advances in cognitive and neurosciences: impact on educational chess stephen a. lipschultz, md...

Advances in CognitiveAdvances in Cognitiveand Neurosciences: and Neurosciences:

Impact on Educational ChessImpact on Educational Chess

Stephen A. Lipschultz, MDStephen A. Lipschultz, MD

Second Koltanowski International ConferenceSecond Koltanowski International ConferenceOn Chess and EducationOn Chess and Education

Dallas, TexasDallas, TexasNovember 18-19, 2011November 18-19, 2011

GoalsGoals

Review recent research in neurophysiology and Review recent research in neurophysiology and cognitive psychologycognitive psychology

Examine how new perspectives are impacting Examine how new perspectives are impacting educational practiceeducational practice

Discuss the impact of these findings on the role of Discuss the impact of these findings on the role of chess in educationchess in education

““Chess in Education” vs. “Educational Chess”?Chess in Education” vs. “Educational Chess”?

Educational Benefits Claimed for ChessEducational Benefits Claimed for Chess

Improved Reading SkillsImproved Reading Skills Improved Math SkillsImproved Math Skills Improved MemoryImproved Memory Improved Critical Thinking SkillsImproved Critical Thinking Skills Increased Attention SpanIncreased Attention Span Increased ConcentrationIncreased Concentration Improved BehaviorImproved Behavior Improved Self-esteemImproved Self-esteem Improved AttitudesImproved Attitudes

Distribution of Cognitive Functions in Human BrainDistribution of Cognitive Functions in Human Brain

Hackman & Farah 2008

Executive FunctionsExecutive Functions

A set of cognitive abilities that control and regulate A set of cognitive abilities that control and regulate other abilities and behaviors.other abilities and behaviors.

Executive functions are necessary for goal-directed Executive functions are necessary for goal-directed behavior. They include the ability to initiate and stop behavior. They include the ability to initiate and stop actions, to monitor and change behavior as needed, actions, to monitor and change behavior as needed, and to plan future behavior when faced with novel and to plan future behavior when faced with novel tasks and situations.tasks and situations.

Executive functions allow us to anticipate outcomes Executive functions allow us to anticipate outcomes and adapt to changing situations. The ability to form and adapt to changing situations. The ability to form concepts and think abstractly are often considered concepts and think abstractly are often considered components of executive functioncomponents of executive function..

Types of Executive FunctionsTypes of Executive Functions

Core EFs include:Core EFs include:Cognitive FlexibilityCognitive Flexibility

Inhibition (self-control, self-regulation)Inhibition (self-control, self-regulation)

Working MemoryWorking Memory

More complex EFs include:More complex EFs include:Problem solvingProblem solving

ReasoningReasoning

PlanningPlanning

Diamond and Lee, 2011

Importance of Executive FunctionsImportance of Executive Functions

EFs are more important for school readinessEFs are more important for school readinessthan is IQthan is IQ

EFs continue to predict math and reading EFs continue to predict math and reading competence throughout all school yearscompetence throughout all school years

EFs remain critical for success throughout life, EFs remain critical for success throughout life, predicting outcomes in career, marriage, mental and predicting outcomes in career, marriage, mental and physical health.physical health.

Study of 1037 children in Dunedin, NZ born in Study of 1037 children in Dunedin, NZ born in one city in a single year and followed for 32 one city in a single year and followed for 32 yearsyears

Evaluated multiple measures of self-control at Evaluated multiple measures of self-control at ages 3,5,7,9,11ages 3,5,7,9,11

96% retention at age 32 years96% retention at age 32 years

A Gradient of Childhood Self Control Predicts A Gradient of Childhood Self Control Predicts Health, Wealth and Public SafetyHealth, Wealth and Public Safety

Moffit et al, 2011

Evaluated at age 32 for:Evaluated at age 32 for:

Adult health outcomes (substance dependence, Adult health outcomes (substance dependence, inflammation and metabolic abnormalities;inflammation and metabolic abnormalities;

Wealth outcomes (low income, single-parent child Wealth outcomes (low income, single-parent child rearing, credit problems, poor savings habits);rearing, credit problems, poor savings habits);

Criminal recordsCriminal records

A Gradient of Childhood Self Control Predicts A Gradient of Childhood Self Control Predicts Health, Wealth and Public Safety - 2Health, Wealth and Public Safety - 2


A = Physical Health indices B = Wealth indices


C = Single Parent Child Rearing D = Criminal Record

What is ‘Self-Control”?What is ‘Self-Control”?

Self-control is an umbrella construct that bridges concepts Self-control is an umbrella construct that bridges concepts and measurements from different disciplines, including and measurements from different disciplines, including impulsivity, conscientiousness, self-regulation, delay of impulsivity, conscientiousness, self-regulation, delay of gratification, inattention-hyperactivity, executive function, gratification, inattention-hyperactivity, executive function, willpowerwillpower

Neuroscientists study self-control as an executive function Neuroscientists study self-control as an executive function subserved by the brain’s frontal cortexsubserved by the brain’s frontal cortex

Found to be under both genetic and environmental Found to be under both genetic and environmental influencesinfluences

Optimally Targeting Educational ResourcesOptimally Targeting Educational Resources

U.S. schools serve multiple and diverse U.S. schools serve multiple and diverse populationspopulations

Extreme ethnic, genetic, social and individual Extreme ethnic, genetic, social and individual variationsvariations

Differing skills and needs in childrenDiffering skills and needs in children

Educational tools – including chess – MUST be Educational tools – including chess – MUST be targeted to specific audiencestargeted to specific audiences

Cognitive Issues in Low-SES ChildrenCognitive Issues in Low-SES Children

Compared with middle class children:Compared with middle class children: Deficient factual knowledgeDeficient factual knowledge Different cognitive development!Different cognitive development!

Similar visual and spatial cognitive abilitiesSimilar visual and spatial cognitive abilities

Decreased prefrontal cognitive abilitiesDecreased prefrontal cognitive abilities

Decreased ability to learnDecreased ability to learn Primarily affects executive functionsPrimarily affects executive functions

Impact on reading, math and higher orderImpact on reading, math and higher orderthinking skillsthinking skills

Possibly related to:Possibly related to:Genetics, Parenting, Stress, Nutrition, etc.Genetics, Parenting, Stress, Nutrition, etc.

Sociologic Perspectives on PovertySociologic Perspectives on Poverty

Marx 1867: Economic factors create and maintain Marx 1867: Economic factors create and maintain social stratificationsocial stratification

Weber 1923: Functionalist accounts highlight ways in Weber 1923: Functionalist accounts highlight ways in which society as a whole is served by enduring which society as a whole is served by enduring presence of a lower classpresence of a lower class

Lewis 1965: Culture of Poverty emphasizes causes Lewis 1965: Culture of Poverty emphasizes causes within individuals and their subculture rather than within individuals and their subculture rather than external forcesexternal forces

Neuroscientific insights into effects of poverty Neuroscientific insights into effects of poverty on cognition and brain developmenton cognition and brain development

Animal studies show deprivation in young Animal studies show deprivation in young animals adversely affects learning skillsanimals adversely affects learning skills

Low SES kids experience differs in many Low SES kids experience differs in many ways from middle class kidsways from middle class kids

Gap in performance between low and middle Gap in performance between low and middle SES kids on many tests of cognitive SES kids on many tests of cognitive developmentdevelopment

Effects of Low SES on Cognitive Performance - SummaryEffects of Low SES on Cognitive Performance - Summary

KK FirstFirst M.S.M.S.

Left perisylvian/languageLeft perisylvian/language + + ++ + +

Prefrontal/ExecutivePrefrontal/Executive ++

Lateral prefrontal/Working memoryLateral prefrontal/Working memory + + + +

Ant. Cingulate/Cognitive controlAnt. Cingulate/Cognitive control + +/- + +/-

Ventromedial/Reward processingVentromedial/Reward processing - - - -

Medial temporal/MemoryMedial temporal/Memory - +* +*- +* +*

Parietal/Spatial cognitionParietal/Spatial cognition - +* +/-*- +* +/-*

Occipitotemporal/Visual acuityOccipitotemporal/Visual acuity - - -- - -

Farah 2009* Different testing methods employed to better parse out differences* Different testing methods employed to better parse out differences

Socioeconomic Socioeconomic Disparities Affect Disparities Affect Prefrontal Function in Prefrontal Function in ChildrenChildren Kishiyama et al 20Kishiyama et al 2008

P1 & N1: Prefrontal-dependent, P1 & N1: Prefrontal-dependent, brain potentials generated in brain potentials generated in ventral and dorsal extrastriate ventral and dorsal extrastriate pathways and modulated by pathways and modulated by degree of voluntary attention.degree of voluntary attention.

N2 component reflects the N2 component reflects the automatic response to a novelty automatic response to a novelty stimulus & is dependent on a stimulus & is dependent on a distributed neural processing distributed neural processing network, with the PFC serving network, with the PFC serving as a critical component of this as a critical component of this system.system.

Hackman & Farah 2008

Standard MRI Standard MRI

Functional MRI (fMRI)Functional MRI (fMRI)

Colored regions indicate areas of active oxygen uptakeColored regions indicate areas of active oxygen uptake

Sociologic Perspectives on PovertySociologic Perspectives on Poverty

Marx 1867: Economic factors create and maintain social Marx 1867: Economic factors create and maintain social stratificationstratification

Weber 1923: Functionalist accounts highlight ways in which Weber 1923: Functionalist accounts highlight ways in which society as a whole is served by enduring presence of a society as a whole is served by enduring presence of a lower classlower class

Lewis 1965: Culture of Poverty emphasizes causes within Lewis 1965: Culture of Poverty emphasizes causes within individuals and their subculture rather than external forcesindividuals and their subculture rather than external forces

Neuroscientific 2008: Poverty directly affects brain Neuroscientific 2008: Poverty directly affects brain development, in a potentially reversible fashiondevelopment, in a potentially reversible fashion

Interventions that might aid ExecutiveInterventions that might aid ExecutiveFunction development in childrenFunction development in children

Six approaches have some scientific support:Six approaches have some scientific support:

Computerized TrainingComputerized Training

Hybrid computer & non-computer gamesHybrid computer & non-computer games

Aerobic Exercise and SportsAerobic Exercise and Sports

Martial Arts and Mindfulness PracticesMartial Arts and Mindfulness Practices

Classroom CurriculaClassroom Curricula

Add-ons to Classroom CurriculaAdd-ons to Classroom Curricula

Diamond and Lee, 2011Diamond and Lee, 2011

Computerized TrainingComputerized Training

CogMedCogMed© © is most studied (uses computer games that is most studied (uses computer games that progressively increase progressively increase working memoryworking memory demands) demands)

Kids improve on games they practice; skills transfer to other Kids improve on games they practice; skills transfer to other working memoryworking memory tasks; task difficulty must increase for skills to tasks; task difficulty must increase for skills to developdevelop

Benefits do not transfer to unpracticed EF skills, and benefits Benefits do not transfer to unpracticed EF skills, and benefits accrue only in narrow range of skills (ie non-verbal working accrue only in narrow range of skills (ie non-verbal working memory did not transfer to verbal working memory skillsmemory did not transfer to verbal working memory skills

Benefits persisted 6 months later in some studies; math skills Benefits persisted 6 months later in some studies; math skills did not improve initially but did in 6 monthsdid not improve initially but did in 6 months

Aerobic Exercise and SportAerobic Exercise and Sport

Aerobic exercise robustly improves PFC function and EFs (3 studies of Aerobic exercise robustly improves PFC function and EFs (3 studies of sustained exercise in children)sustained exercise in children)

1. Running (with exercise becoming more difficult over time) improved 1. Running (with exercise becoming more difficult over time) improved cognitive flexibility and creativity in 8-12 year oldscognitive flexibility and creativity in 8-12 year olds

2. Overweight, sedentary 7-11 year olds assigned to no treatment, 20 or 40 2. Overweight, sedentary 7-11 year olds assigned to no treatment, 20 or 40 min/d of group aerobic games (emphasis on enjoyment, not competition). min/d of group aerobic games (emphasis on enjoyment, not competition). Only high-dose group improved on some EFsOnly high-dose group improved on some EFs

3. 7-9 year olds randomly assigned to 2 hours/d of fitness training for 3. 7-9 year olds randomly assigned to 2 hours/d of fitness training for school year (aerobic 70 min, then motor skill development) showed more school year (aerobic 70 min, then motor skill development) showed more improvement in working memory than no treatment controls, but no overall improvement in working memory than no treatment controls, but no overall difference between groupsdifference between groups

Martial Arts and Mindfulness PracticeMartial Arts and Mindfulness Practice

Traditional martial arts emphasize self-control, Traditional martial arts emphasize self-control, discipline (inhibitory control) and character discipline (inhibitory control) and character developmentdevelopment

High SES 5-11 year olds randomly assigned to Tae-High SES 5-11 year olds randomly assigned to Tae-Kwon-Do training showed significantly better EF Kwon-Do training showed significantly better EF gains than traditional PE on all dimensions of EFs gains than traditional PE on all dimensions of EFs studied. (Grade 4-5 improved more than K-1, boys studied. (Grade 4-5 improved more than K-1, boys more than girls)more than girls)

Training sessions all began with three questions Training sessions all began with three questions emphasizing self-monitoring and planning. (Where emphasizing self-monitoring and planning. (Where am I? What am I doing? What should I be doing?)am I? What am I doing? What should I be doing?)

Martial Arts - 2Martial Arts - 2

Adolescent juvenile delinquents assigned either to traditional Adolescent juvenile delinquents assigned either to traditional Tae-Kwon-Do (emphasizing qualities such as respect, Tae-Kwon-Do (emphasizing qualities such as respect, humility, perseverance and honor plus physical training) vs. humility, perseverance and honor plus physical training) vs. modern martial arts (as a competitive sport)modern martial arts (as a competitive sport)

Traditional group: less aggression and anxiety and Traditional group: less aggression and anxiety and improved social ability and self-esteemimproved social ability and self-esteem

Modern martial arts: more juvenile delinquency and Modern martial arts: more juvenile delinquency and aggressiveness, decreased social ability and self-aggressiveness, decreased social ability and self- esteemesteem

Trulson 1986Trulson 1986

Classroom CurriculaClassroom Curricula

Tools of the Mind (preschool & K)Tools of the Mind (preschool & K)

Social pretend play for early development of EFs. Children Social pretend play for early development of EFs. Children must inhibit acting out of character, remember their own and must inhibit acting out of character, remember their own and other’s roles, and flexibly adjust as others improviseother’s roles, and flexibly adjust as others improvise

5 year olds did better on all EFs studied than a group receiving 5 year olds did better on all EFs studied than a group receiving specific EF computerized trainingspecific EF computerized training

Diamond et al 2007Diamond et al 2007

Add-ons to Classroom CurriculaAdd-ons to Classroom Curricula

PATHS (Promoting Alternative Thinking Strategies) trains PATHS (Promoting Alternative Thinking Strategies) trains teachers to build children’s competencies in self control, teachers to build children’s competencies in self control, managing feelings and interpersonal problem solving.managing feelings and interpersonal problem solving.

After one year of PATHS, 7-9 year olds showed better inhibitory control After one year of PATHS, 7-9 year olds showed better inhibitory control and cognitive flexibility; kids who improved showed fewer behavior and cognitive flexibility; kids who improved showed fewer behavior problems problems one year laterone year later

CRSP (Chicago School Readiness Project) provided Head CRSP (Chicago School Readiness Project) provided Head Start teachers with extensive behavior management training, Start teachers with extensive behavior management training, emphasizing verbally-skilled strategies for emotion regulationemphasizing verbally-skilled strategies for emotion regulation

EFs (attention, inhibition and impulsivity) of 4 year olds improved more EFs (attention, inhibition and impulsivity) of 4 year olds improved more than controls, as did vocabulary, letter-naming and math. EFs in spring of than controls, as did vocabulary, letter-naming and math. EFs in spring of pre-school predicted achievement 3 years later in math and readingpre-school predicted achievement 3 years later in math and reading

What about Chess?What about Chess? There are interventions that can improve EFs in There are interventions that can improve EFs in

kidskids

There is no prospective data about the impact of There is no prospective data about the impact of chess on EFschess on EFs

There is some data on the cognitive abilities of There is some data on the cognitive abilities of chess players chess players Merely observations on cognitive skills of chessMerely observations on cognitive skills of chess

players of different ages and levelsplayers of different ages and levels

Chess and Cognition: ChildrenChess and Cognition: Children

Strong child players perform better than non-Strong child players perform better than non-players on some psychometric tests;players on some psychometric tests;

Stronger child players perform better than Stronger child players perform better than weaker players on some tests;weaker players on some tests;

Some psychometric tests (spatial aptitude, Some psychometric tests (spatial aptitude, numeric ability) may prospectively predict numeric ability) may prospectively predict chess skillchess skill

Chess and Cognition: AdultsChess and Cognition: Adults

Skilled adult players showed no Skilled adult players showed no correlation of chess skills with visual correlation of chess skills with visual memory skillsmemory skills

Despite their amazing chess prowess, Despite their amazing chess prowess, Grandmasters…Grandmasters…

Are no smarter than other peopleAre no smarter than other people

Have average cognitive skillsHave average cognitive skills

Have normal memory for matters Have normal memory for matters outside of chessoutside of chess

Grandmasters…Grandmasters… Do not look more moves ahead, and do not consider more Do not look more moves ahead, and do not consider more

moves. Instead, they see the best moves faster.moves. Instead, they see the best moves faster.

Studying their eye movements reveals that they look at the Studying their eye movements reveals that they look at the edges of squares and absorb information from multiple edges of squares and absorb information from multiple squares at once, their eyes dart across greater distances, squares at once, their eyes dart across greater distances, and linger less time on each spot than weaker players. and linger less time on each spot than weaker players.

Major difference: Ability to memorize entire board positions Major difference: Ability to memorize entire board positions after just a brief glance.after just a brief glance.

This ability is one of the best correlates of chess skillThis ability is one of the best correlates of chess skill

Not through visual memory, but via specific chess-related skillNot through visual memory, but via specific chess-related skill

Grandmasters achieve expertise by…Grandmasters achieve expertise by…

Immense amount of practice that allows them to store Immense amount of practice that allows them to store a “recognition-action repertoire” of 50-100,000 a “recognition-action repertoire” of 50-100,000 features of chess positions and responsesfeatures of chess positions and responses

““Memory-chunking” that enables advanced pattern Memory-chunking” that enables advanced pattern recognition skillsrecognition skills

Expertise:Expertise:

This is similar to the process of This is similar to the process of developing expertise in any other areadeveloping expertise in any other area

It takes vast amounts of practice and It takes vast amounts of practice and dedication to become an expertdedication to become an expert

Basic Principle of Cognitive PsychologyBasic Principle of Cognitive Psychology

Expertise in one area does NOT often Expertise in one area does NOT often generalize to skills in other areas!generalize to skills in other areas!

Expert-level knowledge and skills are Expert-level knowledge and skills are domain-specificdomain-specific

Training time dedicated to one area Training time dedicated to one area often is at the expense of othersoften is at the expense of others

Transfer of Skills?Transfer of Skills?

Diminishing return at higher chess levelsDiminishing return at higher chess levels How much chess optimizes thinking skills?How much chess optimizes thinking skills?

How much expertise must be learned?How much expertise must be learned?

Cognitively speaking…Cognitively speaking…

Early chess players use one part of the brain (medial Early chess players use one part of the brain (medial temporal lobes) to encode new informationtemporal lobes) to encode new information

Advanced players use frontal and parietal lobes, Advanced players use frontal and parietal lobes, suggesting that they are recalling well-organized suggesting that they are recalling well-organized information from memoryinformation from memory

Chess and Brain Regions - 1Chess and Brain Regions - 1

Early Players:Early Players: Occipital Lobe:Occipital Lobe: Visual processesVisual processes Parietal Lobe:Parietal Lobe: Attentional controlAttentional control Spatial orientation Spatial orientation

Expert Players:Expert Players: Frontal lobe Frontal lobe Higher order reasoningHigher order reasoning Utilization of expertUtilization of expert memory chunks frommemory chunks from well-organized chesswell-organized chess memory storesmemory stores

Amateur Players:Amateur Players: Temporal lobe &Temporal lobe & Hippocampus Hippocampus Encoding & analysis ofEncoding & analysis of chessboard information chessboard information

Chess and Brain Regions - 2Chess and Brain Regions - 2

Prefrontal Prefrontal executive executive function:function:

Compensatory Compensatory development development throughthroughchess??chess??

Visual & Visual & Spatial Spatial cognition:cognition:

Equal cognitive Equal cognitive ability to learnability to learnand enjoyand enjoy

Lessons from Cognitive PsychologyLessons from Cognitive Psychologyand Neuroscience…and Neuroscience…

By understanding the actual brain processesBy understanding the actual brain processes involved in learning, we can better define: involved in learning, we can better define:

What we teachWhat we teach Why we teach itWhy we teach it Who we teach it toWho we teach it to How we teach itHow we teach it

Lessons Learned from SuccessfulLessons Learned from SuccessfulCognitive Training ProgramsCognitive Training Programs

Those with initially poorest EFs gain the most;Those with initially poorest EFs gain the most;

The largest differences between those in programs that The largest differences between those in programs that improve EFs vs. controls are consistently found on the most improve EFs vs. controls are consistently found on the most demanding EF measures.demanding EF measures. Everyone does fine when EF demands are low. Everyone does fine when EF demands are low. Group differences are clearest when significant Group differences are clearest when significant EF control is needed. EF control is needed.

EFs must be continually challenged to see improvements. EFs must be continually challenged to see improvements. Groups assigned to the same program, but without difficulty Groups assigned to the same program, but without difficulty increasing, do not show EF gains.increasing, do not show EF gains.

Lessons Learned from SuccessfulLessons Learned from SuccessfulCognitive Training Programs - 2Cognitive Training Programs - 2

Some techniques (computer training, martial arts) Some techniques (computer training, martial arts) may benefit children 8-12 more than those 4-5.may benefit children 8-12 more than those 4-5.

Computer training has been shown to improve Computer training has been shown to improve working memory and reasoning, but it’s unclear working memory and reasoning, but it’s unclear whether it can improve inhibitory control.whether it can improve inhibitory control.


EF training appears to transfer between different EF training appears to transfer between different skills, but the transfer is very narrow.skills, but the transfer is very narrow.

Working memory training improves working memory, butWorking memory training improves working memory, but not inhibition or speed; not inhibition or speed; If training was only with visuospatial items there is little If training was only with visuospatial items there is little transfer to verbal skills. transfer to verbal skills.

EF gains from martial arts or school curricula may be EF gains from martial arts or school curricula may be greater because programs address EFs more greater because programs address EFs more globally, not because transfer is inherently better.globally, not because transfer is inherently better.


Many different activities can improve EFs.Many different activities can improve EFs.

A key element is child’s willingness to devote time to A key element is child’s willingness to devote time to the activity. the activity.

Curricula need to address EFs throughout the day, Curricula need to address EFs throughout the day, not only in a module. Repeated practice produces the not only in a module. Repeated practice produces the benefits.benefits.

Lessons Learned from SuccessfulLessons Learned from SuccessfulCognitive Training Programs -5Cognitive Training Programs -5

Stress, loneliness and not being physically fit impair Stress, loneliness and not being physically fit impair prefrontal cortex function and EFs.prefrontal cortex function and EFs.

Best Approaches to Improving EFs and School Best Approaches to Improving EFs and School Outcomes will Probably Be Those That…Outcomes will Probably Be Those That…

Engage students’ passionate interests, bringing them joy Engage students’ passionate interests, bringing them joy and prideand pride

Address stresses in students’ lives, strengthen ability to Address stresses in students’ lives, strengthen ability to form calmer, healthier responsesform calmer, healthier responses

Involve vigorous exerciseInvolve vigorous exercise

Allow a sense of belonging and social acceptanceAllow a sense of belonging and social acceptance

Offer opportunities to repeatedly practice at progressively Offer opportunities to repeatedly practice at progressively more demanding levelsmore demanding levels

Implementing “Educational Chess”Implementing “Educational Chess”as a tool to teach EF skillsas a tool to teach EF skills

Many current chess programs probably fall far short Many current chess programs probably fall far short

It’s about the process, not the (chess) outcomeIt’s about the process, not the (chess) outcomeSystematic learning of early and intermediate skillsSystematic learning of early and intermediate skillsVerifiable skill developmentVerifiable skill developmentAmple practice timeAmple practice time

Educational Content Design and ImplementationEducational Content Design and ImplementationLink chess to other subjects, conceptsLink chess to other subjects, conceptsPeer-to-peer mentoringPeer-to-peer mentoringAccessible learning materials that develop EF skillsAccessible learning materials that develop EF skills

Tournaments – both good and bad aspectsTournaments – both good and bad aspectsIs there a less stressful, more inclusive model that usesIs there a less stressful, more inclusive model that uses competition appropriately to help develop skills? competition appropriately to help develop skills?

ReferencesReferences1. Socioeconomic disparities affect prefrontal function in children.

Kishayama, Mark, Boyce, W. Thomas et al, Journal of Cognitive Neuroscience 21:6, pp 1106-1115, 2008

2. Interventions shown to aid executive function development in children 4-12 years old. Diamond, Adele, Lee, Kathleen, Science 2011 August 19; 333(6045): 959-964.

3. A gradient of childhood self-control predicts health, wealth and public safety. Moffit, Terry et al. Proc Natl Acad Sci USA 2011 February 15: 108(7); Feb 15, 2011

4. Mind, Brain and Education in Socioeconomic contextFarah, Martha J. in The Developmental Relations Between Mind, Brain and Education, M. Ferrari and L. Vuletic (Eds), 2009 Dordrecht: Springer Science + Businesshttp://repository.upenn.edu/neuroethics_pubs/65

5. Socioeconomic status and the developing brainHackman, Daniel A. and Farah, Martha J. Trends in Cognitive Sciences Vol 13 No.2 pp. 65-73, 2008

6. Childhood poverty: Specific associations with neurocognitive developmentFarah, Martha J, Shera, David M. et al. Brain Research 1110 (2006) 166-174, 2006

7. Trulson, ME, Hum. Relat. 1986; 39:1131

Advances in CognitiveAdvances in Cognitiveand Neurosciences: and Neurosciences:

Impact on Educational ChessImpact on Educational Chess

Stephen A. Lipschultz, MDStephen A. Lipschultz, MD

Second Koltanowski International ConferenceSecond Koltanowski International ConferenceOn Chess and EducationOn Chess and Education

Dallas, TexasDallas, TexasNovember 18-19, 2011November 18-19, 2011

advances in cognitive and neurosciences: impact on educational chess stephen a. lipschultz, md...

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