The study analyzed the effect of 2-year systematic chess training on the IQ of schoolchildren. A pretest–posttest with control group design was used with randomly selected children studying in four city schools (grades 3–9), of both genders. The experimental group (N = 80) underwent weekly chess training for 2 years, while the control group (N = 77) was involved in extracurricular activities offered in school such as cricket, football, and hockey. Both the groups were involved in these activities after school hours. Intelligence was measured by Wechsler Intelligence Scale for Children (WISC-IV INDIA). Assessment was carried out prior to the chess training, after 1 and 2 years of training. ANCOVA revealed significant increase in both first- and second-year scores by about 12 points across both the years. When systematic in-school chess training program is offered, one could expect a significant increase in IQ.

Research using short-term chess training programs has indicated an enhancement of cognitive functioning among children.The aim of the study was to investigate the effect of 1-year systematic chess training on the creativity and intelligence ofchildren. A pretestposttest with control group design was used. Children who were studying in two government schoolsand two private schools (grades 39) were selected randomly. They were then randomly assigned to experimental andcontrol groups, with 88 (50 boys, 38 girls) children in the experimental group and 90 (57 boys, 33 girls) children inthe control group. The experimental group underwent weekly 1-hour chess training for 1 year, while the control groupwas actively involved in extracurricular activities offered by the school during the same period. Creativity was measuredby WallachKogan Creativity Test (Indian adaptation) and intelligence was measured by subtests of Wechsler IntelligenceScale for Children: Fourth edition (WISC-IV), India. Analysis of covariance (ANCOVA) revealed significant improvementin total creativity and Full Scale Intelligence Quotient (FSIQ) for experimental group compared to the control group. Chesstraining as part of school activities appears to have a wide spectrum of outcomes.

Creativity is the ability to find hidden patterns, to make connections between seemingly unrelated phenomena, andto generate solutions. The present study, funded by Indian Government, analysed the effect of one year chess training programon the creativity of school-going children of both genders. A pre-test post-test with control group design was used. Thesample comprised 64 children: 32 children each in experimental (Mean age=11.86, SD=1.44) and control (Mean age=12.03,SD=1.14) groups. Children in the experimental group underwent weekly chess training with Winning Moves Chess Curriculum.Creativity was assessed by Indian adaption of Wallach-Kogan Creativity Test. Pre–intervention equivalence of the two groupswas established. Independent t test analysis revealed that the experimental group had statistically significant gains in totalcreativity and Instances and Alternate Uses subtests compared to the control group. The authors conclude that systematic chessintervention increases creativity in children. The educational implications are significant.

Creativity is the ability to produce work that is both novel and appropriate. The study, funded by Indian government, analyzed the effect of one-year chess training on the creativity of children. A pretest and posttest with control group design was used, with 31 children in experimental and 32 in control group. The experimental group underwent weekly chess training. Wallach-Kogan Creativity Test (Indian Adaptation) was used. Analysis revealed that only the experimental group had statistically significant gains in total creativity and two nonverbal subtests. The authors conclude that systematic chess training inculcates in the child the ability to think divergently and creatively.