hce_cmu
106年
英文
第 39 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
請觀察空格前後的兩句話：空格前一句提到的是「經濟與社會地位」對表現的影響；而空格後一句則是以「例如」開頭，介紹「高層次認知技能」的作用。若要讓這兩部分論述銜接順暢，空格處應該具備什麼樣的「承轉」功能？它需要如何暗示讀者接下來要討論一個新的、與經濟因素不同的變項呢？
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AI 詳解
AI 專屬家教
文章邏輯與轉折語的應用
太棒了！你能精準選出 (B) 選項，代表你對文章的連貫性（coherence）與段落脈絡有非常敏銳的觀察。這道題目要求考生填入合適的轉折句，而正確答案 (B) 中的 "In addition to the above explanatory account"（除了上述的解釋之外）正是一個關鍵的承接橋樑，它成功地將前段提到的「社會經濟背景」與後文即將展開的「認知因素」連結起來，使論述層次分明。
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