Novice construction of chess memory

Novice acquisition of skilled recall of chess positions was studied in an experiment in which two novices studied a series of five hundred chess positions during a period of several months. They spent fifteen minutes to half an hour a day teaching themselves these positions. As a result their skill in recalling chess positions rose from sixteen percent to somewhere between forty to fifty percent. The learning curve proved to have a shape which indicates that in the beginning learning is very fast but after some 100-150 studied positions the speed of learning decreases substantially. A computer simulation was used to model the results and analyse alternative explanations. Two alternative ways of thinking were tested. In the first, chunk construction was assumed to be based on the neighbourhood of associated pieces. The second model assumed a frequency-based correlative association process. Although the learning curves of the two models are very similar in shape to those of the subjects, the frequency-based associative model gave a better explanation for the data. This is why it is natural to suggest that common co-occurrence in addition to easily recognizable chess-specific characteristics, like colour and type of pieces, guide associative processes during chess players' learning of chess-specific chunks.     

Recall memory for visually presented chess positions

A series of three experiments replicated and extended earlier research reported by Chase and Simon (1973), de Groot (1965), and Charness (Note 1). The first experiment demonstrated that the relationship between memory for chess positions and chess skill varies directly with the amount of chess-specific information in the stimulus display. The second experiment employed tachistoscopic displays to incrementally "build" tournament chess positions by meaningful or nonmeaningful chunks and demonstrated that meaningful piece groupings during presentation markedly enhance subsequent recall performance. The third experiment tested memory for one of two positions presented in immediate sequence and demonstrated that explanations based on a limited-capacity short-term memory (Chase & Simon, 1973) are not adequate for explaining performance on this memory task.     

Aspects of skilled imagery in blindfold chess

Blindfold chess is a very good task environment to study skill-based mental images or skilled imagery. Seven experiments providing information on different aspects of skilled imagery in blindfold chess were made. In all experiments very clear skill-related differences in the operation of chess-specific materials could be found. It will also be argued that chess-specific patterns or chunks are important in skilled subjects' construction of images and the operation of these images relies on the cooperation of visual working memory and long-term memory.     

Chess players' recall of auditorily presented chess positions

Abstract

Chess players' recall of auditorily presented chess positions were studied in three experiments. The results of the first two experiments showed that the skilled chess players are better at recalling game and random positions. This contradicts the standard finding that they perform better only in game positions. In the third experiment, the memory load was increased by increasing the number of positions to be recalled simultaneously from one to four positions. Skilled subjects are still far better at recalling game positions, but they score no more than moderately skilled subjects in recalling four random positions.

The results are in contradiction with the direct chunking hypothesis. Skilled chess players do not fail to recall random positions because there are no chunks in them, but because they are not, under some special conditions, able to encode them properly. It is necessary to postulate more complicated encoding mechanisms than a simple recognition-based activation of a chunk in long-term memory.     

Chess expertise in children

This paper reports several studies of chess expertise in children who play competitive chess. The first study examines (1) the relationship between experience and skill among 113 school-age children (grades 1 through 12); and (2) the relationship between chess skill and scores on various spatial and logical abilities tests among the top 15 players. Improvement in skill is related to experience, and chess players score higher than average on the Raven's Progressive Matrices. Also, scores on a chess-specific test, the Knight's Tour, correlate with scores on the Raven's. The second study reports three experiments with 59 Ss involving chess-specific tasks in memory, perception, and similarity judgements. The first two experiments replicated and extended Chase and Simon (1973). The third experiment, which asked Ss to judge similarities of chess positions, demonstrated that similarity judgements become more global and abstract with increased skill. The final section describes qualitatively how children's chess expertise compares to that of adults. Drawing upon Anderson (1985), we focus on some distinctive features of children's chess play and on some successful techniques in coaching young players.     

Chess players' intake of task-relevant cues

Patterns of chess pieces are important for chess players in storing information in memory-recall tasks. It also may be assumed that these patterns play a central role in the perceptual coding of task-relevant cues. Two perceptual classification experiments were done to test this assumption. Chess-players' intake of task-relevant cues was studied by measuring the reaction times of subjects in counting the minor pieces on the chessboard or searching for checks in the game and in random positions. Surprisingly, there was no interaction between the level of skill and the type of position. In Experiment 3, both a perceptual classification task and a memory-recall task using the same positions were presented to a group of chess players at the same session. In the perceptual classification task, there was no interaction between the level of skill and the type of position, but in the recall task there was strong interaction. The result suggests that the information intake of chess players, in its lowest levels, is not dependent on the learned patterns. The role of the patterns becomes important in defining the information to be looked for, but the patterns are not important in the early-stage perceptual structuring of a position.     

Mechanisms and neural basis of object and pattern recognition: a study with chess experts

Comparing experts with novices offers unique insights into the functioning of cognition, based on the maximization of individual differences. Here we used this expertise approach to disentangle the mechanisms and neural basis behind two processes that contribute to everyday expertise: object and pattern recognition. We compared chess experts and novices performing chess-related and -unrelated (visual) search tasks. As expected, the superiority of experts was limited to the chess-specific task, as there were no differences in a control task that used the same chess stimuli but did not require chess-specific recognition. The analysis of eye movements showed that experts immediately and exclusively focused on the relevant aspects in the chess task, whereas novices also examined irrelevant aspects. With random chess positions, when pattern knowledge could not be used to guide perception, experts nevertheless maintained an advantage. Experts' superior domain-specific parafoveal vision, a consequence of their knowledge about individual domain-specific symbols, enabled improved object recognition. Functional magnetic resonance imaging corroborated this differentiation between object and pattern recognition and showed that chess-specific object recognition was accompanied by bilateral activation of the occipitotemporal junction, whereas chess-specific pattern recognition was related to bilateral activations in the middle part of the collateral sulci. Using the expertise approach together with carefully chosen controls and multiple dependent measures, we identified object and pattern recognition as two essential cognitive processes in expert visual cognition, which may also help to explain the mechanisms of everyday perception.     

Effect of expertise acquisition on strategic perception: the example of chess

The two experiments presented here study perceptual processes implemented by chess players in situations related to their domain of expertise. The aim was to determine how patterns are perceived as a function of their strategic value when players acquire expertise. In this study, conducted on novice and more experienced players, it is hypothesized that with acquisition of expertise players would quickly encode familiar patterns and then rapidly focus their attention on patterns with a higher immediate strategic value. In Experiment 1, participants had to carry out a change-detection task that used the "flicker paradigm". The results showed that during the perception of standard chess positions, experienced players--but not novices--quickly focused their attention on the most strategic patterns. In Experiment 2, experienced players and novices carried out a recognition task after having encoded chess positions for 1 or 5 s. The results indicated early encoding of familiar patterns without immediate strategic value, followed by the encoding of more strategic patterns. Taken together, the results of these two experiments are consistent with the results by both de Groot and Gobet (1996) and McGregor and Howes (2002) about the strategic content of Chase and Simon's chunks (Chase & Simon, 1973b).     

Recall of rapidly presented random chess positions is a function of skill

A widely cited result asserts that experts’ superiority over novices in recalling meaningful material from their domain of expertise vanishes when they are confronted with random material. A review of recent chess experiments in which random positions served as control material (presentation time between 3 and 10 sec) shows, however, that strong players generally maintain some superiority over weak players even with random positions, although the relative difference between skill levels is much smaller than with game positions. The implications of this finding for expertise in chess are discussed and the question of the recall of random material in other domains is raised.     

Five Seconds or Sixty? Presentation Time in Expert Memory

For many years, the game of chess has provided an invaluable task environment for research on cognition, in particular on the differences between novices and experts and the learning that removes these differences, and upon the structure of human memory and its paramaters. The template theory presented by Gobet and Simon based on the EPAM theory offers precise predictions on cognitive processes during the presentation and recall of chess positions. This article describes the behavior of CHREST, a computer implementation of the template theory, in a memory task when the presentation time is varied from one second to sixty, on the recall of game and random positions, and compares the model to human data. Strong players are better than weak players in both types of positions, especially with long presentation times, but even after brief presentations. CHREST predicts the data, both qualitatively and quantitatively. Strong players' superiority with random positions is explained by the large number of chunks they hold in LTM. Their excellent recall with short presentation times is explained by templates, a special class of chunks. CHREST is compared to other theories of chess skill, which either cannot account for the superiority of Masters in random positions or predict too strong a performance of Masters in such positions.     

Understanding Our Understanding of Strategic Scenarios: What Role Do Chunks Play?

There is a crucial debate concerning the nature of chess chunks: One current possibility states that chunks are built by encoding particular combinations of pieces-on-squares (POSs), and that chunks are formed mostly by "close" pieces (in a "Euclidean" sense). A complementary hypothesis is that chunks are encoded by abstract, semantic information. This article extends recent experiments and shows that chess players are able to perceive strong similarity between very different positions if the pieces retain the same abstract roles in both of them. This casts doubt on the idea that POS information is the key information encoded in chess chunks, and this article proposes, instead, that the key encoding involves the abstract roles that pieces (and sets of pieces) play-a theoretical standpoint in line with the research program in semantics that places analogy at the core of cognition.     

Skilled perception in Go: Deducing memory structures from inter-response times

Experts appear able to handle much larger amounts of specialized information than nonexperts, and handle it without an apparent superior memory capacity. This finding, based on research on chess players with chess information, was replicated on Go players with Go information. Assuming this superiority occurs because the experts process chunks of information through their limited capacities rather than individual elements, the question then becomes one of defining what the chunks are and how they are related. To this end, the technique of partitioning recall and reproduction data into chunks on the basis of inter-response times (IRTs) (introduced in their work on chess by Chase and Simon, 1973) was applied to the reproduction and recall of Go patterns by a Go Master and a Go beginner. Unlike its application in chess, no single IRT was able to produce consistent, veridical chunks for either Go player. Subsequent analysis of the underlying assumptions of the technique showed it to be limited to only those patterns that can be partitioned into a linear set of chunks, not nested chunks, and to situations in which retrieval and overt recall of each chunk is completed before retrieval of the next chunk. In a supplementary task, the Master Go player indicated that the Go patterns were not seen as linear chunks nor as strictly nested hierarchies, but rather as overlapping clusters. IRTs were found to be correlated with this structure, but were not reliable enough to reflect its details.     

Meta-analysis of age and skill effects on recalling chess positions and selecting the best move

A meta-analysis was conducted of studies that measured the effects of both age and skill in chess on the tasks of selecting the best move for chess positions (the best move task) as well as recalling chess game positions (the recall task). Despite a small sample of studies, we demonstrated that there are age and skill effects on both tasks: age being negatively associated with performance on both tasks and skill being positively associated with performance on both tasks. On the best move task, we found that skill was the dominant effect, while on the recall task, skill and age were approximately equally strong effects. We also found that skill was best measured by the best move task. In the case of the best move task, this result is consistent with the argument that it accurately replicates expert performance (Ericsson & Smith, 1991). Results for the recall task argue that this task captures effects related to skill, but also effects likely due to a general aging process. Implications for our understanding of aging in skilled domains are also discussed.     

The role of attack and defense semantics in skilled players’ memory for chess positions

There is much evidence that chess skill is based on chunks in memory that represent parts of positions from previously encountered games. However, the content of these chunks is a matter for debate. According to one view, (1) the closer two pieces are to each other on a board (proximity), the more likely they are to be in the same chunk, and (2) skilled players encode the precise locations of pieces. An alternative view is that what information is encoded in a chess chunk is determined more by processing of the attack/defense relations during evaluation. In three experiments, participants evaluated positions and completed recognition tests. Experiment 1 supported the view that expert players make more use of attack/defense relations than of locations of pieces in a recognition test. Experiments 2 and 3 demonstrated that, for both long and short presentation times, expert players' recognition for a piece within a position was primed more by a piece related by attack or defense than by a piece merely proximal. These findings challenge theories of expertise for chess that assume a primary role for proximity and location in determining which pieces are grouped together in memory.     

Recall or evaluation of chess positions revisited: the relationship between memory and evaluation in chess skill

We extend work by Holding and Reynolds (1982) on recall and problem solving with quasirandom chess positions. We tested 17 chess players on both quasirandom and structured chess positions. Consistent with the earlier study, initial recall of quasirandom chess positions is unrelated to chess skill level, and quality of the move selected in subsequent problem solving is related to skill level. However, recall following problem solving is related to chess skill level. These results support the view that pattern recognition processes underlie superior performance by skilled chess players, contrary to the conclusions of Holding and Reynolds (1982). Mechanisms such as long-term working memory retrieval structures (Ericsson & Kintsch, 1995) or templates (Gobet & Simon, 1996a) could explain the effective encoding of quasirandom positions during problem solving.     

Expertise and age effects on knowledge activation in chess

Novice, intermediate, and expert chess players of various ages, playing with two chess pieces on a quarter-section of a chessboard, performed a simple task to detect that the king is in check or is threatened with being in check. Age slowed response for both tasks. An interaction of task and skill revealed differences in diminishing response time between check and threat tasks as skill increased; experts were equally fast on both tasks. Measures of speed and working memory were negatively related to age but unrelated to skill. Skill did not mitigate age-related effects on speed of detection. These results suggest that knowledge-activation processes necessary to assess basic chess relationships slow with age, even in experts.     

Visual span in expert chess players: evidence from eye movements

The reported research extends classic findings that after briefly viewing structured, but not random, chess positions, chess masters reproduce these positions much more accurately than less-skilled players. Using a combination of the gaze-contingent window paradigm and the change blindness flicker paradigm, we documented dramatically larger visual spans for experts while processing structured, but not random, chess positions. In addition, in a check-detection task, a minimized 3 × 3 chessboard containing a King and potentially checking pieces was displayed. In this task, experts made fewer fixations per trial than less-skilled players, and had a greater proportion of fixations between individual pieces, rather than on pieces. Our results provide strong evidence for a perceptual encoding advantage for experts attributable to chess experience, rather than to a general perceptual or memory superiority.     

Experts’ memory superiority for domain-specific random material generalizes across fields of expertise: A meta-analysis

Experts’ remarkable ability to recall meaningful domain-specific material is a classic result in cognitive psychology. Influential explanations for this ability have focused on the acquisition of high-level structures (e.g., schemata) or experts’ capability to process information holistically. However, research on chess players suggests that experts maintain some reliable memory advantage over novices when random stimuli (e.g., shuffled chess positions) are presented. This skill effect cannot be explained by theories emphasizing high-level memory structures or holistic processing of stimuli, because random material does not contain large structures nor wholes. By contrast, theories hypothesizing the presence of small memory structures—such as chunks—predict this outcome, because some chunks still occur by chance in the stimuli, even after randomization. The current meta-analysis assessed the correlation between level of expertise and recall of random material in diverse domains. The overall correlation was moderate but statistically significant (\( \overline{r} = .41,p < .001 \)), and the effect was observed in nearly every study. This outcome suggests that experts partly base their superiority on a vaster amount of small memory structures, in addition to high-level structures or holistic processing.     

Recall or evaluation of chess positions as determinants of chess skill

Previous research has found that the ability to recall briefly presented chess positions varies with playing strength, except when random positions are used. The suggestion therefore arises that mastery consists of recognizing configurations that are associated with plausible moves. This approach is tested by comparing the memory scores and move-choice protocols of players in six skill categories, using random chess positions. Contrary to any strong form of recognition-association hypothesis, differences in chess skill are shown to persist although memory differences are abolished. It is further shown that the moves selected are not based on those few pieces that are remembered. Skill-related differences in the accuracy of positional evaluations also occur, but they are less marked than in earlier results. An alternative approach to chess skill seems appropriate, in which memory effects may function at the evaluation phase.     

Expertise and hierarchical knowledge representation in chess

Summary In two experiments the structure of knowledge representation in chess experts and average players was examined. Pattern-recognition theory explains expertise through the existence of many small, unrelated knowledge units. Recent research stresses the structure of knowledge representations. However, the standard paradigm does not allow for the detection of relations between chunks; the theoretical shift has to be accompanied by a methodological shift. In Experiment 1, by means of a partitioning task, evidence was provided for a hierarchical representation of chess positions. Chess masters formed larger and more complex knowledge units than average players. In Experiment 2, the typicality of the positions was varied. The more typical the positions were, the larger and more coherent the constructed knowledge units were. The greatest differences between both groups occurred in more typical positions. This reflects the experts' ability to relate several knowledge units with one another.