Presented are abstracts and abstractors' analyses of 10 studies related, in some manner, to learning. These studies focus on: (1) problem-solving processes used by experts and novices as they worked five mechanics problems (J. H. Larkin and F. Reif); (2) formal reasoning patterns of Italian high school students (M. L. Aiello-Nicosia, et al.); (3) the extent to which instructional and aptitude variable correlate with cognitive level (G. J. Pallrand and V. Moretti); (4) the development of correlational reasoning (A. Lawson et al.); (5) science learning when preadolescent children and their parents learn science content together (E. D. Gennaro et al.); (6) the relationship between formal reasoning ability and locus of control, academic engagement, and integrated process skill development (K. G. Tobin and W. Capie); (7) the development of hierarchical classification ability and the age at which this ability appears to be fully developed (W. E. Lowell); (8) relations of student, teacher, and learning environment variables to science learning attitudes (T. Haladyna et al.); (9) the effects to two small-group instructional strategies on children's nonvisual seriation abilities (M. J. Padilla and L. Ollila); and (11) the use of a time series design to examine concept development (V. Mayer and H. J. Kozlow). (JN)