Effects of the Lateral- and Double-Thinking Strategies on the Chess Positions Solving and Performance Time

Background. The game of chess, which is viewed as a symbol of intellectual prowess, is a valuable educational tool which can improve cognitive behavior such as thinking models, etc.; but the effects of thinking strategy such as double thinking strategies (DTS) and lateral thinking strategies (LTS) on the chess performance is not investigated. Objectives. This study aimed to measure the effects of the LTS and DTS on the chess positions and their performance time. Methods. Fifty-six university students selected 91 volunteer participants and divided randomly into two equal groups (n=28) of LTS and DTS. Two educational training sessions per week conducted for eight weeks (16 sessions for each strategy totally). Training sessions held to educate consisted of four and three steps for LTS and DTS, respectively. Results. Both LTS and DTS increased the chess position significantly, but DTS could improve it substantially more than LTS (p<0.001). Also, LTS and DTS decreased performance time significantly, but DTS could more reduce it significantly (p<0.001). Conclusions. However, both strategies improved both the chess position and performance time of the players, but DTS could improve it more than LTS.