Differences in learning processes were studied in more versus less intellectually able undergraduate students. Thirty subjects were selected to represent a wide range of general and mathematical reasoning abilities, based on the following test scores: Necessary Arithmetic Operations and Vocabulary Test V2 from the Educational Testing Service ETS Kit of cognitive factors tests, the Institute for Personality and Ability Testing (IPAT) Test of "g", and the American College Test mathematics scores. The subjects studied introductory statistics and were then tested, over a one-week period, on cued recall, free recall, multiple choice, concept organization, and similarity rating tasks. Results indicated that ability differences were relatively small for simple tasks, but increased dramatically as task complexity increased. The concept organization and similarity rating task results supported the hypothesis that high ability subjects manipulate incoming data more effectively, producing more richly elaborated conceptual networks, and thus facilitating performance. (Author/GDC)