 Not only did the learning-disabled and mentally handicapped students in the experimental group score much higher on the tasks that involved color-coded notation than on the uncolored notation, but it also appeared that the color-coded notation enabled them to score as high as or higher than the other students"

He suggests that the scores of students identified as receiving extra academic assistance were examined separately and were found to be lower than the overall student sample, but were otherwise similar to the means for all students.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.