This study investigated skills that lead to generation of facilitative visualizations during study time for college age students. Specifically, the study examined the effects of teacher encouragement to generate visualizations, the effects of teacher encouragement and orientation to visualization, and the effects of the use of each of four visualization skills and rehearsal on test scores. An orientation prepared students in an experimental group to: (1) identify the underlying structure of a given text; (2) represent identified interrelationships; (3) generate pictorial as well s verbal study-notes; (4) visually connect concepts to prior learning; and (5) illustrate distinctive features of concepts. Participants were 75 undergraduate students in an introductory oceanography course at a large university. Students who showed interrelationships among concepts in their study-notes performed better on a test on science concepts than those who did not. No other significant effects were identified. (Contains 11 references.) (Author/AEF)