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Simulating Developmental Changes in Noun Richness through Performance-limited Distributional Analysis
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Defaulting effects contribute to the simulation of cross-linguistic differences in Optional Infinitive errors
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Sinuosity and the affect grid: A method for adjusting repeated mood scores
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Cluster damage robustness analysis and space independent community detection in complex networks
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Gegov, Emil. - : Brunel University School of Engineering and Design PhD Theses, 2012
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Transition expertise: Cognitive factors and developmental processes that contribute to repeated successful career transitions amongst elite athletes, musicians and business people
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Modelling language acquisition in children using network theory
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In: European Perspectives on Cognitive Sciences (2011)
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Comparing MOSAIC and the variational learning model of the optional infinitive stage in early child language
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On the Utility of Conjoint and Compositional Frames and Utterance
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Simulating the referential properties of Dutch, German and English Root Infinitives in MOSAIC
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Does chess need intelligence? – A study with young chess players
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Abstract:
Although it is widely acknowledged that chess is the best example of an intellectual activity among games, evidence showing the association between any kind of intellectual ability and chess skill has been remarkably sparse. One of the reasons is that most of the studies investigated only one factor (e.g., intelligence), neglecting other factors relevant for the acquisition of chess skill (e.g., amount of practice, years of experience). The present study investigated the chess skill of 57 young chess players using measures of intelligence (WISC III), practice, and experience. Although practice had the most influence on chess skill, intelligence explained some variance even after the inclusion of practice. When an elite subsample of 23 children was tested, it turned out that intelligence was not a significant factor in chess skill, and that, if anything, it tended to correlate negatively with chess skill. This unexpected result is explained by a negative correlation between intelligence and practice in the elite subsample. The study demonstrates the dangers of focusing on a single factor in complex real-world situations where a number of closely interconnected factors operate.
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Keyword:
Chess; Children; Intelligence; Memory span; Practice; Speed of processing; Verbal ability; Visuo-spatial ability
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URL: http://bura.brunel.ac.uk/handle/2438/642 http://www.sciencedirect.com/science/article/pii/S0160289606001139 https://doi.org/10.1016/j.intell.2006.09.005
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Modelling the developmental patterning of finiteness marking in English, Dutch, German and Spanish using MOSAIC
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Understanding the Developmental Dynamics of Subject Omission: The Role of Processing Limitations in Learning
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Simulating the Noun-Verb Asymmetry in the Productivity of Children’s Speech
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Linking working memory and long-term memory: A computational model of the learning of new words
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Jones, G; Gobet, F; Pine, J M. - : Blackwell Publishing. The definitive version is available at onlinelibrary.wiley.com, 2007
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Modelling the Development of Children’s use of Optional Infinitives in Dutch and English using MOSAIC
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Unifying cross-linguistic and within-language patterns of finiteness marking in MOSAIC
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On the resolution of ambiguities in the extraction of syntactic categories through chunking
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