These findings were independent of the reader previous experience with reading literature, but other experiments found foregrounding effects that seem to be connected to experience. Some evidence suggest there is a difference between experienced and inexperienced readers in second readings of a literary text that is rich with foregrounding devices: For experienced readers there is an improvement in evaluation between first and second readings. This effect was initially found by Dixon, Bortolussi, Twilley and Leung[10] in 1993 for the story Emma Zunz by Jorge Luis Borges, and was later found by Hakemulder and his colleagues for other texts as well.[11][12] However, recent replication attempts by Kuijpers and Hakemulder[13] did not get the same results.