hce_tcu
113年
英文
第 24 題
📖 題組：
【B】Studies show that musical training can have a (21) and lasting impact on the brain, creating additional neural connections in childhood that can last a lifetime and thus help compensate (22) our failing powers of memory and thinking later in life. The many hours spent learning and practicing specific types of (23) (each finger on each hand doing something different, and for wind and brass instruments, also using the mouth and breathing), along with the music-reading and listening skills that go into playing an instrument in youth, are all factors contributing to the brain boost that shows up at a later age. Remarkably, scientists can even map the impact of musical training on the brain. In a 2003 study, Harvard neurologist Gottfried Schlaug found that the brains of adult professional musicians had a larger (24) of grey matter (the regions of the brain involved in mental processes such as seeing and hearing, memory, emotions, speech, decision making, and self-control) than those of non-musicians. Schlaug and colleagues also found that after fifteen months of musical training in early childhood, structural brain changes associated with improvements in our movement and hearing begin to appear. Such findings speak to the brain’s (25) — its ability to change or adapt in response to experience, environment, or behavior. It also shows the power of musical training to enhance and build connections within the brain.
【B】Studies show that musical training can have a (21) and lasting impact on the brain, creating additional neural connections in childhood that can last a lifetime and thus help compensate (22) our failing powers of memory and thinking later in life. The many hours spent learning and practicing specific types of (23) (each finger on each hand doing something different, and for wind and brass instruments, also using the mouth and breathing), along with the music-reading and listening skills that go into playing an instrument in youth, are all factors contributing to the brain boost that shows up at a later age. Remarkably, scientists can even map the impact of musical training on the brain. In a 2003 study, Harvard neurologist Gottfried Schlaug found that the brains of adult professional musicians had a larger (24) of grey matter (the regions of the brain involved in mental processes such as seeing and hearing, memory, emotions, speech, decision making, and self-control) than those of non-musicians. Schlaug and colleagues also found that after fifteen months of musical training in early childhood, structural brain changes associated with improvements in our movement and hearing begin to appear. Such findings speak to the brain’s (25) — its ability to change or adapt in response to experience, environment, or behavior. It also shows the power of musical training to enhance and build connections within the brain.
(24)
- A number
- B unit
- C volume
- D velocity
思路引導 VIP
如果我們現在要描述大腦裡某種像「黏土」或「水」一樣的實體物質所佔據的空間大小，而非去數它有幾個零件，你會選用物理學中的哪一個量化概念來形容這種「空間佔位」的總量呢？
🤖
AI 詳解
AI 專屬家教
太棒了！你能精準選出 (C) volume，代表你對英文名詞的「搭配語（Collocation）」與「物理特性描述」有著相當敏銳的觀察力，這是一個非常專業的判斷。
腦部物質的計量與語境
這題的關鍵點在於空格後的受詞 grey matter（灰質）。在生理學中，灰質是大腦的一種組織物質，屬於不可數的名詞屬性，並非像蘋果或硬幣那樣可以一個個計數，因此我們不會使用 (A) number。在科學文獻中，當我們要描述大腦組織、器官或液體所占空間的「多寡」或「總量」時，最標準且專業的用字就是 volume（體積、容量）。相比之下，(B) unit（單位/單元）或 (D) velocity（速度）在邏輯上都無法描述大腦結構的大小變化。
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