I’m not sure why it’s so different than tutorials, where the opposite happens. Everyone just looks at the answers and gets nowhere. Maybe it’s something about understanding or caring. There’s a huge difference in learning when you get information that you want to know, that you need to know, versus you hope you’ll have a use for it some time later.
Of course we have limits to how much we can do at once, but learning isn't like filling a bucket. Learning takes active work, effort. An analogy would be like saying 'weight lifting is easier with tiny weights' or 'don't lift too much weight.' Yes, but that's obvious, useless, and forgets the presumed goal of weight lifting, which requires putting in some effort. Similarly, you wouldn't force kids to listen to lectures about baseball or other sports and memorizing all the rules before letting them play.
Some of the other things mentioned on the poster article are false or only apply to rote, trivial learning. Remember most of this type of traditional psych research “includes participants who have no specific interest in learning the domain involved and who are also given a very short study time.”
Worked examples, like other passive learning situations, can cause an 'illusion of knowledge' - feeling like you know and understand, but not really.
Look at pre-worked answers, build rote knowledge, etc, before trying to solve problems? We learn more doing the exact opposite - see research on 'productive failure'. We learn best in context, when we have a need to learn.
Our intuitions about learning, teaching, etc, are often the exact opposite of reality. Here are just a couple of examples:
Khan Academy and the effectiveness of science videos https://youtu.be/eVtCO84MDj8
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://www.pnas.org/content/116/39/19251?cid=nwsltrtn&sourc...