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Search Results: 1 - 10 of 190 matches for " Chess Players "
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Frontal Lobe Function in Chess Players
Majid Nejati,Vahid Nejati
Acta Medica Iranica , 2012,
Abstract: Chess is considered as a cognitive game because of severe engagement of the mental resources during playing. The purpose of this study is evaluation of frontal lobe function of chess players with matched non-players. Wisconsin Card Sorting Test (WCST) data showed no difference between the player and non-player groups in preservation error and completed categories but surprisingly showed significantly lower grade of the player group in correct response. Our data reveal that chess players dont have any preference in any stage of Stroop test. Chess players dont have any preference in selective attention, inhibition and executive cognitive function. Chess players' have lower shifting abilities than non-players.
Comparative Study of Learning Style, Resiliency and Problem Solving Skills in Iranian Chess Players  [PDF]
Abbas Sadeghi, Seyed Hamed Mousavian
Advances in Physical Education (APE) , 2018, DOI: 10.4236/ape.2018.81007
Abstract: The main objective?of?this?study was to compare learning styles, resiliency and problem solving skills in Iranian chess players. The approach?of?this?study was a description of cohesion kind. The statistical population included all active chess players with an international rating under chess federation supervision of Islamic Republic of Iran. The sample was based on Morgan table, and the sampling was done by simple method and the number of 306 players was?chosen who answered the learning style questionnaire of Clop in2005,Kaner& Davidson’s Resiliency in 2003, and Kasidi& Long’s problem solving?guideline in 1996. The data obtained by Chi-square Test, Kolmogorov-Smirnov Test (KS test), Kruskal-Wallis Test & Spearman correlation Test analyzed by SPSS21. The findings showed that there wasn’t a significant relationship between learning styles with the amount of resiliency and chess players’ problem solving skills. Also there was a positive and powerful relation between the amount of resiliency and chess players solving problem skills. It seems that chess players learning style doesn’t have any effect on the ability of problem-solving skill. In other word,?having learning style and different thinking?isn’t an advantage
Chess Cryptosystem
Alexandru Miron Gatej
Journal of Mobile, Embedded and Distributed Systems , 2010,
Abstract: In this paper we discuss about a cryptosystem based on chess automata. First we introduce the general notions about the chess games. After that we describe the chess automata that is the main tool for building the key. Finally we describe the operation for encryption process and decryption process, an with that we can present the algorithm.
Efficacy of Priming: Evidence from Expert Performance  [PDF]
Igor Bitensky, Yaniv Mama, Daniel Algom
Psychology (PSYCH) , 2014, DOI: 10.4236/psych.2014.517195
Abstract: The vast majority of studies performed on the priming of attitudes, dispositions, and behavior engaged non-selective group of students as participants. This study engaged highly skilled experts as well as student cohorts. In a series of 3 experiments, professional chess players as well as non-selected groups of students were primed for risk-taking behavior. The priming manipulations included words (Experiments 1-2) and pictures (Experiment 3). The results showed that priming was roughly effective to the same extent with experts and non-experts. We conclude that experts are not immune of the influence of priming—their high motivation and domain-specific performance notwithstanding.
Beden Egitimi ve Spor Bilimleri Dergisi , 2012,
Abstract: In this study it was aimed to analyze the creativity and decision making abilities of chess sportsmen according to gender, department and NPD (National Power Degree) score. For this reason, 107 university chess sportsmen of whom are 81 male 26 female have participated to research and The Creativity Scale (Kirton, 1976) and Melbourne Decision Making scale I- II (Man and Ark, 1998) have been used in this study. The creativity abilities of chess sportsmen have been analyzed via ANOVA test for department, and T Test for gender and NPD score. The decision making abilities have been tested via single optioned MANOVA analysis for the three variables. At the end of this study a meaningful discrepancy couldn’t be found for the variables gender (t(105)=1.013, P>0.05), NPD score t(105)=1.060, P>0.05) and department (f(1,235)=0,501, P>0.05) for creativity abilities of students. However, while it has been reached to meaningful results for the purpose of gender they are attentive, prudent and sub-dimension of panic (Wilks Lambda λ=.887; F (4,102)=3.253;P≤0.05), and for the purpose of department they are prudent (F (2,104)=3.235; P≤0.05), meaningful results could not be ascertained for NPD score (Wilks Lambda λ=.987;F (4,102)=0.329; P>0.05). As a result it can be said that the creativity abilities of chess sportsmen do not change according to gender, department and NPD score. In terms of decision making, it can be claimed that while males are more attentive, females are quick for solution, and the students from social and human sciences hold over their decisions than the students of technical sciences, and the experience is not an effective tool In terms of decision making.
The affect of computer and internet supported chess instruction on university students
Ramiz Arabac?
International Journal of Human Sciences , 2009,
Abstract: The purpose of this study was to teach subjects of "The King and Rook Checkmate" and "Two Bishops Checkmate" in chess with a computer program on a web page and compare the computer - internet supported instruction method with traditional instruction method. For this reason, an experimental group (n=33, mean age=22.1 years) and a control group (n=35, mean age=22.6 years) were set up from participants of non-major Elective Chess course (VIII) taught in Uludag University, Faculty of Education, Department of Physical Education and Sports. As subjects of application, the fundamental chess topics of "The King and Rook Checkmate" and "Two Bishops Checkmate" were selected. After chess instruction of 2 hours every 5 weeks, the topics of "The King and Rook Checkmate" and "Two Bishops Checkmate" were taught to both groups in 6th and 7th weeks respectively. While traditional instruction methods were applied to control group, internet and computer supported education was given to experimental group. After the lessons, the students of both groups were asked to make "The King and Rook Checkmate" and "Two Bishops Checkmate". The analysis of the obtained data were made on SPSS 12 statistic program and evaluated with Chi - Square test. Significance level was accepted as p<0.05. 72.7% of the students in the experimental group and 54.3% of the students in control group learned the "The King and Rook Checkmate" topic. 69.7% of the students in the experimental group and 62.9% of the students in control group learned the "Two Bishops Checkmate" topic. As a result, can say that computer and internet supported chess instruction is more effective and efficient compared to traditional methods. Investigation on the effect of computer and internet supported instruction method on other subjects in chess was purposed.
Paired, Total, and Connected Domination on the Queen’s Graph Revisited  [PDF]
Paul A. Burchett
Open Journal of Discrete Mathematics (OJDM) , 2016, DOI: 10.4236/ojdm.2016.61001
Abstract: The question associated with total domination on the queen’s graph has a long and rich history, first having been posed by Ahrens in 1910 [1]. The question is this: What is the minimum number of queens needed so that every square of an n × n board is attacked? Beginning in 2005 with Amirabadi, Burchett, and Hedetniemi [2] [3], work on this problem, and two other related problems, has seen progress. Bounds have been given for the values of all three domination parameters on the queen’s graph. In this paper, formations of queens are given that provide new bounds for the values of total, paired, and connected domination on the queen’s graph, denoted \"\", \"\", and \"\" respectively. For any n × n board size, the new bound of \"\" is arrived at, along with the separate bounds of \"\" , for \"\" with \"\" , and \"\" , for \"\" with \"\".
An alternative efficient chessboard representation based on 4-bit piece coding
Vu?kovi? Vladan
Yugoslav Journal of Operations Research , 2012, DOI: 10.2298/yjor081028011v
Abstract: This paper describes theoretical and practical aspects of an alternative efficient chessboard representation based on 4-bit piece coding technique. There are two main approaches used by the majority of computer chess programs: arrays and bitboards. However, after the years of researching and experimenting in chess engine Axon and its parallel version Achilles, we would like to introduce an alternative chessboard representation C. C. R. (Compact Chessboard Representation) based on a new coding technique that performs very well both on 32-bit and 64-bit hardware platforms.
J.E. Holloway
Scientia Militaria : South African Journal of Military Studies , 2012, DOI: 10.5787/14-1-528
Abstract: A parallel is drawn between the game of chess and the 'game' of war and the use of credit cards in the civilian world and that of credits obtained or lost in the world of the soldier. Certain similarities are pointed out as well as a number of differences. Suggestions are put forth to improve the players' game and whereas (as the author points out) his suggestions are rather unlikely as far as the 'game' of war and soldiering are concerned, it is nevertheless unbelievably realistic and so gripping that you find yourself wondering: is it really so far-fetched an idea?
Team Players and Team Managers: Special Educators Working with Paraeducators to Support Inclusive Classrooms  [PDF]
Betty Y. Ashbaker, Jill Morgan
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.33051
Abstract: This paper summarizes recommendations from a selection of international research literature urging teachers to take the initiative in their own classrooms to invite paraeducators to participate fully as team players in collaborative work. In US classrooms paraeducators (teacher aides/teacher assistants) have long been making valuable contributions in providing education services to students with a variety of needs. The literature documents change in their roles. Legislation has influenced their required qualifications—although legislation still refers to them as paraprofessionals. While some researchers have cast doubt on whether paraeducators are truly effective in their assigned roles, others have warned that the education system is over-reliant on them. In response to this changing perspective, teacher educators must revise programs to better prepare teacher candidates to effectively team with paraeducators. Personnel developers and school administrators must provide inservice training for a generation of teachers who have received little if any training in this area.
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