The contributions to this special issue represent a selection of the presentations from the conference “Learning Processes and Memory: Assessment of Difficulties and Intervention” (Processus d'apprentissage et mémoire: Diagnostic des difficultés et intervention)held at Geneva University in September 2008, completed by research that was recently carried out in Geneva, and cover the themes of learning and memory, working memory training, remediation, and metacognitive intervention. The populations that are included concern all ages and not only those with difficulties in learning: children in kindergarten, children in mainstream or special educational classes in primary education, students with or without learning difficulties in vocational education, and people with intellectual deficiency of different ages.