Disch and colleagues’ report (published June 18, 2025) analyzed 94 university students in 47 pairs (50 assigned to receive the map, 44 controls), excluding eight of 102 consenting students who lacked partners. Individuals were assigned by chance, then paired within groups. Both groups read one 2,015-word psychology article, took notes, chatted and co-wrote a critical summary. One group also received a researcher-made concept map: a 24-idea relationship diagram revealed paragraph by paragraph. No reliable added improvement was detected in immediate individual factual gains or assessed pair chats/summaries—not proof of equal learning. Exploratory analyses, without advance predictions, found shorter reading-task time and fewer words in notes. There was no later learning test or application to new scientific arguments.