Beat it! : music overloads novice dancers

Summary: Together with melody, ham10ny, and timbre, rhythm and beat provide temporal structure for movement timing. Such musical features may act as cues to the phrasing and dynamics of a dance choreographed to the music. Novice dancers (N =54) learned to criterion a novel 32-s dance-pop routine, either to full music or to the rhythm of that music. At test, participants recalled the dance to the same music, rhythm, new music, and in silence. If musical features aid memory, then full music during learning and test should result in superior dance recall, whereas if rhythm alone aids memory, then rhythm during learning and test should result in superior recall. The presence of a rhythm accompaniment during learning provided a significantly greater memory advantage for the recall of dance-pop steps than full music. After learning to full music, silence at test enhanced recall. Findings are discussed in terms of entrainment and cognitive load.