One formal operational schema, hypothetical-deductive reasoning, is seen as most important to effective decisionmaking in planning and carrying out classroom lessons. While it is clear that formal thought schema are widely used in teaching, it is also understood that these reasoning schema are themselves dependent upon the more fundamental cognitive processes. Prerequisite development includes, among other foundation processes, information processing skills which facilitate predecision actions through more efficient or increased sensitivity, receptivity, and use of internal and external stimuli. The problem investigated in this study was to determine the effects of intervention training in cue attendance on preservice teacher performance in observing details, asking questions, constructing alternative hypotheses, analysis of classroom teaching, and planning and teaching a classroom content unit. Included in the intervention instruction and in the dependent variables were detail attendance, information search questions, hypothesis generation, and designing strategies for hypothesis testing. Results of the study supported the hypothesis that teacher education courses focusing, at least partially, on prerequisite cognitive processes can increase teaching effectiveness. (JD)