The Think Aloud Method

To improve, one has to know their current state. To give directed instruction at the student's level, a coach needs to know what the student is thinking. Hence, the 'think aloud method' is used, where the student says out loud what they are thinking as they play. From this, the student gains a self-awareness of their current thought process, what they know and what they don't know, and the coach can give insight into flaws in the current thinking process and new insights the student is not aware of, allowing the student to expand their mind.

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History
The 'Think Aloud Method' has ancient origins in Eastern religions and meditation practices. In basic instruction for beginners of meditation, the first step is to clear one's mind, then one begins to observe their mind; from observing the mind, the mind can slowly come under control and purposeful direction. Religious practice has a conception of 'right behavior / thought' in contradiction to 'animalistic desires'. A person on the path to enlightenment needs to recognize their current state of flawed thinking, desires, and motivations, in comparison to an ideal state of mind, speech and action. The path to enlightenment requires a sober recognition of our current fallen state in a process towards enlightenment by taking the mind under control. Many mystical traditions, such as in Hinduism, Buddhism, and Hasidic Judaism, have well-developed understandings of the inner workings of the mind and a process to move toward enlightenment.

William James, in his 1890 Principles of Psychology, develops the concept of 'Stream of Consciousness' to study the mind by the patient self-reporting what is going through their mind. Cognitive Psychologists measure the mind through 'psychometrics' (output of mind through testing), 'Stream of Consciousness / Think Aloud Method' (self-reporting of what is happening), and modern methods of neuropsychology. Often all three methods are combined, but still difficult due to the 'Hard Problem of Consciousness ' and inability to see inside the mind and the processes the mind actually uses.

In Chess history, Adrian de Groot employed the 'Think Aloud Method' by recording the self-reported thought processes of top players as they solved chess puzzles. This was then compared to players at different levels to try to understand mastery, and the differences in how players of different strengths understand chess positions. Other classic chess books like Chess Master vs. Chess Amateur by Max Euwe, and The Amateur's Mind by Jeremy Silman, explore self-reported thinking process of players at different levels of chess mastery. Dan Heisman's The Improving Chess Thinker updates de Groot's study positions with players at the very beginning levels. Self-reporting and correction of thought processes has always been the central method for chess improvement.

Chess Streaming / Banter Blitz
Almost all popular chess streamers, use the 'Think Aloud Method'. As top players have already largely perfected their thought processes, with accumulated countless wisdom about chess, strategies, plans, tactics, openings, endgames and more. So a top player just explaining the reasons behind their moves is interesting and educational to students. I often compare the 'Think Aloud Method' to commentary on sports, or video game streaming. Anyone can start by themselves by recording while doing their best to articulate why they are doing what they are doing, and then watch back later. A student can keep the videos private, or publicize their improvement process, and join the countless ranks of chess streamers.

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Chess Training
The 'Think Aloud Method' is used in regular coaching most often when reviewing games after play. It can be used immediately after play with one's opponent, or later with a coach or trainer. When going over the game with others, the player self-report what they were thinking. Then the coach can dissect the player's thought process, correct mistakes, add insights, and suggest different ways of understanding and thinking through chess positions, and targeted areas for future study. By simply forcing oneself to articulate why one did what they did, one becomes aware of their current state of knowledge, what they know and what they don't know.

This articulation of expressing what one was thinking is why the 'Think Aloud Method' is the most important tool in the chess improver's and coach's toolbox. For the improver, the act of articulation creates self-awareness, often very humbling, as GM Ben Finegold says, 'the Truth hurts'. Most players immediately spot flaws in their own thought process while trying to articulate it. For the coach, a coach might see the game and point out mistakes or alternative moves, but is mostly in the dark about what the student was thinking without them articulating it. Advanced coaching is more about plan formation, and the coach needs to understand what the student was planning, and from there can give deeper insight into the complexities of creating and carrying out plans. A good coach helps the player understand their opponent's plans, and the dynamic process of wrestling between your plans and your opponent's plans.

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Pedagogy for Parents and Educators
Often, when introducing the 'Think Aloud Method' to new students, I advise the student should have multiple good reasons for everything they do, in life and in chess. I explain that during competitive play you don't want your opponent to know your plan or why you are doing what you are doing, but for practice articulating the thought process is the most effective improvement method. Then we play a game using the 'Think Aloud Method'. We start with the first moves and the objectives of the opening (claiming a stake in the center, developing pieces, getting the King to safety). Using the 'Think Aloud Method' for my own moves legitimates my roles as coach and educator, showing that I can explain why I am doing what I am doing, and still win easily. I often allow the student to take back moves after correcting inaccuracies. This method also works as a group, where a coach can play a group of students, explaining the thought process behind their thinking, while allowing the students to collaborate on their thought processes and agree on moves and strategy.

For non-chess-playing parents and educators, I advertise the 'Think Aloud Method' as the main pedagogical benefit of chess, especially for young or troubled children. As young children often have no good reason for what they do, being pressed to explain why they acted that way can help them self-correct their behavior. Children not only learn how to use their mind, but apply that to their behavior. Parents and teachers who develop a trusting relationship with a child can regularly walk through the logic and reasoning of their choices and the consequences of their actions, becoming a 'Life Coach'.

When I was young, I was troubled, often misbehaving and caused trouble. My Father would joke with me a line from a classic movie the Warriors (1979) as to the reason for my bad behavior: 'No reason, I just like doing thinks like that'. Troubled children can improve by recognizing they misbehaved because they were angry, jealous, or for whatever reason they might have for wanting to cause pain to others or create chaos (hurt people hurt people). Even people who feel justified in acting out in anger and creating chaos, can logically discuss the connection between 'asocial behavior' and their perceived objectives. But for chess coaches specializing in troubled youth, often the 'Think Aloud Method' is the essential tool to get through to their children or students.

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Irving Chernev's: Logical Chess Move By Move
The 'ChessDojo' (largest training program in America) has noted that the biggest rating gain comes from studying the famous 1957 Logical Chess Move By Move, which goes through famous games, explaining the logic of each move. For serious training, besides going over and analyzing the student's games and playing the student while articulating your own thought process, studying Logical Chess Move By Move helps explore deeper chess insight. What the student could be thinking when deciding their plans and moves. In the classroom, I often have students take turns reading aloud from Chernev, just to get used to articulating solid chess logic and planning.

In a classroom or team setting, a good practice is to have students present their own competitive games to their peers and field questions about what they were thinking. Fellow students should be encouraged to ask what-if questions about alternative moves. Reading through Chernev, presenting their own games to their peers, and fielding questions and criticisms, leads to serious gains and the beginning of understanding for more advanced chess study. Minimal public embarrassment from the student's peers of having no good reason for their moves can motivate them to study and work harder.

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Future Plans for Blogposts
Teaching Mediation Through Chess / Chess as Mediation
Teaching Problem Solving Skills Through Chess