ABSTRACT
An overview of key ideas from a sociocognitive perspective on human learning and action is presented. While necessarily incomplete, it provides the essential concepts and terms needed for the articulation with educational measurement. The interplay of social interactions among persons and cognition within persons is a complex adaptive system. The term “LCS patterns” is introduced to encompass regularities of linguistic, cultural, and substantive structures in knowledge and action. Topics include the connectionist and production system metaphors, and persons’ capabilities as resources they develop through experience in situations structured around LCS patterns.
