Learning, development, and ageing

7 Learning, development, and ageing
133
Early stages of learning 133
Development of play and game behaviour 138
Developmental studies of speci
fic board games 140
Ageing 149
Conclusion 152
8 Education and training
155
Introduction 155
Board-game instruction and the transfer of skill 156
Teaching the rules and basic instruction 163
Training and coaching at an advanced level 165
Conclusion 168
9 Individual di
fferences and the neuropsychology of talent
171
Intelligence and visuo-spatial abilities 172
Personality 178
Emotions and motivation 178
Board games and neuroscience 180
Conclusion 186
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10 Methodology and research designs
187
De
finitions of expertise 187
Game speci
ficity 189
Illiterate games 190
Ecological validity 190
Cross-cultural aspects 192
Creation and use of archives and databases 192
Observations and natural experiments 196
Interviews and questionnaires 196
Introspection and retrospection 196
Protocol analysis 197
Standard experimental manipulations 198
Neuroscienti
fic approaches 200
Typical research designs 201
Mathematical and computational modelling 202
Weaknesses and strengths of methodologies used in board-
game research 203
11 Conclusion
205
Board-game complexity 205
Landscape of board games 206
Impact of board-game research 206
Future 207
References
209
Appendix 1: Rules of board games
237
Appendix 2: Measures of expertise inboard games
247
Appendix 3: Example of protocol analysis
249
Author index
253
Subject index
261
Contents
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