This paper discusses a study to determine the influence of study procedures on success at map-learning tasks. The hypothesis was that subjects who used certain (effective) learning procedures would perform better than subjects who stressed other (less effective) techniques. The effective procedures set comprised techniques for learning spatial information, using self-generated feedback to guide subsequent study behavior, and partitioning the map into sections. The less effective procedures set comprised subjects' random learning techniques, random sampling, and unrestricted focus of attention. Methodology involved directing 43 college students to learn and reproduce maps according to their own techniques. Subjects were then divided into three groups and instructed to participate in a second map-learning task in which they used 1) procedures previously determined as effective learning aids, 2) procedures unrelated to learning success, or 3) their own learning techniques. Findings from a comparison of performance on the first and second map-learning task indicated that performance improvement was directly related to the frequency with which subjects used procedures designated as most effective learning aids. The conclusion is that students can improve learning effectiveness and performance of complex tasks such as map learning if they use procedures designated as effective learning aids. (DB)