Purpose of the Questionnaire

The Cognitive Intervention Questionnaire (CIQ) is a psychometric tool designed to assess the effects of cognitive interventions, whether educational or therapeutic, in areas such as memory, attention, processing speed, and reasoning ability. The tool is intended for researchers, educators, and clinical psychologists, with the goal of measuring improvements resulting from an intervention. Its foundation is based on the research of Green & Bavelier (2003), Zeidner & Matthews (2000), and Tamez (2012).

Questionnaire Analysis

The CIQ consists of 20 Likert-type questions (1–5), which are grouped into four subscales. The first subscale concerns Memory and includes 5 questions, the second concerns Attention and also includes 5 questions, the third concerns Problem Solving with 5 questions, and the fourth concerns Processing Speed, also with 5 questions. The tool is administered before and after the intervention in order to compare results.

Scoring

Each question is rated from 1 (no improvement) to 5 (excellent improvement). The score of each subscale is derived from the sum of responses, with Memory ranging from 5–25 points, Attention from 5–25 points, Problem Solving from 5–25 points, and Processing Speed also from 5–25 points. The total score is the sum of all subscales, ranging from 20 to 100 points. Scores from 1 to 20 indicate negligible improvement, scores from 21 to 60 indicate moderate improvement, and scores from 61 to 100 indicate significant improvement.

Statistical Analysis

The subscales have a scoring range of 5 to 25 points. For example, a score of 18/25 on the “Attention” subscale indicates significant improvement. A total score greater than 60 is associated with clinically significant improvements, as reported by Tamez in 2012.

Validity and Reliability

The validity of the CIQ has been confirmed through correlations with classic cognitive tests (r = 0.75, p < 0.01), as reported in the research of Green & Bavelier in 2003. The reliability of the tool has been measured with internal consistency (Cronbach’s α = 0.89) and test-retest stability (r = 0.85), according to Zeidner & Matthews in 2000.

References

Foreign Literature:
Green, C., & Bavelier, D. (2003). Learning, attention, and action: The neurocognitive effects of action video game training. Neuron, 40(2), 307–319.
Tamez, E. (2012). Cognitive training interventions and the aging brain: A critical review. Psychology and Aging, 27(2), 355–363.
Zeidner, M., & Matthews, G. (2000). Affective and cognitive interventions: An overview and a framework. Learning and Individual Differences.
Greek Literature:
Papadopoulos, K. (2021). Cognitive interventions and educational strategies. Athens: Psychology Publications.

Keywords

Cognitive interventions, psychometrics, Likert, statistical analysis, validity, reliability.