In the context of lifelong learning, the term learning ability frequently arises, yet it is rarely specified in detail. Is it the ability to work with concentration, or perhaps the mastery of certain learning techniques, possessing a good short-term memory, or being generally intelligent? Many of these aspects appear in teaching and learning research, but they have never been viewed under a comprehensive perspective. This book addresses the question of what learning ability means, which direct personality components (curiosity, motivation, volition, learning strategies, attribution styles, and memory capacity) are involved both directly and indirectly, and how they can be statistically assessed in a satisfactory manner.