Blue Flaneur wrote on 07/04/11 at 05:01:35:
I disagree completely with the guy who said no one thinks in trees. how else can a reasonable person think in chess?
Noone thinks in trees. What someone may try after hard training (not only in chess) is ordering the results of thinking in trees and ordering some aspects of the search in trees.
The problem with all literature and research over thinking is: It gets only a part of the process and it is looking under a explicit or implicit theory about thinking.
You and every reader can test this very simply by two little experiments:
- Sit down directly after a normal chess game and write down what you thought including the time while your opponent was on the move.
- Record your thoughts while playing a game by thinking aloud.
Compare this to your thinking and your theory over thinking.
This is over researching. A complete different thing is the question of useful literature for helping a single person to think better in chess. There are some important questions at the beginning:
- Do you belong to the ~75% who visualize or the ~25% who don't?
- Which processes are automated in your thinking?
- What is your playing strength?
Two facts are established:
- Knowledge helps. It is rewarded without mercy.
- Practising is necessary to acquire knowledge and change it from something passive to something actively used.
If you think about this some time it becomes evident: You get most from training and detecting gaps in your knowledge. Then you have to train till you do the right thing automatically.
Take castling as an example. The beginner must learn and think explicitly if the king has moved, if the rook has moved, if there's a check, if there's an attack to the field on the right or the left of the king. The average club player has done all this so often, that he can use his thinking time for other questions.
Under stress this might get lost. Even Korchnoi lost a part of this in one of his matches against Karpov and had to ask the referee if it is possible to castle if the rook is under attack.
These problems are part of the thinking process. And that's why some books teach good at a certain level and teach nothing at another.