This report reviews traditional research on studying and supplements it with theory and research from other areas of education and psychology to obtain a clearer picture of the way people study. The state variable of the student's knowledge of the criterion task and the processing variables of encoding and of focusing attention are explored. Some of the studying techniques reviewed include underlining, note taking, rereading, summarizing, student questioning, and representing the text diagrammatically. The conclusions reported suggest that some techniques have more potential than others for promoting the deeper processing suited to criterion tasks requiring greater comprehension and/or recall. It is noted also that the techniques most likely to yield the highest learning benefits also have the greatest cost in student time and energy. (MKM)