Recent research indicates that content structure is, to some extent, mapped into cognitive structure. This study examines whether or not mapping of content structure into cognitive structure is related to students' ability to recall the content. Findings indicate that the cognitive structure of students with high recall ability does not resemble content structure, while that of students with moderate recall ability does approximate content structure. "More-able" students seem to process and store information in a manner which is qualitatively different from that of "less-able" students. These high ability students may restructure content to fit existing cognitive structure, while less able students learn by rote. (Author)