A study investigated attempts to influence student-teachers' interactive cognitions by means of specially designed video materials that were detailed illustrations of educational theories. It was hypothesized that student-teachers, having worked through these video materials, would be inclined to used the theoretical key elements in their thinking processes during their own interactive teaching. It was also hypothesized that, for this group, the degree to which these key elements would be cognitively used would be higher compared to a group that only received a verbal explanation of the educational theories. In the design, a no-treatment group was included to obtain baseline data. Student teachers' thought processes were investigated by means of stimulated recall. Results suggest that the student-teachers who worked through the video materials used the elements of the educational theories most frequently in their interactive thinking. Eight tables and figures are included in the report. (Author/JMK)