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For a closed-book examination, study strategies that could promote deep processing correlated positively with scores but were not likely to be used by the 46 students. For an open-book, open-note examination, strategies that might have led to confusion regarding the locations of material in the textbook and lecture notes correlated negatively with scores, although they were not likely to be used by the 58 students.
L. Mark Carrier (Sat,) studied this question.