![]() The results show (a) a moderate overall effect size (g = 0.338) (b) a tendency for a stronger effect on mathematical (g = 0.382) than reading skill (g = 0.248), and (c) a significant and positive effect of duration of treatment (Q(1) = 3.89, b = 0.0038, p <. The selection criteria were satisfied by 24 studies (40 effect sizes), with 2,788 young people in the chess condition and 2,433 in the control groups. The aim of this paper is to quantitatively evaluate the available empirical evidence that skills acquired during chess instruction in schools positively transfer to mathematics, reading and general cognitive skills. Chess instruction has been proposed as one way to remedy this state of affairs, as well as improving other academic topics such as reading and general cognitive abilities such as intelligence. ![]() In recent years, pupils' poor achievement in mathematics has been a concern in many Western countries. Conclusions are made regarding trusting the intuitions of experts. This finding implies that Take‐The‐First is both boundedly and ecologically rational. ![]() Masters scored better than near‐experts on intuitive and final decisions, and whereas near‐experts profited from more time, the masters did not. Results indicate that chess players at lower skill levels were more vulnerable in tactics than in strategy, especially under time pressure. We divided the participants into three groups based on expertise. We provided players with strategic (long‐term) and tactical (short‐term) situations and asked for fast choices, further candidate moves, and the best choice. In chess, the rated quality of moves can be used to analyze fast and slow decisions. The Take‐The‐First heuristic suggests that experts generate a few options based on option validity that match the current situation and probably pick the first one they generated. ![]() ![]() The aim of this study was to explore when experts trust their intuition. ![]()
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January 2023
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