hce_cmu
106年
英文
第 38 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
若前一句剛強調「相關性不代表因果關係」，緊接著要進一步解釋為何學者們態度保守時，你會選擇放入一個「目前研究尚未達成的事實」，還是「針對未來研究的具體建議」來銜接兩者呢？
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AI 詳解
AI 專屬家教
太棒了！你能精準捕捉到篇章中的邏輯轉折，這顯示你對學術英文文章的脈絡掌握得非常扎實。這道題目測試的是對「邏輯連貫性」的理解，特別是在處理科學論證時，如何區分不同的論據層次。
相關性與因果關係的辨析
這題的核心在於文章中提到的第二個問題：相關性（correlation）不等於因果關係（causal relationship）。在空格 38 之前，作者剛解釋完這兩者的區別，而選項 (C) 則順著這個邏輯往下走，強調目前尚無研究能證實兩者間存在因果連結。這不僅補強了前一句的理論說明，也自然地引出下一句：因為缺乏證據，所以研究人員對此持「保守態度」。
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