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题型:阅读理解-阅读单选 难度:0.65 引用次数:59 题号:21477171

Professor Kuniyoshi L. Sakai from the University of Tokyo is an enthusiastic musician, as are many of his colleagues. Inspired by a mode of musical training known as the Suzuki method, which is based on ideas of natural language acquisition (获得), Sakai and his team decided to explore common neurological (神经系统的) aspects of learning music and language.

“In the field of neuroscience, it is well established that there are areas of the brain that deal specifically with language, and even specialized regions that correspond to different aspects of language processing, such as grammar,” said Sakai. “We wondered if training using the Suzuki method might lead to activity in such areas, not when using language, but when engaging with music.”

For their study, the team classified 98 Japanese secondary school students into three groups: Groups S and E were both musically trained from a young age, with Group S using the Suzuki method while Group E not, and Group L was either musically trained at a later age or not trained at all. All the students had their brains scanned and were requested to identify errors in some pieces of music played to them, which had errors in one of four musical conditions: pitch (音高),tempo (节奏), stress, and articulation (发音)。

During the exercises, Groups S and E showed more overall brain activity than Group L, especially under the pitch and articulation conditions. Furthermore, Groups S and E showed activity in very specific regions depending on the kind of error being tested for.

Interestingly, Group S showed some unique patterns of activation (激活) in areas of the right brain, associated with emotion and melody, under the tempo condition, supporting the ideas behind the Suzuki method.

“The striking observation was that regardless of musical experiences, the highly specific grammar center in the left brain was activated under the articulation condition. This might explain why everyone can enjoy music even if they aren’t musical themselves,” said Sakai. “Other researchers, perhaps those studying neurological characteristics of artistic experts, may be able to build on what we’ve found here. As for ourselves, we wish to dig deeper into the connection between music and language by designing novel experiments to find out more subtle details,” he added.

1. What does the first paragraph mainly tell us?
A.The research background.B.The significance of the research.
C.Sakai’s comments on the Suzuki method.D.Sakai’s previous scientific achievements.
2. What do the researchers want to confirm through their research?
A.Whether the Suzuki method can bring out the best in students.
B.Whether advanced language training can enhance musical skills
C.Whether music training promotes activity in certain brain areas.
D.Whether brain regions specialize in handling different aspects of language.
3. What did Groups S and E have in common?
A.Their performances under the tempo condition were alike.
B.Their active brain regions changed with the errors in music.
C.They received the same musical training before the research.
D.They were better at handling stress and articulation than Group L.
4. What can we learn about the researchers from the last paragraph?
A.They were uncertain about their findings.
B.They were unsatisfied with their experiments.
C.They’ll begin to study the neurological features of artistic experts.
D.They’ll further explore the link between music and language.
【知识点】 科普知识 说明文

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