In our research, we aimed to investigate if chess, taught at the level of initiation, determines the improvement of cognitive processes such as attention, memory and understanding of a text. For this, we applied a specific questionnaire to three groups of children enrolled in preparatory class of primary school. From these, one group did not participate in chess learning lessons, and the two other, performed introductory chess lessons 1h/week, respectively 2h/week, for 27 weeks. At the end, testing through the questionnaire showed significantly better results for the indicators targeted at those who practiced systematically chess game, especially since the volume of learning activity was higher.
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Mijaică et al. (2020) studied this question.