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Blog Content and Structure, Cognitive Style and Metacognition

Blog Content and Structure, Cognitive Style and Metacognition

Barbara Colombo (Department of Psychology, Catholic University of the Sacred Heart, Milano, Italy), Alessandro Antonietti (Department of Psychology, Catholic University of the Sacred Heart, Milano, Italy), Roberta Sala (Department of Psychology, Catholic University of the Sacred Heart, Milano, Italy), and Simona C.S. Caravita (Department of Psychology, Catholic University of the Sacred Heart, Milano, Italy)
Copyright: © 2013 |Volume: 9 |Issue: 3 |Pages: 17
ISSN: 1548-3908|EISSN: 1548-3916|EISBN13: 9781466634398|DOI: 10.4018/jthi.2013070101
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MLA

Colombo, Barbara, et al. "Blog Content and Structure, Cognitive Style and Metacognition." IJTHI vol.9, no.3 2013: pp.1-17. https://doi.org/10.4018/jthi.2013070101

APA

Colombo, B., Antonietti, A., Sala, R., & Caravita, S. C. (2013). Blog Content and Structure, Cognitive Style and Metacognition. International Journal of Technology and Human Interaction (IJTHI), 9(3), 1-17. https://doi.org/10.4018/jthi.2013070101

Chicago

Colombo, Barbara, et al. "Blog Content and Structure, Cognitive Style and Metacognition," International Journal of Technology and Human Interaction (IJTHI) 9, no.3: 1-17. https://doi.org/10.4018/jthi.2013070101

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Abstract

Fifty blogs were analysed and classified according to both their content and formal structure. The SOLAT questionnaire, aimed at assessing the right (i.e., intuitive-holistic) vs. left (i.e., systematic-analytical) thinking style, was put online, and blog owners were asked to complete it in order to match their cognitive style to the “style” of their blog. Respondents were also asked some metacognitive questions in order to explore their awareness of the psychological processes that are activated by the blog that they had devised, both in their own and in other people’s mind. Results showed that blog owners are able to use effective communication strategies by differentiating the formal structure of bogs according to the content, but they lack metacognitive awareness about the mental processes activated by the blog. No relationship between the blog owner’s cognitive style and blog style was found. Implications for the educational use of blogs are discussed.

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