It bears repeating that Hubbard's study "tech" includes many theoretical rituals that are entirely antipathetic to learning. By way of example, let's take the superstitious belief that one must clear EVERY definition with made-up sentences.
While it is possible that some residual good could occasionally happen, it could equally be stated that there is some good in having students read the entire Encyclopedia Britannica entry for every 9th word in the text being studied.
In spite of Hubbard's ivory tower theory, the more likely result from forcing students to clear every definition is:
* Ruining the passion for learning and enjoyment thereof.
* De-railing the student's purpose for learning with a pedantic and meaningless off-topic exercise.
* Relentless interruption of the naturally rhythmic assimilation of knowledge much like a bullying parent might cut off their child's speech so often that they develop a stutter.
* The inordinate loss of time and momentum.
* Re-focusing the student onto ancillary insignificata, resulting in an inverted or illogical sense of priorities. (This, in contrast to Hubbard's taped lecture "Evaluation of Importances", one of the scriptural revelations to mankind in his "Study Tapes")
When one generally refers to the "Study Tech" they are mistakenly referring to tech that contains tech-niques that are provably harmful to studying. Thus, the term "study tech" itself is not actually understood by those that use it. LOL