Resumen

ORTIZ-PULIDO, Ricardo et al. Neuroscientific evidence support that chess improves academic performance in school. Rev. mex. neurocienc. [online]. 2019, vol.20, n.4, pp.194-199.  Epub 22-Mar-2022. ISSN 2604-6180.  https://doi.org/10.24875/rmn.m19000060.

In this work, we report the cognitive benefits of playing chess for school-aged children. The most benefitted areas appear to be math and reading. To validate these results, a diversity of scientific studies are described, in which brain activation is demonstrated through magnetic resonance imaging when novice, intermediate, and advance chess players play the game. Given this evidence, it is suggested that chess be used as a tool to improve academic performance in boys and girls. In addition, it is concluded that studying the use of chess could lead to new lines of research that could validate the neural mechanisms that occur when boys and girls play chess.

Palabras llave : Chess; School; Boys; Girls; Academic performance.