Students learn declarative concepts (abstract concepts denoted by key terms and short definitions) in many courses. For example, students learning about operant conditioning would learn ‘positive reinforcement’. Instructors and textbooks frequently provide concrete examples to support concept learning (e.g. for positive reinforcement, an example involving a father rewarding his daughter for putting her toys away). Previous research shows that providing students with examples enhances concept comprehension (Rawson et al., 2015; Zamary & Rawson, 2016). However, a common learning goal is for students to be able to apply declarative concepts in novel contexts. The current research was designed to investigate if provided examples can directly benefit novel application. Participants were randomly assigned to a definitions group or examples group. All participants read a textbook passage containing concept definitions and 1 example for each of the 10 concepts from operant conditioning. During practice, participants either practiced retrieving concept definitions or provided examples. On each trial, participants were given the concept term and were asked to recall the target information (either the definition or example of that concept, depending on group assignment) and then restudied the target information. Practice continued until each target was correctly recalled three times. Two days later, participants completed final tests: definition cued recall, example cued recall, and an example generation test. Of greatest interest was the example generation test, in which participants applied the concepts in novel scenarios. The examples group outperformed the definitions group on this test, showing that provided examples can directly benefit novel concept application.