To determine how differences in isolating and elaborating on important text information influence learning and attitudes toward learning, two groups of fifth grade students were trained to apply the mechanics of precis writing and outlining to their social studies readings. After a pretest for content knowledge and an evaluation of their attitudes toward learning strategies, 24 students received four weeks of training in precis writing, while 26 students were trained in outlining. Following a multiple choice test, an essay test, and an attitude measure, the treatment was reversed. Analysis of variance between test scores failed to reveal significant differences in students' social studies knowledge as measured by detail, main ideas, or essay questions. Additionally, there were no significant differences on attitude measures administered during the study, indicating that regardless of the activity, feelings were similar about the amount of material learned, the difficulty of the activity, the help required, and the extent of student participation in lessons. A majority of students reported, however, that outlining was a more helpful study aid than precis writing. Results of the study must be viewed cautiously, as measurements of student knowledge lacked validity and reliability. (MM)