Yakushina Anastasia, Chichinina Elena, Dolgikh Aleksandra
Federal Scientific Center of Psychological and Multidisciplinary Research (FSC PMR), Moscow, Russia.
Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia.
Front Psychol. 2025 Jul 21;16:1564963. doi: 10.3389/fpsyg.2025.1564963. eCollection 2025.
The aim of this study was to compare executive function skills in preschool children who were engaged in chess classes with those who were not. The participants were 88 typically developing 5-6-year-old children. There were two groups with 30 boys and 14 girls in each group: a group of chess players and a group of non-chess players. The results indicated that children who participated in chess classes exhibited significantly higher visuospatial working memory scores compared to their non-chess playing counterparts (U = 731, = 0.05). Moreover, the analysis revealed no significant differences in the characteristics of extracurricular activities undertaken by the two groups. Consequently, the enhanced visuospatial working memory levels observed in the chess-playing group may be due to their participation in chess classes. Taken together, these findings suggest that chess classes may represent a viable method for enhancing visuospatial working memory in preschool-aged children.
本研究的目的是比较参加国际象棋课程的学龄前儿童与未参加者的执行功能技能。参与者为88名发育正常的5至6岁儿童。分为两组，每组有30名男孩和14名女孩：一组是国际象棋棋手，另一组是非棋手。结果表明，与未参加国际象棋课程的儿童相比，参加国际象棋课程的儿童在视觉空间工作记忆得分上显著更高（U = 731， = 0.05）。此外，分析显示两组儿童所从事的课外活动特点没有显著差异。因此，在棋手组中观察到的视觉空间工作记忆水平提高可能归因于他们参加了国际象棋课程。综上所述，这些发现表明国际象棋课程可能是提高学龄前儿童视觉空间工作记忆的一种可行方法。
