On the Impact of Information Technologies on Society: an Historical Perspective through the Game of Chess

The game of chess as always been viewed as an iconic representation of intellectual prowess. Since the very beginning of computer science, the challenge of being able to program a computer capable of playing chess and beating humans has been alive and used both as a mark to measure hardware/software progresses and as an ongoing programming challenge leading to numerous discoveries. In the early days of computer science it was a topic for specialists. But as computers were democratized, and the strength of chess engines began to increase, chess players started to appropriate to themselves these new tools. We show how these interactions between the world of chess and information technologies have been herald of broader social impacts of information technologies. The game of chess, and more broadly the world of chess (chess players, literature, computer softwares and websites dedicated to chess, etc.), turns out to be a surprisingly and particularly sharp indicator of the changes induced in our everyday life by the information technologies. Moreover, in the same way that chess is a modelization of war that captures the raw features of strategic thinking, chess world can be seen as small society making the study of the information technologies impact easier to analyze and to grasp

Personality profiles of young chess players

Although the game of chess has often featured in psychological research, we know very little about people who play chess, especially about children who take up chess as a hobby. This study presents the personality profiles as measured with the Big Five model (BFQ-C; Barbaranelli et al., 2003) of 219 young children who play chess and 50 of their peers who do not. Children who score higher on Intellect/openness and Energy/extraversion are more likely to play chess while children who score higher on Agreeableness are less likely to be attracted to chess. Boys with higher scores on Agreeableness are less likely to take up chess than boys with lower scores. Considering that girls score higher on Agreeableness, this factor may provide one of the possible reasons why more boys are interested in chess. Although none of the Big Five factors were associated with self-reported skill level, a sub-sample of 25 elite players had significantly higher scores on Intellect/openness than their weaker chess playing peers

Does chess need intelligence? – A study with young chess players

Although it is widely acknowledged that chess is the best example of an intellectual activity among games, evidence showing the association between any kind of intellectual ability and chess skill has been remarkably sparse. One of the reasons is that most of the studies investigated only one factor (e.g., intelligence), neglecting other factors relevant for the acquisition of chess skill (e.g., amount of practice, years of experience). The present study investigated the chess skill of 57 young chess players using measures of intelligence (WISC III), practice, and experience. Although practice had the most influence on chess skill, intelligence explained some variance even after the inclusion of practice. When an elite subsample of 23 children was tested, it turned out that intelligence was not a significant factor in chess skill, and that, if anything, it tended to correlate negatively with chess skill. This unexpected result is explained by a negative correlation between intelligence and practice in the elite subsample. The study demonstrates the dangers of focusing on a single factor in complex real-world situations where a number of closely interconnected factors operate

Visuo-spatial abilities in chess players

The extent to which the acquisition of expertise in knowledge-rich domains, such as chess, can be influenced by general individual characteristics, such as intelligence, has remained unclear. Some previous studies with children have documented significant correlations between chess skill and performance on some psychometric tests, such as performance IQ (Frydman & Lynn, 1992). However, we found no evidence for a correlation between chess skill and visual memory ability in a group of adult chess players (n=36, age = 28.4). This finding, together with other data in the literature, suggests that there is surprisingly little evidence that chess skill and visuo-spatial ability are associated in adults. Thus, visual memory ability, and perhaps visuo-spatial intelligence, may be relatively unimportant factors in the long-term acquisition of chess skill

Chess endgame update

This is a review of progress in the Chess Endgame field. It includes news of the promulgation of Endgame Tables, their use, non-use and potential runtime creation. It includes news of data-mining achievements related to 7-man chess and to the field of Chess Studies. It includes news of an algorithm to create Endgame Tables for variants of the normal game of chess

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

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

Position criticality in chess endgames

Some 50,000 Win Studies in Chess challenge White to find an effectively unique route to a win. Judging the impact of less than absolute uniqueness requires both technical analysis and artistic judgment. Here, for the first time, an algorithm is defined to help analyse uniqueness in endgame positions objectively. The key idea is to examine how critical certain positions are to White in achieving the win. The algorithm uses sub-n-man endgame tables (EGTs) for both Chess and relevant, adjacent variants of Chess. It challenges authors of EGT generators to generalise them to create EGTs for these chess variants. It has already proved efficient and effective in an implementation for Starchess, itself a variant of chess. The approach also addresses a number of similar questions arising in endgame theory, games and compositions

6-man chess solved

Eugene Nalimov has completed the computation of a set of endgame tables for 6-man chess, and independently, Marc Bourzutschky has completed tables for 3-3 chess and for 4-2 chess where Black is not just ‘KP’. The ICGA salutes both achievements and looks ahead