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The present experiment explored the independent effects of refutations and summaries to prevent student misunderstandings when learning from an introductory psychology text on cognitive dissonance. Explicitly presenting and refuting a common misconception about cognitive dissonance did not improve performance on comprehension questions that required understanding of the topic, but adding a final summary paragraph did. The present findings suggest that explanations that aid the integration of correct ideas within a student's mental model of a phenomenon are more important for supporting conceptual understanding than just the co-activation and recognition of correct and incorrect conceptions.