Strayer, G. D., & Norsworthy, N. (1917). How to study. In G. D. Strayer & N. Norsworthy, How to teach (pp. 220-233). New York, NY, US: MacMillan Co.
http://dx.doi.org/10.1037/14866-014
The term study has been used very loosely by both teachers and children. As used by teachers it frequently meant something very different from what children had in mind when they used it. Further, teachers themselves have often used the term in connection with mental activities which, technically speaking, could not possibly come under that head. Much confusion and lack of efficient work has been the result. Recently various attempts have been made to give the term study a more exact meaning. McMurry defines it as "the work that is necessary in the assimilation of ideas" — "the vigorous application of the mind to a subject for the satisfaction of a felt need." In other words, study is thinking. Psychologically, what makes for good thinking makes for good study. Study is controlled mental activity working towards the realization of a goal. It is the adaptation of means to end, in the attempt to satisfy a felt need. It involves a definite purpose or goal, which is problematic, the selection and rejection of suggestions, tentative judgments, and conclusion. The mind of the one who studies is active, vigorously active, not in an aimless fashion, but along sharply defined lines. This is the essential characteristic of all study. (PsycINFO Database Record (c) 2016 APA, all rights reserved)