This paper reviews recent literature in order to identify factors affecting student performance in introductory high school and college physics courses. An important factor identified was formation of cognitive structures such as formation of problem solving schemata. It was concluded that Piagetian concepts such as concrete and abstract reasoning are not as important as visual-spatial abilities, induced cognitive structures of sex roles, and external factors such as teaching style and, to some degree, curriculum. Contains 19 references. (JRH)