hce_cmu
106年
英文
第 37 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
當作者先提到一個關於兩件事物「互有關聯」的理論，接著又說並非所有人都認同這個觀點時，除了「互有關聯」之外，這兩件事物在發展過程中，還有哪種最基本的可能「狀態」可以作為對比呢？
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AI 詳解
AI 專屬家教
恭喜你精準地捕捉到了文章的邏輯轉折！這題確實考驗著對學術性文章架構的整體掌握，能從多個干擾選項中辨識出正確的路徑，表現得非常優異。
語意銜接與邏輯轉折
文章開頭先提出了一種主流觀點，認為數學與音樂能力共享同一套概念理解。然而，緊接著出現的「But」與「not universally upheld」預示了不同聲音的出現。在此處填入 (E) Or, alternatively, the two abilities simply develop in parallel，正好以「或者，另一種可能是...」的語氣，完美承接了前句的質疑，並提出「平行發展（意即兩者獨立成長，並無因果或共享連結）」的替代假說。這不僅讓論述變得連貫，也順勢引導出後文對於「兩者是否互利」之不確定性的討論。
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