In reviewing current literature on the importance of examples in the process of teaching learning, this report takes into particular consideration textbook approaches that emphasize the role of examples for comprehension and motivation. Utilizing a constructive theory of prose comprehension, it then attempts to specify the function of examples in the learning process. The reports show through data gathered from an empirical investigation that the facilitative effect of examples on the process of comprehension and on performance in comprehension tests applies only to learners with high prior knowledge. It reveals similar correlations regarding recall of general and illustrative propositions. The report concludes that while learners with high prior knowledge are able to use the additional information from examples to enhance their understanding and recall of basic information, the effect of examples on learners with low prior knowledge tends to be detrimental, since no adequate knowledge structures are available to cope with the additional strain of surplus information processing. (CRH)