A concept map diagrams ideas and relationships; recall means producing information from memory. Blunt and Karpicke’s report (published online February 17, 2014), Experiment 2, assigned 80 Purdue undergraduates to four groups, 20 each; chance assignment was not stated. Everyone studied two short science texts for 30 minutes each, including reading and rereading. During work periods, students drew maps or wrote paragraphs, both on paper, with the text visible or absent. Source-visible paragraph writing was essentially copying. One week later, results favored recall conditions on questions about facts and conclusions drawn from the texts. No reliable difference between the two recall formats was detected; that does not prove equal effectiveness. The design separates output format from whether work requires memory.