Building and regulating cognitive, linguistic, and interactional aspects of knowledge between the individual and the group

作者：

Highlights：

• Regulation of knowledge occurs not only through verbalization, but also through action.

• Regulation interventions can be multifunctional, targeting for example both cognitive and interactional competencies.

• Regulation interventions can be multifunctional by being both elaboration and regulation.

• Meta knowledge about the learning process that is specific to content can help regulation.

• A roadmap is proposed for distinguishing between knowledge elaboration and regulation, for individuals and groups.

摘要

•Regulation of knowledge occurs not only through verbalization, but also through action.•Regulation interventions can be multifunctional, targeting for example both cognitive and interactional competencies.•Regulation interventions can be multifunctional by being both elaboration and regulation.•Meta knowledge about the learning process that is specific to content can help regulation.•A roadmap is proposed for distinguishing between knowledge elaboration and regulation, for individuals and groups.

论文关键词：Collaborative knowledge elaboration,Boundary model,Cognition,Technology,Individual and group learning,Self and socially shared regulation

论文评审过程：Received 25 September 2018, Revised 29 March 2019, Accepted 13 April 2019, Available online 17 April 2019, Version of Record 15 August 2019.

论文官网地址：https://doi.org/10.1016/j.chb.2019.04.013