Teaching has been described by a number of educational researchers as a complex cognitive activity. In an effort to contribute to the knowledge base for elementary science teacher effectiveness, this study was undertaken to build upon the procedures and findings of previous intensive instruction research by providing a framework for the investigation of the effects of intensive instruction upon the thought processes of preservice elementary science education teachers engaged in inquiry skill tasks. Fourteen preservice teachers enrolled in education courses of a major mid-western university were randomly assigned to either a treatment or control group. Treatment subjects received intensive instruction in cue attendance. All subjects were assessed for their ability to observe details, ask questions and to generate hypotheses on inquiry skill tasks. Intensively instructed subjects performed better in inquiry skill tasks than those subjects receiving no intensive instruction. Intensive instruction appears to have enhanced the treatment subjects' ability to consider and report a greater number of alternative relevant cues while engaged in the observation of details. (YP)