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【单选题】
Mathematical ability and musical ability may not seem on the surface to be connected, but people who have researched the subject--and studied the brain--say that they are. Three quarters of the bright but speech-delayed children in the group I studied had a close relative who played a musical instrument. The children themselves usually took readily to math and other analytical subject and to music. Black, white and Asian children in this group show the same patterns. However, it is clear that blacks have been greatly overrepresented in the development of American popular music and greatly underrepresented in such fields as mathematics, science and engineering. If the abilities required in analytical fields and in music are so closely related, how can there be this great discrepancy? One reason is that the development of mathematical and other such abilities requires years of formal training, as has happened with a number of well-known black musicians. It is precisely in those kinds of music where one can acquire great skill without formal training that blacks have excelled, popular music rather than classical music, piano rather than violin, blues rather than opera. This is readily understandable, given that most blacks, for most of American history, have not had either the money or the leisure for long years of formal study in music. Blacks have not merely held their own in American popular music. They have played a disproportionately large role in the development of jazz, both traditional and modern. A long string of names comes to mind-- Louis Armstrong, Charlie Parker... and so on. None of this presupposes any special innate ability of blacks in music. On the contrary, it is perfectly consisted with blacks having no more such inborn ability than anyone else, but being limited to being able to express such ability in narrower channels than others who have had the money, the time and the formal education to spread out over a wider range of music, as well as into mathematics, science and engineering. What is the main idea of the first paragraph?
A.
Mathematical ability and musical ability are connected.
B.
Mathematical ability has more to do with the brain than musical ability.
C.
More people are good at music than math.
D.
More research should be done into the relationship between mathematical ability and musical ability.
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【判断题】How do you know so much about it?下面的回答是否正确: Don't worry.Just talk with your parents .
A.
正确
B.
错误
【单选题】在站姿训练时,女士有( )种规范性礼仪站姿。
A.
1种
B.
2种
C.
3种
D.
4种
【单选题】-- Oh, it's so disappointing that our team failed to win the final match! -- Well, don't worry. _____.
A.
Take things easy
B.
Take your time
C.
It isn't the end of the world.
D.
That’s all right
【单选题】进行假设检验的目的是( )
A.
判断样本统计量的差异仅仅是抽样引起的还是样本与总体原本就不同
B.
由样本统计量估计总体参数
C.
确定发生该观察结果的概率
D.
计算统计量
【单选题】进行假设检验的目的是( ) 。
A.
判断统计量间的差异是抽样引起的还是总体原本就不相同
B.
由样本统计量估计总体参数
C.
确定某事件发生的概率
D.
计算统计量了解样本信息
【单选题】Don't worry. Your package here until you come back, so enjoy shopping here.
A.
will keep
B.
has kept
C.
will be kept
D.
has been kept
【判断题】如果客人不明白座次,坐错了地方,主人要及时指出或纠正其错误,并引导其做到正确的位置。
A.
正确
B.
错误
【单选题】将一幅bmp格式的图片转换成jpg格式后,会使()。
A.
图像更清晰
B.
文件容量增大
C.
文件容量减小
D.
文件容量大小不变
【单选题】进行假设检验的目的是( )
A.
判断样本统计量间的差异仅仅是抽样引起的还是总体原本就不相同
B.
由样本统计量估计总体参数
C.
确定发生该观察结果的概率
D.
计算统计量
E.
以上都不对
【单选题】进行假设检验的目的是
A.
由样本统计量估计总体参数
B.
计算样本统计量
C.
确定发生该观察结果的概率
D.
判断样本统计量之间的差别是抽样误差造成还是本质不同引起
E.
以上都不对
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