Learning and remembering strategies of novice and advanced jazz dancers for skill level appropriate dance routines

This study examined the influence of the challenge level of to-be-learned s timulus on learning strategies in novice and advanced dancers. In Study 1, skill-level appropriate dance routines were developed for novice and advanc ed jazz dancers. In Study 2, 8 novice and 9 advanced female jazz dancers at tempted to learn and remember the two routines in mixed model factorial des ign, with one between-participants factor: skill level (novice or advanced) and two within-participants factors: routine (easy or difficult) and perfo rmance (immediate or delayed). Participants were interviewed regarding the strategies used to learn and remember the routines. Results indicated that advanced performers used atypical learning strategies for insufficiently ch allenging stimuli, which may reflect characteristics of the stimuli rather than the performer. The qualitative data indicate a clear preference of nov ice and advanced performers for spatial compatibility of stimuli and respon se.