LESK next presented the results of an experiment conducted by Dennis Egan and involving thirty-six students at Cornell, one third of them undergraduate chemistry majors, one third senior undergraduate chemistry majors, and one third graduate chemistry students. A third of them received the paper journals, the traditional paper copies and chemical abstracts on paper. A third received image displays of the pictures of the pages, and a third received the text display with pop-up graphics. The students were given several questions made up by some chemistry professors. The questions fell into five classes, ranging from very easy to very difficult, and included questions designed to simulate browsing as well as a traditional information retrieval-type task. LESK furnished the following results. In the straightforward question search--the question being, what is the phosphorus oxygen bond distance and hydroxy phosphate?--the students were told that they could take fifteen minutes and, then, if they wished, give up. The students with paper took more than fifteen minutes on average, and yet most of them gave up. The students with either electronic format, text or image, received good scores in reasonable time, hardly ever had to give up, and usually found the right answer. In the browsing study, the students were given a list of eight topics, told to imagine that an issue of the Journal of the American Chemical Society had just appeared on their desks, and were also told to flip through it and to find topics mentioned in the issue. The average scores were about the same. (The students were told to answer yes or no about whether or not particular topics appeared.) The errors, however, were quite different. The students with paper rarely said that something appeared when it had not. But they often failed to find something actually mentioned in the issue. The computer people found numerous things, but they also frequently said that a topic was mentioned when it was not. (The reason, of course, was that they were performing word searches. They were finding that words were mentioned and they were concluding that they had accomplished their task.) This question also contained a trick to test the issue of serendipity. The students were given another list of eight topics and instructed, without taking a second look at the journal, to recall how many of this new list of eight topics were in this particular issue. This was an attempt to see if they performed better at remembering what they were not looking for. They all performed about the same, paper or electronics, about 62 percent accurate. In short, LESK said, people were not very good when it came to serendipity, but they were no worse at it with computers than they were with paper. (LESK gave a parenthetical illustration of the learning curve of students who used SuperBook.)