فصلنامه روانشناسی شناختی

Cognitive Load Theory is one of the most powerful research frameworks in educational research. The main concern within this framework is to develop a proper instrument to measure cognitive load. Hence, the goal of this research was to investigate the reliability and validity of the Cognitive Load Questionnaire designed by Kelpsch, Schmitz and Seufert (2017). This questionnaire was administered to 206 seventh- and eighth-grade female students, in which they rated the amount of intrinsic, germane, and extraneous load of various learning tasks on a 7-point Likert scale. The reliability and validity of the questionnaire were examined and confirmed through Cronbach's alpha coefficient and t-test in which the quality of individuals' answers in different tasks were compared together. In addition, confirmatory factor analysis was performed using LISREL 8.80, to investigate factor structure of the questionnaire. The results showed that the questionnaire has desirable reliability and validity to measure different types of cognitive load. The results of confirmatory factor analysis also revealed a three-factor structural model whose fit indices suggested a desirable fit with the data, thus corroborating the three-factor structure of the cognitive load questionnaire. Therefore, this questionnaire can be a proper measure to assess different types of cognitive load in seventh and eighth grade students.

Mindfulness is one of the effective interventions in improving executive functions. Although this intervention is well documented for adults, but it is less addressed for children, while children with attention deficit / hyperactivity disorder Executive functions are problematic. The purpose of this study is to Designing, developing and validating a psycho-educational program of empowerment based on mindfulness-cognitive for reduce behavioral symptoms and improve executive function in children with attention deficit / hyperactivity disorder. The present study is of the fundamental type, which is in two parts, In the first for designing and development stages was a descriptive - analytic method with a configurative synthesis approach In the second stage For program validation, along with the use of face validity method, content validity method was used quantitatively and Qualitatively method with a panel of 10 experts and Content Validity Ratio (CVR) and Content Validity Index (CVI). The minimum and maximum CVRs for each item or component of the program were calculated as 0/73 and 1, respectively. Also the minimum and maximum CVIs for each item or component of the program were calculated as 0/80 and 1, respectively. Finally, the average content validity index (S-CVI/Ave) for the entire program was calculated as 0/91. This research leads to the preparation of an educational-therapeutic program in three sections: 1- basics, 2- external awareness and 3- internal awareness, which includes the sub-elements of strengthening attention, concentration, awareness of emotions, thoughts, tasks, purpose and impulses. Be. This educational-therapeutic program includes 16 sessions for children and 3 sessions for parents, 120 cards and 20 educational worksheets. The psycho educational program of empowerment based on mindfulness- cognitive for  reduce behavioral symptoms and improve executive function in children with attention deficit / hyperactivity disorder has appropriate face and content validity, and has a useful validity for educational, clinical and research uses.