The purpose of this research was to study the effects of cognitive and behavioral orienting activities and practice on student learning of cued and uncued information. The subjects were 54 ninth-grade students: 28 boys and 26 girls. The instructional content for the study was based on the voyages and discoveries of spacecrafts. A significant difference was found between practiced versus nonpracticed items, high-versus low-ability students, and for cued versus noncued items. In addition, significant interactions were found between orienting activities and cueing, orienting activity and practice, and orienting activity by cueing by practice.
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Michael J. Hannafin (1987) studied this question.