Description of the Questionnaire

The Cognitive Interference Questionnaire (CIQ) is designed to measure the frequency of thoughts that interfere with concentration and performance during demanding activities such as examinations, work, or public speaking. It assesses both thoughts unrelated to the task at hand (task-irrelevant thoughts) and thoughts related to worry about performance (task-relevant worries). This tool is widely used in research and clinical settings to evaluate the impact of anxiety, worry, and intrusive thoughts on cognitive performance.

Purpose

The main purpose of the CIQ is to detect and measure cognitive interference caused by negative or distracting thoughts during critical tasks. The instrument helps to understand the extent to which individuals become distracted by internal or external stimuli and how this may affect their cognitive performance.

Scoring

The questionnaire consists of 22 statements to which the respondent answers using a 5-point Likert scale, where 1 corresponds to “Never,” 2 to “Rarely,” 3 to “Sometimes,” 4 to “Often,” and 5 to “Always.” The total score ranges from 22 to 110, with higher scores indicating higher levels of cognitive interference. Scoring may also allow for the analysis of two subscales: task-irrelevant thoughts and task-relevant worries.

Analysis and Use of Data

Data collected from the CIQ can be analyzed to reveal patterns of cognitive interference in different situations, populations, or time points. Comparisons can be made between groups or within individuals (e.g., before and after an intervention). The analysis may include the calculation of means, standard deviations, and factor analyses to confirm the structure of the instrument.

Use of Data

The questionnaire data can be used for research purposes in studies related to performance psychology, anxiety, cognitive processes, and emotional regulation. In clinical settings, it may contribute to diagnostic assessments or monitoring the effectiveness of psychological interventions. In educational environments, it can be used to understand students’ or test-takers’ concentration difficulties during exams or evaluations.

References

Sarason, I. G., Sarason, B. R., Keefe, D. E., Hayes, B. E., & Shearin, E. N. (1986). Cognitive interference: Situational determinants and trait-like characteristics. Journal of Personality and Social Psychology, 51(1), 215–226.
Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: Reactions to tests. Journal of Personality and Social Psychology, 46(4), 929–938.
Wine, J. (1971). Test anxiety and direction of attention. Psychological Bulletin, 76(2), 92–104.