hce_cmu
106年
英文
第 40 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
想像一下，如果你觀察到「家裡有鋼琴的孩子通常數學成績較好」，這是否代表「買鋼琴就能讓數學進步」？如果我們不確定是鋼琴的作用，還是因為這些家庭本來就比較富有，我們應該設計一種什麼樣的「長期觀察方式」，才能確定是鋼琴（音樂訓練）本身帶來的改變，而不是其他原因呢？
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AI 詳解
AI 專屬家教
太棒了！你能精準選出 (A) 選項，代表你已經掌握了學術文章中最重要的邏輯銜接技巧。這題的難度在於它不僅考驗字彙量，更要求學生具備科學研究的基礎觀念。
因果關係與研究方法
文中的論述核心在於區別「相關性（correlation）」與「因果關係（causal relationship）」。前文提到目前的跨領域研究僅能證明音樂與數學能力「相關」，但無法保證誰影響了誰。選項 (A) 提到的 Longitudinal experimental studies（縱貫性實驗研究） 正是破解此困境的關鍵——透過長期的追蹤觀察，才能驗證兩者是否存在因果推論。你正確地捕捉到了「因為缺乏因果證明，所以需要特定研究方法」的邏輯轉折。
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