The four studies in this report consider the attribution of ability in the relationship of tutor to tutee among elementary level students. In each of the studies, the tutee displayed, or was represented as displaying, one of four learning sequences: success-success, failure-failure, failure-success, or success-failure. The results of the first study showed that the tutor attributed ability to the tutee in relation to the tutee's performance on the first part of a two-part lesson. The results of the second and third study, which were designed to eliminate the primacy effect, were similar to the results of the first. In the fourth study, tutors viewed a graphical representation of the tutee's performance on the first part of a concept formation learning task. In contrast to the typical finding of a strong primacy effect, the results of the fourth study showed a strong recency effect: the students' performance on the second half of the learning task was the major determinant of attribution of ability. Each report describes the methods, procedures, and results of the study in detail. (HMD)