Adults' learning of complex explanations violates their intuitions about optimal explanatory order.

Should you first teach about the purpose of a microwave or about how it heats food? Adults strongly prefer explanations to present function before mechanism and information about a whole to precede information about its component parts. Here we replicate those preferences (Study 1). Using the same stimuli, we then ask whether those pedagogical preferences reflect ease of learning of labels, function, or mechanism. Surprisingly, explanations that accord with function-before-mechanism and whole-before-part structure show no learning benefits to participants compared to other participants who see lessons that violate one or both intuitions (Study 2). Even when potential scaffolds are removed (i.e., diagrams) the preferred pedagogical order does not predict better learning (Study 3). Finally, explanatory order has only modest effects on experiential outcomes (e.g., curiosity, frustration; Study 4). In all cases, all orders of presentation support learning in comparison to controls and are not constrained by either ceiling or floor effects. Reasons for the clash between intuitions about learning and actual outcomes are explored.