A commonly accepted claim in mathematics education is that there is a relationship between the cognitive demand of mathematical task enactments and students' subsequent learning. One study often cited to support this claim is Stein and Lane (1996), and in 44% of those citations, Stein and Lane (1996) is the sole reference provided. Citation analysis reveals that many of these claims go beyond the warrants provided by the Stein and Lane study, either by granting more confidence in the relationship than the study design allows or by phrasing the claim causally. A few other studies are occasionally cited in conjunction with Stein and Lane (1996), but there remains a need for replication studies to provide better empirical support for claims about cognitive demand and student learning and to refine our shared understanding. [For complete proceedings, see ED581294.]