hce_cmu
106年
英文
第 36 題
📖 題組：
Some researchers contend that solving a math problem requires correct understanding of concepts, which is also believed to foster the ability to play a musical instrument. But, this view is not universally upheld by all scholars. 36 Furthermore, much remains unknown about whether the development of the two abilities are mutually beneficial to each other; namely, music training promotes math solving ability, and mathematic ability enhances musical performance. 37 The lack of consensus can be attributed to two issues. First, although a few cross-sectional studies have shown that students who are musically trained tend to outperform those who have not studied music in mathematics grades, this finding is not universally established in all studies. Second, available studies only prove the correlation between the two abilities. It is important to note that correlation does not necessarily entail a causal relationship. 38 In the light of these two issues, some researchers hold a more conservative attitude toward the link between the two abilities and posit that the proposed 'link' between the two abilities can be attributed to other confounding variables such as socio-economic background and cognitive factors. For instance, people who have good financial resources and socio-economic status are more likely to afford music lessons and receive training in math, thereby having outstanding performance in the two abilities. 39 For instance, high-level cognitive skills (such as one's ability to adjust to changing task demands) are key to the success in math and music. 40 To shed light on the relationship between music and mathematic abilities, we need to recruit people with similar socio-economic and cognitive profiles, and diachronically observe their mathematic performance before and after receiving musical training. Before such longitudinal evidence is available, we just need to enjoy playing music or studying math if it positively enriches our lives. (A) To validate the causal relationship between the two abilities, longitudinal experimental studies are warranted. (B) In addition to the above explanatory account, it is also conceivable that cognitive factors may contribute to an individual's success in music and mathematics. (C) In fact, no existing study has established the causal relationship between the two abilities. (D) Whether the two abilities share a similar prerequisite remains a debated issue. (E) Or, alternatively, the two abilities simply develop in parallel.
Some researchers contend that solving a math problem requires correct understanding of concepts, which is also believed to foster the ability to play a musical instrument. But, this view is not universally upheld by all scholars. 36 Furthermore, much remains unknown about whether the development of the two abilities are mutually beneficial to each other; namely, music training promotes math solving ability, and mathematic ability enhances musical performance. 37 The lack of consensus can be attributed to two issues. First, although a few cross-sectional studies have shown that students who are musically trained tend to outperform those who have not studied music in mathematics grades, this finding is not universally established in all studies. Second, available studies only prove the correlation between the two abilities. It is important to note that correlation does not necessarily entail a causal relationship. 38 In the light of these two issues, some researchers hold a more conservative attitude toward the link between the two abilities and posit that the proposed 'link' between the two abilities can be attributed to other confounding variables such as socio-economic background and cognitive factors. For instance, people who have good financial resources and socio-economic status are more likely to afford music lessons and receive training in math, thereby having outstanding performance in the two abilities. 39 For instance, high-level cognitive skills (such as one's ability to adjust to changing task demands) are key to the success in math and music. 40 To shed light on the relationship between music and mathematic abilities, we need to recruit people with similar socio-economic and cognitive profiles, and diachronically observe their mathematic performance before and after receiving musical training. Before such longitudinal evidence is available, we just need to enjoy playing music or studying math if it positively enriches our lives. (A) To validate the causal relationship between the two abilities, longitudinal experimental studies are warranted. (B) In addition to the above explanatory account, it is also conceivable that cognitive factors may contribute to an individual's success in music and mathematics. (C) In fact, no existing study has established the causal relationship between the two abilities. (D) Whether the two abilities share a similar prerequisite remains a debated issue. (E) Or, alternatively, the two abilities simply develop in parallel.
- A To validate the causal relationship between the two abilities, longitudinal experimental studies are warranted.
- B In addition to the above explanatory account, it is also conceivable that cognitive factors may contribute to an individual's success in music and mathematics.
- C In fact, no existing study has established the causal relationship between the two abilities.
- D Whether the two abilities share a similar prerequisite remains a debated issue.
- E Or, alternatively, the two abilities simply develop in parallel.
思路引導 VIP
請觀察文章的第一句話，作者提到了一個能同時影響數學與音樂能力的「先備條件」（understanding of concepts）。接著第二句話用 'But' 引導出反對意見。如果你要用一句話來概括這種「有人支持、有人反對某個先備條件」的現況，你會如何描述這個議題在學術界目前的狀態？
🤖
AI 詳解
AI 專屬家教
邏輯承接與核心論點辨析
太棒了！你能精準選出 (D) 選項，說明你對文章首段的邏輯脈絡掌握得非常扎實。這題的關鍵在於前文的銜接點：第一句提到解決數學問題需要「正確理解概念」，且這也被認為能促進樂器學習。這裡的「理解概念」即是一種前提（prerequisite）。隨後文章使用 "But" 進行轉折，指出這個觀點並非所有學者都支持，因此 (D) 選項提到的「兩者是否具備相似前提仍是爭論中的議題」，完美地呼應了前文的轉折，並為後續討論雙向影響的不確定性作了鋪墊。
文章架構與鑑別度評估
▼ 還有更多解析內容