Satranç: Kralların Oyunu mu? Oyunların Kralı mı? Üstün Zekalı Olan Öğrenciler ile Üstün Zekalı Olmayan Öğrencilerin Yaratıcılığı Üzerine Bir Çalışma

Yıl 2017, Cilt: 5 Sayı: 2, 263 - 272, 20.12.2017

Feyzullah Şahin

Öz

Santranç oyunu kompleks kuralları olan üst düzey düşünme becerileri gerektiren bir oyundur. Bu çalışmanın genel amacı, üstün zekalı olan ve üstün zekalı olmayan lise öğrencilerinin alana özgü yaratıcılıkları üzerinde satrancın etkisinin incelenmesidir. Çalışma, 260’sı üstün zekalı ve 216’sı ortalama zeka düzeyinde olmak üzere toplam 476 öğrenciden dönen veriler ile sürdürülmüştür. Veri toplama aracı olarak Şahin 2015b, 2016 tarafından Türkçeye uyarlanmış olan Kaufman Alanları Yaratıcılık Ölçeği Türkçe Versiyonu kullanılmıştır. Analiz sonuçları akademik, mekanik/bilimsel, performans, öz/günlük ve sanatsal yaratıcılıktan alanlarından oluşan alana özgü yaratıcılık puanlarda gruplar arasında anlamlı farklılıklar olduğuna işaret etmektedir. Çalışma bulguları, satranç oynamanın üstün zekalı olan öğrenciler ile ortalama düzeyde zekaya sahip olan öğrencilerin yaratıcı düşünme becerilerinin geliştirilmesinde etkili olduğuna işaret etmektedir

Anahtar Kelimeler

Satranç, Satranç Oyuncusu, Yaratıcılık Alanları, Üstün Zeka

Chess: A game of Kings or the King of Games? A Study of Creativity in Gifted and Non-Gifted Students

Öz

Chess is a game that requires higher order cognitive skills because of its complicated rules. The main goal of this study was to analyse the effect of chess on domain-specific creativities among gifted and non-gifted high-school students. The study was conducted using data of 476 students, including 260 gifted students and 216 non-gifted students. Kaufman Domains Creativity Scale-TR, which was adapted by Şahin 2015b, 2016 into Turkish used data collection instrument. The results of the analysis show that significant differences were obtained among the groups of scholarly, mechanic/ scientific, performance, self/ everyday and art creativities. The findings of the study indicate that the chess-playing is effective in developing creative thinking skills to gifted and non-gifted students

Anahtar Kelimeler

Chess, Chess Playing, Creativity Domain, Gifted

Kaynakça

• Avni, A., Kipper, D. A., & Fox, S. (1987). Personality and leisure activities: An illustration with chess players. Personality and Individual Differences, 8(5), 715–719.
• Batey, M., Chamorro–Premuzic, T., & Furnham, A. (2009). Intelligence and personality as predictors of divergent thinking: The role of general, fluid and crystallised intelligence. Thinking Skills and Creativity, 4(1), 60–69, Doi:10.1016/j.tsc.2009.01.002
• Beghetto, R. A. (2006). Creative self–efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18, 447−457, Doi: 10.1207/s15326934crj1804_4
• Bilalic, M., McLeod, P., & Gobet, F. (2007a). Does chess need intelligence? A study with young chess players. Intelligence, 35, 457–470, Doi:10.1016/j.intell.2006.09.005
• Bilalic, M., McLeod, P., & Gobet, F. (2007b). Personality profiles of young chess players. Personality and Individual Differences, 42, 901–910, Doi:10.1016/j.paid.2006.08.025
• Carson, S., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17(1), 37–50, Doi:10.1207/s15326934crj1701_4
• Campitelli, G., & Gobet, F. (2008). The role of practice in chess: A longitudinal study. Learning and Individual Differences, 18(4), 446–458, Doi:10.1016/j.lindif.2007.11.006
• Charness, N., Tuffiash, M., Krampe, R., Reingold, E., & Vasyukova, E. (2008). The role of deliberate practice in chess expertise. Applied Cognitive Psycholgy, 19, 151–165, Doi: 10.1002/acp.1106
• Derksen, J., Kramer, I., & Katzko, M. (2002). Does a self–report measure for emotional intelligence assess something different than general intelligence? Personality and Individual Differences, 32(1), 37–48, Doi:10.1016/j.paid.2008.08.014
• Feist, G. J. (2004). The evolved fluid specificity of human creative talent. R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 57–82). Washington, DC: American Psychological Association.
• Ferguson, R. (1995). Chess in education research summary, paper presented at the Chess in Education a Wise Move Conference at the Borough of Manhattan Community College. 30.06.2014, Retrieved from http://www.gardinerchess.com/publications/ciers.pdf.
• Frank, A. (1978). Chess and aptidute. American Chess Foundation.
• Frydman, M., & Lynn, R. (1992). The general intelligence and spatial abilities of gifted young Belgian chess players. British Journal of Psychology, 83, 233–235.
• Furnham, A., & Bachtiar, V. (2008). Personality and intelligence as predictors of creativity. Personality and Individual Differences, 45, 613–617, Doi:10.1016/j.paid.2008.06.023
• Furnham, A., Batey, M., Anand, K., & Manfield, J. (2008). Personality, hypomania, intelligence and creativity. Personality and Individual Differences, 44, 1060–1069, Doi:10.1016/J.Paid.2007.10.035
• Furnham, A., Zhang, J., & Chamorro–Premuzic, T. (2006). The relationship between psychometric and self–estimated intelligence, creativity, personality, and academic achievement. Imagination, Cognition and Personality, 10, 251–267.
• Gliga, F., & Flesner, P. I. (2014). Cognitive benefits of chess training in novice children. Procedia–Social and Behavioral Sciences, 116, 962–967.
• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
• Gardner, H. (1999). Intelligence reframed: Multiple intelligence for the 21st century. New York: Basic Books.
• Grabner, R. H. (2014). The role of intelligence for performance in the prototypical expertise domain of chess. Intelligence, 45, 26–33, Doi:10.1016/j.intell.2013.07.023
• Grabner, R. H., Neubauer, A. C., & Stern, E. (2006). Superior performance and neural efficiency: The impact of intelligence and expertise. Brain Research Bulletin, 69, 422−439.
• Grabner, R. H., Stern, E., & Neubauer, A. C. (2007). Individual differences in chess expertise: A psychometric investigation. Acta Psychologica, 124(3), 398–420, Doi:10.1016/j.actpsy.2006.07.008
• Haro, J. M., & Castejon, J. L. (2014). Perceived emotional intelligence, general intelligence and early professional success: Predictive and incremental validity. Anales de Psicología, (30)2, 490–498.
• Horgan, D. D., & Morgan, D. (1990). Chess expertise in children. Applied Cognitive Psychology, 4(2), 109–128, Doi: 10.1002/acp.2350040204
• Ivcevic, Z., & Mayer, J. D. (2009). Mapping dimensions of creativity in the life–space. Creativity Research Journal, 21(2−3), 152–165, Doi:10.1080/10400410902855259
• Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman Domains Of Creativity Scale (K–DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298–308, Doi: 10.1037/a0029751.
• Kaufman, J. C., Evans, M., & Baer, J. (2010). The American idol effect: Are students good judges of their creativity across domains? Empirical Studies of the Arts, 28(1) 3–17, Doi: 10.2190/EM.28.1.b
• Kelly, E. J. (1985). The personality of chess players. Journal of Personality Assessment, 49, 282–284.
• McCrae, R. R., & Costa, P. T. (1997). Conceptions and correlates of openness to experience. R. Hogan, J. A. Johnson, & S. R. Briggs (Eds.), Handbook of personality Psychology (pp. 826–848). New York: Academic Press.
• Ogurlu, Ü. (2014). The relationship between intelligence and creativity in children (Çocuklarda zeka ve yaratıcılık ilişkisi). Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(27), 337–348.
• Oral, G., Kaufman, J. C., & Agars, M. D. (2007). Examining creativity in Turkey: Do Western findings apply? High Ability Studies, 18(2), 235−246, Doi: 10.1080/13598130701709590
• Petrides, K. V. (2011). Ability and trait emotional intelligence. Chamorro–Premuzic, T., Furnham, A., & von Stumm, S. (Eds.), The blackwell–wiley handbook of individual differences (p.656-678). New York: Wiley.
• Plucker, J. A. (2010). Is the proof in the pudding? Reanalyses of Torrance's (1958 to present) longitudinal data. Creativity Research Journal, 12(2), 103–114, Doi: 10.1207/s15326934crj1202_3.
• Richmond, B. O. (1966). Creativity in monozygotic and dyzygotic' twins. ERIC Number: ED109580, University of Georgia.
• Sanchez–Ruiz, M. J., Hernandez–Torrano D., Perez–Gonzalez, J. C., Batey, M., & Petrides, K. V. (2011). The relationship between trait emotional intelligence and creativity across subject domains. Motivation and Emotion, 35(4), 461–473, Doi: 10.1007/s11031–011–9227–8
• Sak, U. (2009). Gifted education programs (Üstün yetenekliler eğitim programları), Ankara: Maya.
• Sak, U. (2010). Gifted students characteristics, identification and their education (Üstün zekâlılar–özellikleri tanılanmaları eğitimleri), Ankara: Maya.
• Silvia, P. L. (2008). Creativity and intelligence revisited: A latent variable analysis of Wallach and Kogan (1965). Creativity Research Journal, 20(1), 34–39, Doi: 10.1080/10400410701841807
• Silvia, P. J., Wigert, B., Reiter–Palmon, R., & Kaufman, J. C. (2012). Assessing creativity with self–report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6(1), 19−34.
• Singh, Y., & Sharma, R. (2012). Relationship between general intelligence, emotional intelligence, stress levels and stress reactivity. Ann Neurosci, 19(3), 107–111, Doi: 10.5214/ans.0972.7531.190304.
• Soldz, S., & Vaillant, G. E. (1999). The big five personality traits and the life course: A 45– year longitudinal study. Journal of Research in Personality, 33(2), 208−232.
• Solomon, A. O. (1967). A comparative analysis of creative and intelligent behavior of elementary school children with different socio–economic backgrounds (Final Progress Report). ERIC Number: ED017022, The American University.
• Şahin, F. (2014). Yaratıcılık–zekâ ilişkisi: Yeni kanıtlar (Relationship of creativity and intelligence: New evidence). Elementary Education Online, 13(3), 1516–1530, Doi: 10.17051/io.2014.02374.
• Şahin, F. (2015a). A research on the relations between intelligence and creativity, and creativity style. Turkish Journal of Giftedness and Education, 5(1), 2–20.
• Şahin, F. (2015b, May 13-15). Kaufman Alanları Yaratıcılık Ölçeği’nin Türkçeye uyarlanması ve psikometrik özelliklerinin incelenmesi (Adaptation of the Kaufman Domains of Creativity Scale into Turkish and examination of its psychometric properties). Presented at the International Congress on Education for the Future Congre: Issues and Challenges, Ankara.
• Şahin, F. (2016). Kaufman Alanları Yaratıcılılık Ölçeği’nin Türkçeye uyarlanması ve psikometrik özelliklerinin incelenmesi (Adaptation of the Kaufman Domains of Creativity Scale into Turkish and examination of its psychometric properties). Elementary Education Online, 15(3), 855-867, http://dx.doi.org/10.17051/io.2016.70479.
• Şahin, F., Esin, Ö., & Deniz, M. E. (2015). The predictive level of emotional intelligence for the domain–specific creativity: A study on gifted students. Education & Science, 41(183),181-197, Doi: 10.15390/EB.2016.4576
• Şahin, F., & Şahin, D. (2012). Engelli bireylerle çalışan özel eğitim öğretmenlerinin tükenmişlik düzeyinin belirlenmesi, Öğretmen Eğitimi ve Eğitimcileri Dergisi, 2(1), 275–294.
• Şahin, F., & Şahin, D. (2013). Bilim ve sanat merkezinde çalışan öğretmenlerin tükenmişlik düzeyi. Üstün Yeteneklilerin Eğitimi Araştırmaları Dergisi, 1(2), 51–66.
• Unterrainer, J. M., Kaller, C. P., Halsband, U., & Rahm, B. (2006). Planning abilities and chess: a comparison of chess and non–chess players on the tower of london task. British Journal of Psychology, 97, 299–311.
• Unterrainer, J.M., Kaller, C. P., Leonhart, R., & Rahm, B. (2011). Revising superior planning performance in chess players: the impact of time restriction and motivation aspects. The American Journal of Psychology, 124(2), 213–225. Dx.doi.org/10.5406/amerjpsyc.124.2.0213
• Waters, A. J., Gobet, F., & Leyden, G. (2002). Visuo–spatial abilities in chess players. British Journal of Psychology, 93(4), 557–565, Doi: 10.1348/000712602761381402
• Wolfradt, U., Felfe, J., & Koster, T. (2002). Self–perceived emotional intelligence and creative personality. Imagination, Cognition and Personality, 21(4), 293–309.
• Yoon, S. (2005). Comparing the intelligence and creativity scores of Asian American gifted students with Caucasian gifted students (Unpublished doctoral thesis). Purdue University.