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