In this critical review, the author surveys the literature on learning as a field of psychology including current studies and the contributions of cognitive neuroscience. Two clinical puzzles, one about remembering rape and the second about teaching that changes attitudes, are presented as data samples. A consideration of learning as applied psychoanalysis is divided into 3 historical periods: early history, intermediate period, and recent work. The discussion suggests strategies for implementation of a working link between the 2 fields.