Do the benefits of chess instruction transfer to academic and cognitive skills? A meta-analysis
By Giovanni Sala, Fernand R. Gobet. 2016
147 citations recorded by the source corpus.
Abstract In recent years, pupils' poor achievement in mathematics has been a concern in many Western countries. Chess instruction has been proposed as one way to remedy this state of affairs, as well as improving other academic topics such as reading and general cognitive abilities such as intelligence. The aim of this paper is to quantitatively evaluate the available empirical evidence that skills acquired during chess instruction in schools positively transfer to mathematics, reading and general cognitive skills. The selection criteria were satisfied by 24 studies (40 effect sizes), with 2788 young people in the chess condition and 2433 in the control groups. The results show (a) a moderate overall effect size (g = 0.338); (b) a tendency for a stronger effect on mathematical (g = 0.382) than reading skill (g = 0.248), and (c) a significant and positive effect of duration of treatment (Q(1) = 3.89, b = 0.0038, p
Subfields: Developmental and Educational Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/4170854b9cca54f19950a98ac689874050ba509c
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In Developmental and Educational Psychology
In Social Psychology
Citations in the corpus
- When the music's over. Does music skill transfer to children's and young adolescents' cognitive and academic skills? A meta-analysis (2017, background): “In line with previous research (Donovan et al., 1999; Sala & Gobet, 2016), far-transfer from music to other cognitive or academic abilities seems to be small or null.”
- Near and Far Transfer in Cognitive Training: A Second-Order Meta-Analysis (2019, methodology): “To the best of our knowledge, the only meta-analysis of the effects of chess-based interventions on far transfer measures was Sala and Gobet (2016).”