This is the second game version of the popular game "Mind Games". Each player creates their own color code, and the one who first solves the opponent's code wins the game.

Starting position and objects of the game.

First, each player must determine their color combination of 5 colors (code). Players choose from 8 different colors, the same color can be used multiple times. The following figure shows the code editor:

After the codes of both players are created, the initial position of the playing field appears:

The left half of the playing field contains your own code (at the bottom of the board) and also shows your opponent's moves. The right half is for your moves, and it also has the opponent's code hidden under the black area (above).

How to make moves

As shown in the previous pictures, there are a range of 8 available colors from which you can dial the intended opponent's code. The player clicks on the chosen color, then on an empty space in the current search row (the first available row from the bottom of the playing field). When all 5 cells in a row are filled, the player completes the circle.
To ensure that both players have equal opportunities, regardless of who starts the game, the search result is not shown until both players have completed the current round. This means that after the black player has finished his moves, the results of both are shown simultaneously and according to the following rules:

• black sign- the player guessed the color and position.
• white sign- the player guessed only the color, but the position is different.

The signs are shown from left to right, black first. Their order is not related to the opponent's code color sequence.

How the game ends

See also:

Old textbooks of the USSR

Purpose: The book of Hungarian mathematicians is devoted to mathematical logic

Publisher: "MIR" Moscow 1975

Format: djvu, File size: 9.07MB

Translator's Preface 5

Preface 7

A few parting words to the reader 9

Instead of index 16

TASKS

Part I. GETTING STARTED 17

Part II. two dimensions 21

Part III. three dimensions 33

Part IV. NOT EVERYTHING SHOULD BE CUT TO THE SAME 36

Part V. NO TEMPLATE 39

See full table of contents...

SOLUTIONS

Part II 123

Conclusion. What have we learned

about two-dimensional logical problems? 168

Part III. 177

Instead of a conclusion 265

Part IV 266

Not everything should be cut with the same brush 344

Part V. 343

Download textbook USSR - GAME AND LOGIC 85 logical tasks of 1975

Open - Textbook excerpt

The book of the Hungarian mathematicians D. Bizam and J. Herceg is devoted to mathematical logic.

The book is equipped with a carefully designed system of special pointers that help you navigate the features of the tasks.

The book is of interest to the widest range of readers - lovers of entertaining mathematics.

Editorial board of popular science and science fiction literature.

INTERPRETER FOREWORD

Logic puzzles are loved by our readership. Some see them as a kind of "mind gymnastics", a means of satisfying the natural need for every thinking person to experience and exercise the power of their own mind. Others are attracted by the elegant literary shell: the plot of logical problems is often very entertaining. Still others consider the main advantage of this type of tasks to be their accessibility: one can often hear that solving logical problems does not require special knowledge, but only a certain level of development, the ability to think logically, acquired and developed, like any other skill, by persistent exercises.

Now the Russian translation of the book by the Hungarian mathematicians D. Bizam and J. Herceg “Game and Logic. 85 logical problems".

Initially, the authors wanted to call their book The School of Thinking. Indeed, upon opening the book, the reader finds himself in an exemplary school, where two teachers, tactful and benevolent, teach anyone who wants to, the art of solving logical problems. (I'm afraid that the mention of the school may give some potential readers the wrong idea about the book and discourage them from getting to know it in more detail. Take your time! This school really teaches logic, but they do it by playing. There is no place for despondency and boredom within its walls!)

The traditional means of solving logical problems - a table, in the cells of which all possible combinations of elements of the sets under consideration are inscribed - in the hands of Bizam and Herceg turns into an instrument of extraordinary power and flexibility. The table allows you to solve logical problems, and not just solve, but also find optimal (minimum in terms of the number of “elementary” conditions used) solutions. The table helps to analyze the conditions of the problem, identify redundancy, check consistency and completeness, as well as the possibility of splitting the original problem into independent "subtasks". The table allows you to establish the equivalence of apparently different tasks and, by dressing the logical skeleton in verbal clothes, construct new logical tasks with predetermined properties.

Like Latin in medieval universities, "table language" is mandatory for all who cross the threshold of the school of Byzam and Herceg. It doesn't matter if you haven't owned it before! You have a unique opportunity to do so now. The course of forward and backward translation is so intense, and the “conversational practice” is so extensive, that you will very soon learn to speak tabular language without the slightest accent and will immediately reach the highest degree of language proficiency - the ability to think in it. Needless to say, what an important role is played by the special “table” thinking formed in this way in our days, when the methods of the so-called finite mathematics have not only acquired the rights of citizenship in the mathematical science itself, but are also widely used outside of it.

But no matter how lofty goals the authors set for themselves, it would be impossible to achieve them if they did not manage to find an unusually bright form for embodying their ideas - the very Game that goes hand in hand with Logic throughout the book. There is no need to enumerate all the techniques and means that Bizam and Herceg use: a dry list (and even a detailed retelling) is powerless to convey the originality of their book - it must be read, read slowly, with a pencil in hand, following all the advice of the authors.

So, welcome to the school of thinking!

Some of these problems had already been published in the Hungarian popular science weekly "Life and Science" in the "School of Thinking" section (even before the problems of Logar Mishka1)2 appeared in this section. It was in the process of working in this section of the journal that we had the idea that the materials published in it, properly ordered and supplemented, could be published as a separate book.

The selection and systematization of logical problems, of course, should have begun with their division into types. The material of the book, as if melted down in the process of work, forced us to constantly make certain improvements until, finally, that sequence of interconnected types of logical problems crystallized out, the detailed presentation of which became the main theme of our entire book.

Carefully systematizing collected material, we outlined it in the form of tasks, problems. Of the 85 problems included in the final version of the manuscript, only 8 were borrowed by us from other sources (problems 1, 2, 3, 4, 79, 80, 81 and 82), however, even these problems were partially revised, and the solutions in all without exception cases are rewritten. All other tasks are original. We would like to hope, therefore, that the contents of the entire book can be considered more or less new. However, it is quite possible that we have not been able to achieve our goal, and we will gratefully accept all criticisms.

Taking this opportunity, we would like to thank everyone who suggested to us the idea of ​​creating a book: the editors of the journal Life and Science, the editor-in-chief of the Fenie Bela journal, the staff of the School of Thinking department (without valuable advice which this book would hardly have been written), readers of the journal, who corrected the mistakes they noticed and expressed many critical remarks and instructions. Finally (but by no means least), we thank the staff of the publishing house and everyone who took part in the work on the book.

Gyorgy Bisam Janos Herceg

1 A character whose first and last name in Hungarian resembles the word "logarithm". - Approx. transl.

2 We were even going to call our book “School of Thinking” - such a name would have been the best suited to its content. However, we had to abandon our intention, since under this title a Hungarian translation of a book by the famous mathematician and teacher Professor Gyorgy Polja (D Poya, How to solve a problem, State Educational and Pedagogical Publishing House of the Ministry of Education of the RSFSR, M., 1959).

A FEW PARTING WORDS TO THE READER

About 30-40 years ago, mathematics, by all accounts, was a true "scarecrow". It is clear that with such an attitude of mathematics, with a few exceptions, no one knew, and could not know. And although now mathematics is treated completely differently, sometimes you still have to hear echoes of the past, and, unfortunately, not so rarely. Many consider (especially if their acquaintance with mathematics was limited to the knowledge that they took out of high school) that they "have no mathematical ability". Meanwhile, such an opinion is often erroneous.

The school curriculum in mathematics sets itself a twofold task: firstly, to promote the development of logical thinking in students and, secondly, to give them concrete mathematical knowledge. Not all children can bear this double burden. Yet the second task cannot be separated from the first. If someone has not mastered the educational material, then no matter how mathematical abilities he may have, he will not be able to follow the course of reasoning. Not understanding the teacher's explanation, such a person begins to experience his "lack" of mathematical abilities and ceases to do mathematics at all.

While working on the book, we paid special attention not to lose sight of the interests of this particular circle of readers. It seems to us that we have reached our goal: no prior knowledge is required to understand the book. It is only necessary to assimilate what is written in our book. If someone takes the trouble to solve all the problems from the first to the last (and at the same time checks his solutions with those given in our book), then you can guarantee that the content of the book will become his “native element” and everything will be clear.

For our part, we want to help the reader in mastering mathematical thinking and suggest to him the direction in which he should develop his abilities. For example, the problems in the book are arranged not as they should, but in such a sequence that should help the reader guess the solution. For the same purpose, sections absolutely necessary from the point of view of the unity of the book were written, in which we are talking about the correspondence between problems and solutions belonging to different directions. Sometimes (this happens quite rarely) we still have to refer to certain mathematical facts. However, the reader can skip such sections without prejudice to further understanding.

In the same spirit, the tasks in the "School of Thinking" section of the Hungarian popular science weekly "Life and Science" were carried out. Work in the editorial office of this section served as a good school for us. During the four-year period of the existence of the section, the number of letters sent to the editors with solutions to problems has increased by about 10 times. From these letters, we not only learned which problems are especially loved by readers, but also got acquainted with the most common mistakes and typical shortcomings of solutions.

We believe that it makes sense to move from one topic to another in mathematics only when you have thoroughly understood the previous topic, you feel at home in it. The versatility of knowledge is acquired with experience, in the process of solving problems that arise in the course of studying the topic. In our book, tasks are grouped by topic. However, they may seem the same only at the most superficial acquaintance. The attentive reader will immediately see that in the whole book there will not be even two problems that coincide to the smallest detail. Each task certainly contains some new, additional touch that distinguishes it from the previous one.

Popular mathematics is not alien to concern about the external form of presentation. With this in mind, we tried to present the tasks in the most "frivolous", "toy" form possible. However, behind their entertaining form lies quite a serious content. As for the solutions, they will be of interest only to those readers who like to rack their brains over a difficult problem.

Of course, we are well aware of how diverse the multitude of our readers, how diverse their demands. Since we wanted to satisfy the needs of the widest possible range of readers, we tried to provide that everyone could extract something useful from it for themselves.

Our task was made easier by the fact that some readers sent us their suggestions, telling us in what order, in their opinion, the tasks should be arranged.

We assigned a special sign to each of the types of readers (with the exception of type A). It seems to serve as a signal by which the reader can easily recognize those tasks that, in our opinion, he should have solved.

Reversi board game

Penza Radio Plant

Set and condition: in the photo.

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2020-03-08 - Goods for sports and outdoor activities- Sofiyivska Borshchagovka

Board game Cluedo Junior, The case of the missing cake. An exciting detective game My first Cluedo (Cluedo Junior) - especially for young detectives! Players will have to investigate the loss of a delicious cake. To solve this mysterious case, investigators need to find out: who ate the cake, with what drink, and when did it happen? Observation and logic will help young detectives solve these riddles. The cake was eaten by Colonel Masdard at 2:00, washed down with milk? Or did Miss Skalte eat the lemonade cake at 5:00? Who will be the first to solve the mystery of the missing dessert? There can be a lot of versions, because there are 6 suspects in the game at once, and the solution will be different every time. The player who makes the correct guess first wins. While kids solve the mysteries of Cluedo Junior, adult players can solve a murder mystery in this classic board game. Components board game My first Cluedo Junior: game board, 6 characters, 6 pieces of furniture, 7 white and 7 yellow bases, detective's notebook, dice, game rules. Excellent condition, complete set. I will send additional photos and videos on request to Viber or Telegram. I send orders by Ukrpochta, new mail or pickup by agreement in Kyiv.