This study examined the effects of episodic-mapping, traditional notetaking, and rereading on eighth-grade students' recall of historical text. Episodic-maps are a kind of notetaking procedure that requires students to represent ideas from a text in the form of a graphic diagram. As predicted, both episodic-mapping and traditional notetaking enhanced free recall performance when contrasted with rereading. Episodic mapping also was found to enhance the recall of noted information when compared to traditional notetaking. However, the two notetaking methods were not found to differ in the amount or type of passage information noted. Contrary to prediction, both traditional notetaking and episodic mapping were found to enhance overall recall performance as a direct result of increased recall for noted passage elements. The results are discussed in terms of the metacognitive development of eighth-grade students. Thirteen tables of statistical data are appended. (Contains 43 references.) (Author)