FEATURES OF WORKING CAPACITY PERFORMANCE OF JUNIOR SCHOOLCHILDREN IN STUDYING THE “CHESS” SUBJECT

Authors

  • Armine Khachatryan
  • Anzhela Sargsyan

DOI:

https://doi.org/10.24234/se.v7i2.5

Keywords:

working capacity, Egoscope, Landolt rings, children with special educational needs, residual knowledge of chess

Abstract

The article demonstrates the experimental research results' analysis which was organized and carried out in 2022 by the psychologists of the “Chess” Scientific Research Institute. The research is aimed at revealing the level of performance of the working capacity components for chess-studying schoolchildren. It is noteworthy that the sample of the research includes children with Special Educational Needs (SEN), who were one group of participants. The experimental research was carried out by applying the "Landolt rings" methodology included in the "Egoscope" psychological analysis and testing complex. The analysis of the results demonstrated the following:

  1. Students with Special Educational Needs, who showed low academic progress, as a result of the experiment demonstrated a high index of endurance, as well as students with high and medium academic progress.
  2. The indicators of the reliability of the average work precision and working capacity, as well as the average efficiency level, are also the same among students with high, medium and low academic progress.
  3. The results of information processing are medium for students with low and medium progress and high for students with high progress.

References

Balata J., Mikovec, Z., & Slavik, P. (2015). Problems of blind chess players, Conference: 2015 6th IEEE International Conference on Cognitive Info communications.

Charchyan A., & Khudoyan A. (2016). Influence of Chess on Psychological Processes among Children with Special Educational Needs, Theoretical and Practical Issues of Chess education at schools, International Chess Conference, Tsaghkadzor, pp.73-83.

Charchyan, A., & Karapetyan, L. (2022). Overview and Analysis of The Inclusive Working Group Activity at The Chess Research Institute: (Case from Armenian State Pedagogical University (2015-2021)). Armenian Journal of Special Education, 6(1), 6-16. https://doi.org/10.24234/se.v5i1.282

Chess school subject standard in Republic of Armenia, 2022.

“EGOSKOP” - Program and methodological support, objective psychological analysis and test system, User Guide part 1 A_3184-16, (2014). “Medicom MTD” Ltd.

Sargsyan V., Gevorgyan S., Gevorgyan L. (2021). Socio-Psychological Analysis Of Factors Influencing Chess Education. Main Issues of Pedagogy and Psychology, 8(2), 7-18. https://doi.org/10.24234/miopap.v20i2.403

Sargsyan V., Nersisyan S., Sargsyan T., Gevorgyan N. (2022). “Infinite Chess” Research project Report Analysis, Yerevan, 46 p.

Schraufa, M., & Stern, C. (2001). The visual resolution of Landolt-C optotypes in human subjects depends on their orientation: the ’gap-down ' effect. Neuroscience Letters 299 (3), 185-188.

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Published

2023-10-31

How to Cite

Khachatryan, A., & Sargsyan, A. (2023). FEATURES OF WORKING CAPACITY PERFORMANCE OF JUNIOR SCHOOLCHILDREN IN STUDYING THE “CHESS” SUBJECT. Armenian Journal of Special Education, 7(2), 23–32. https://doi.org/10.24234/se.v7i2.5

Issue

Vol. 7 No. 2 (2023): ARMENIAN JOURNAL OF SPECIAL EDUCATION

Section

Articles

License

Copyright (c) 2023 Armine Khachatryan, Anzhela Sargsyan

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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