Abstract—Chess is an excellent tool for mentoring children.
The present study analyzes the impact of the frequency of chess
training on increases in the IQ of children. The frequency of
chess training refers to the time the chess coach spends with the
child and hence translates into a mentoring component. In the
chess training program, the child is mentored as the chess coach
works closely with the child. Two chess training programs are
compared in the study—chess in schools (once a week) and chess
in academy (biweekly). The chess-in-academy program had a
higher level of mentoring than the chess in schools program. IQs
of 61 children studying in chess academy were compared with
IQs of 25 children studying chess in school. Pre- and
post-chess-training IQs were assessed using Binet–Kamat Test
of Intelligence. Statistical analyses were carried out. Significant
IQ gains were observed in both programs, resulting in a 9-point
average IQ increase in the biweekly program compared to a
marginal 4-point average IQ gain in chess in the schools
program. This higher impact on IQ could be attributed to the
strong mentoring relationship in the biweekly program.
Index Terms—Chess training, cognitive functions, IQ,
mentoring.
Ebenezer Joseph is with the Department of Science and Technology,
Government of India, India (e-mail: emmanuelchess@gmail.com).
Veena Easvaradoss is with the Department of Psychology, Women‘s
Christian College, Chennai, India (e-mail: veenadoss@gmail.com).
Suneera Abraham and Melissa A. Chan are with Emmanuel Chess Centre,
India (e-mail: suneera@msn.com, melissaaubriechan@gmail.com).
Cite: Ebenezer Joseph, Veena Easvaradoss, Suneera Abraham, and Melissa A. Chan, "Mentoring Children through Chess Training Enhances Cognitive Functions," International Journal of Information and Education Technology vol. 7, no. 9, pp. 669-672, 2017.