 As a result of these experiments, colored notation does seem to help early music students to learn notation and rhythms more than students with uncolored notation.In Rogers' 1991 study of color-coded notation, it is clear that students relied more heavily on the colors that were assigned to the notation, rather than on learning the notation.However, as the students were able to easily tell the different notes apart, perhaps by using different colors that are not assigned to a note, the experimental students would have been able to read not only the colored notation better but also the uncolored notation.