Study Ill. The USA Junior Chess Olympics Research:

Developing Memory and Verbal Reasoning

During the 1987-88 investigation, all students in a sixth grade self-contained classroom at M. J. Ryan School (a rural school about 18 miles from Bradford, PA, with a student enrollment of 116 in grades K-6) were required to participate in chess lessons and play games. None of the pupils had previously played chess. This experiment was more intensified than Ferguson's other studies because students played chess daily over the course of the project. The project ran from September 21, 1987 to May 31, 1988.

The dependent variables were the gains on the Test of Cognitive Skills (TCS) Memory subtest and the Verbal Reasoning subtest from the California Achievement Tests battery. The differences from the pre and posttests were measured statistically using the t test of significance. Gains on the tests were compared to national norms as well as within the treatment group. The differences between males and females on the tests were also examined.

The mean IQ of the class participants was 104.6. All students were required to take basically the same chess course (the USA Junior Chess Olympics Training Program) used in Ferguson's first two studies. A total of 14 pupils (9 boys and 5 girls) completed both the pre and posttests (TCS Memory test and Verbal Reasoning test).

Generally, students received chess lessons two or three times each week and played chess daily.
Many students competed in rated chess tournaments outside of school. Seven competed in the PA
Scholastic Chess Championship, and two went on to Nationals.