believe that

anyone can improve their chess through the right mindset and training techniques.

I’m here to guide you on your journey to chess mastery.

Read more about Noël

Related articles:

Stay Up to Date

by signing up to my e-mail newsletter

Enter your email address below to sign up for receiving all my new insights, articles, books & courses

– a very short mail, without fluff or Spam

Thousands of readers and students

have already boosted their ratings and derive greater enjoyment from the game

you will receive an update on all my new articles, books & courses A very short mail, without fluff or Spam Just a little reminder to keep improving your chess.

How to solve chess problems

It is the program of choice for anyone who loves the game and wants to know more about it. Start your personal success story with ChessBase and enjoy the game even more.

ONLINE SHOP

Master class vol.17 - boris spassky.

In this video course, experts including Dorian Rogozenco, Mihail Marin, Karsten Müller and Oliver Reeh, examine the games of Boris Spassky. Let them show you which openings Spassky chose to play, where his strength in middlegames were and much more.

€34.90

User   Password  

Not registered yet? Register

Fritz 19 & Opening Encyclopaedia 2024

The best combination for opening training: The big ChessBase opening encyclopaedia with thousands of opening articles plus Fritz19 at a special price!

€199.90

Master Class Tactics - Train your combination skills! Vol.3

In almost every chess game there comes a moment when you just can’t go on without tactics. You must strike to not giving away the advantage you have worked for the whole game.

€32.90

Middlegame Secrets Vol.5 - The Inner Strength of Kings

In this video course, kings will play a role of strong and active pieces. We will explore how Kings can be helpful in defence and prophylaxis, or even in attack!

Unlock the Power of the Triceratops System

The Triceratops system is an ancient and dependable strategy, requiring White to prepare for only three potential reactions from Black—significantly less work compared to preparing for the Grünfeld and King's Indian defences.

Master the Modern: the breathtaking Beefeater Variation

Unlock the excitement of the Beefeater Variation (1.d4 g6 2.c4 Bg7 3.Nc3 c5 4.d5 Bxc3 5.bxc3 f5?!) in this 60-minute video course! Dive into an aggressive and daring strategy where Black gives up the dark-squared bishop early.

ChessBase Magazine 220

2024 Candidates Tournament with analyses by Gukesh, Pragg, Vidit, Firouzja and Giri. Kasimdzhanov, Engel and Marin show opening trends from Toronto in the video. 10 repertoire articles from English to Queen's Indian and much more!

€21.90

Middlegame Secret Vol.4 - The Secret Lives of Knights

Knights add irrational content to any position. However, in this video tutorial you will learn how to tame them.

Pop-up for detailed settings

We use cookies and comparable technologies to provide certain functions, to improve the user experience and to offer interest-oriented content. Depending on their intended use, cookies may be used in addition to technically required cookies, analysis cookies and marketing cookies. You can decide which cookies to use by selecting the appropriate options below. Please note that your selection may affect the functionality of the service. Further information can be found in our privacy policy .

• Leaderboard

ChessPuzzle.net: Improve your chess by solving chess puzzles

"chess is 99% tactics" - richard teichmann.

Tactics are the most important aspect of the game for chess players of all levels, from beginner to grandmaster.

On ChessPuzzle.net you can learn, train, and improve your tactical skills based on positions that happened in real tournament games.

2nd July 2024: ChessPuzzle.net Version 3 Endgames

Chesspuzzle.net version 3 continues with improved endgame puzzles, and for the first time endgame studies.

Read the blog post

Daily Puzzle

Solve today's daily puzzle

More daily puzzles

Add the daily puzzle to your own website

Select from six modes of play:

Master Chess Tactics with Puzzle Academy

• Your personalized learning solution
• Systematically learn key tactical motifs and master them through personalized workout sessions.
• Tracks your progress and adapts to your strengths and weaknesses
• Progress through an adaptable skill tree with 8 courses and over 200,000 puzzles
• Experience a comprehensive curriculum, from fundamentals to advanced tactics and endgames
• Master complex and beautiful combinations with multiple tactical motifs
• Learn spectacular checkmate combinations by combining tactical motifs and checkmate patterns

Get ready for real games with Puzzle Inception

• Train your tactical alertness and positional evaluation
• Learn when to look for tactics in real game situations
• Evaluate positions without knowing if there's a tactic
• Improve your in-game decision-making skills

Customize Your Training with Puzzle Filter

• Select the difficulty
• Master specific motifs like knight forks
• Practice checkmate patterns, such as smothered mate
• Explore tactics from your favorite openings
• Unlock countless possibilities for personalized training

Boost your concentration with Puzzle Climb

• Test your tactical abilities
• Sharpen your focus
• Master challenging puzzles
• Climb the leaderboard

Puzzle Practice

• Sharpen your vision and calculation abilities
• Receive a rating to monitor your progress
• Puzzles tailored to your skill level
• Enjoy beautiful chess puzzles

Checkmate Armageddon

• Practice checkmate patterns
• Fast-paced gameplay: High stakes action with every move
• Beginners and experts alike can enjoy this adrenaline-pumping game mode
• Unleash your inner chess hero and save the world from Armageddon

Version 3 Checkmate Puzzles

ChessPuzzle.net Version 3 is here, starting with the most popular puzzles - Checkmates!

  0

Warning: Your browser is out of date and unsupported. Please update your browser.

Next Chess Move

Drag pieces to configure the board and press Calculate next move . I'll tell you what the computer player does. Problems, suggestions? Leave feedback or visit the forums!