Participation Rates and Maximal Performance: A Log-Linear Explanation for Group Differences, Such as Russian and Male Dominance in Chess

The effect of chess on cognition: a graph theory study on cognitive data

Objectives

We aimed to advance our understanding of the effect of chess on cognition by expanding previous univariate studies with the use of graph theory on cognitive data. Specifically, we investigated the cognitive connectome of adult chess players.

Method

We included 19 chess players and 19 controls with ages between 39 and 69 years. Univariate analysis and graph theory included 27 cognitive measures representing multiple cognitive domains and subdomains. Graph analysis included global and nodal measures of integration, segregation, and centrality. We also performed an analysis of community structures to gain an additional understanding of the cognitive architecture of chess players.

Results

The analysis of global graph measures showed that chess players had a higher local efficiency than controls at the cost of a lower global efficiency, which did not permeate segregation aspects of their connectome. The nodal graph measures showed that executive/attention/processing speed and visuoconstructive nodes had a central role in the connectome of chess players. The analysis of communities showed that chess players had a slightly reorganized cognitive architecture into three modules. These graph theory findings were in the context of better cognitive performance in chess players than controls in visuospatial abilities.

Conclusion

We conclude that the cognitive architecture of chess players is slightly reorganized into functionally and anatomically coherent modules reflecting a distinction between visual, verbal, and executive/attention/processing speed-related functions, perhaps reminiscent of right hemisphere and left hemisphere subnetworks orchestrated by the frontal lobe and its white matter connections.

Female Chess Players Outperform Expectations When Playing Men

Stereotype threat has been offered as a potential explanation of differential performance between men and women in some cognitive domains. Questions remain about the reliability and generality of the phenomenon. Previous studies have found that stereotype threat is activated in female chess players when they are matched against male players. I used data from over 5.5 million games of international tournament chess and found no evidence of a stereotype-threat effect. In fact, female players outperform expectations when playing men. Further analysis showed no influence of degree of challenge, player age, nor prevalence of female role models in national chess leagues on differences in performance when women play men versus when they play women. Though this analysis contradicts one specific mechanism of influence of gender stereotypes, the persistent differences between male and female players suggest that systematic factors do exist and remain to be uncovered.

Gender differences in SCRABBLE performance and associated engagement in purposeful practice activities

In two studies, the SCRABBLE skill of male and female participants at the National SCRABBLE Championship was analyzed and revealed superior performance for males. By collecting increasingly detailed information about the participants' engagement in practice-related activities, we found that over half of the variance in SCRABBLE performance was accounted for by measures of starting ages and the amount of different types of practice activities. Males and females did not differ significantly in the benefits to their performance derived from engagement in SCRABBLE-specific practice alone (purposeful practice). However, gender differences in performance were fully mediated by lower engagement in purposeful practice by females and by their rated preference for playing games of SCRABBLE-an activity where more extended engagement is not associated with increased SCRABBLE performance. General implications from our account of gender differences in skill acquisition are discussed, and future research is proposed for how the duration of engagement in effective deliberate practice can be experimentally manipulated.

What Has the Study of Digital Games Contributed to the Science of Expert Behavior?

I review the historical context for modeling skilled performance in games. Using Newell's (1990) concept of time bands for explaining cognitive behavior, I categorize the current papers in terms of time scales, type of data, and analysis methodologies. I discuss strengths and weaknesses of these approaches for describing skill acquisition and why the study of digital games can address the challenges of replication and generalizability. Cognitive science needs to pay closer attention to population representativeness to enhance generalizability of findings, and to the social band of explanation, in order to explain why so few individuals reach expert levels of performance.

Sex Differences in Intellectual Performance

Only 1% of the world's chess grandmasters are women. This underrepresentation is unlikely to be caused by discrimination, because chess ratings objectively reflect competitive results. Using data on the ratings of more than 250,000 tournament players over 13 years, we investigated several potential explanations for the male domination of elite chess. We found that (a) the ratings of men are higher on average than those of women, but no more variable; (b) matched boys and girls improve and drop out at equal rates, but boys begin chess competition in greater numbers and at higher performance levels than girls; and (c) in locales where at least 50% of the new young players are girls, their initial ratings are not lower than those of boys. We conclude that the greater number of men at the highest levels in chess can be explained by the greater number of boys who enter chess at the lowest levels.

Toward a science of exceptional achievement: attaining superior performance through deliberate practice

Exceptional performance is frequently attributed to genetic differences in talent. Since Sir Francis Galton's book, Hereditary Genius, many scientists have cited heritable factors that set limits of performance and only allow some individuals to attain exceptional levels. However, thus far these accounts have not explicated the causal processes involved in the activation and expression of unique genes in DNA that lead to the emergence of distinctive physiological attributes and cognitive capacities (innate talent). This article argues on the basis of our current knowledge that it is possible to account for the development of elite performance among healthy children without recourse to innate talent (genetic endowment)--excepting the innate determinants of body size. Our account is based on the expert-performance approach and proposes that the distinctive characteristics of exceptional performers are the result of adaptations to extended and intense practice activities that selectively activate dormant genes that are contained within all healthy individuals' DNA. Furthermore, the theoretical framework of expert performance explains the apparent emergence of early talent by identifying factors that influence starting ages for training and the accumulated engagement in sustained extended deliberate practice, such as motivation, parental support, and access to the best training environments and teachers. In sum, our empirical investigations and extensive reviews show that the development of expert performance will be primarily constrained by individuals' engagement in deliberate practice and the quality of the available training resources.

Why are (the best) women so good at chess? Participation rates and gender differences in intellectual domains

A popular explanation for the small number of women at the top level of intellectually demanding activities from chess to science appeals to biological differences in the intellectual abilities of men and women. An alternative explanation is that the extreme values in a large sample are likely to be greater than those in a small one. Although the performance of the 100 best German male chess players is better than that of the 100 best German women, we show that 96 per cent of the observed difference would be expected given the much greater number of men who play chess. There is little left for biological or cultural explanations to account for. In science, where there are many more male than female participants, this statistical sampling explanation, rather than differences in intellectual ability, may also be the main reason why women are under-represented at the top end.

Deliberate practice predicts performance over time in adolescent chess players and drop-outs: a linear mixed models analysis

In this study, the longitudinal relation between deliberate practice and performance in chess was examined using a linear mixed models analysis. The practice activities and performance ratings of young elite chess players, who were either in, or had dropped out of the Dutch national chess training, were analysed since they had started playing chess seriously. The results revealed that deliberate practice (i.e. serious chess study alone and serious chess play) strongly contributed to chess performance. The influence of deliberate practice was not only observable in current performance, but also over chess players' careers. Moreover, although the drop-outs' chess ratings developed more slowly over time, both the persistent and drop-out chess players benefited to the same extent from investments in deliberate practice. Finally, the effect of gender on chess performance proved to be much smaller than the effect of deliberate practice. This study provides longitudinal support for the monotonic benefits assumption of deliberate practice, by showing that over chess players' careers, deliberate practice has a significant effect on performance, and to the same extent for chess players of different ultimate performance levels. The results of this study are not in line with critique raised against the deliberate practice theory that the factors deliberate practice and talent could be confounded.

In search of the loci for sex differences in throwing: the effects of physical size and differential recruitment rates on high levels of dart performance

Contemporary accounts of sex differences in perceptual-motor performance differ in their emphasis on nature and nurture. Study 1 examined the effect of extensive training on one of the largest sex differences, namely accuracy in dart throwing, and found that physical differences in height and reach could not explain sex differences in regional/national level dart players. Study 2 rejected accounts of sex differences based on participation rates by showing that male players recruited from a relatively small pool of club players were superior to the best female players selected from a much larger pool at the international level. Alternative accounts of the source of sex differences in darts, based on male and female players' differential development and practice histories, are discussed.

Individual differences in chess expertise: a psychometric investigation

Starting from controversies over the role of general individual characteristics (especially intelligence) for the attainment of expert performance levels, a comprehensive psychometric investigation of individual differences in chess expertise is presented. A sample of 90 adult tournament chess players of varying playing strengths (1311-2387 ELO) was screened with tests on intelligence and personality variables; in addition, experience in chess play, tournament participation, and practice activities were assessed. Correlation and regression analyses revealed a clear-cut moderate relationship between general (and in particular numerical) intelligence and the participants' playing strengths, suggesting that expert chess play does not stand in isolation from superior mental abilities. The strongest predictor of the attained expertise level, however, was the participants' chess experience which highlights the relevance of long-term engagement for the development of expertise. Among all analysed personality dimensions, only domain-specific performance motivation and emotion expression control incrementally contributed to the prediction of playing strength. In total, measures of chess experience, current tournament activity, intelligence, and personality accounted for about 55% of variance in chess expertise. The present results suggest that individual differences in chess expertise are multifaceted and cannot be reduced to differences in domain experience.

A complete database of international chess players and chess performance ratings for varied longitudinal studies

Chess is an oft-used study domain in psychology and artificial intelligence because it is well defined, its performance rating systems allow ea sy identification o f experts and their development, andchess playing is a complex intellectual task However, usable computerized chess data have been very limited. The present article has two aims. The first is to highlight the methodological value of chess data and how researchers can use them to address questions in quite different areas. The second is to present a computerized database of all international chess players and official performance ratings beginning from the inaugural 1970 international rating list. The database has millions of records and gives complete longitudinal official performance data for over 60,000 players from 1970 to the present. Like a time series of population censuses, these data can be used for many different research and teaching purposes. Three quite different studies, conducted by the author using the database, are described.

Qualitative and quantitative analyses of historical data

Although the typical study in psychology involves the quantitative analysis of contemporary research participants, occasionally psychologists will study historical persons or events. Moreover, these historical data may be analyzed using either qualitative or quantitative techniques. After giving examples from the subdisciplines of cognitive, developmental, differential, abnormal, and social psychology, the distinctive methodological features of this approach are outlined. These include both data collection (sampling, unit definition, etc.) and data analysis (both qualitative and quantitative). The discussion then turns to the advantages and disadvantages of this research method. The article closes by presenting the reasons why (a) psychologists will probably continue to use historical data and (b) quantitative analyses may eventually replace qualitative analyses in such applications.