单项选择题

Music produces profound and lasting changes in the brain. Schools should add music classes, not cut them. Nearly 20 years ago, a small study advanced the （62） that listening to Mozart’s Sonata for Two Pianos in D Major could boost mental functioning. It was not long （63） trademarked “Mozart effect” products began to appeal to anxious parents aiming to put toddlers (刚学步的孩子) （64） the fast track to prestigious universities like Harvard and Yale. Georgia’s governor even （65） giving every newborn there a classical CD or cassette. 　　
The （66） for Mozart therapy turned out to be weak, perhaps nonexistent, although the （67） study never claimed anything more than a temporary and limited effect. In recent years, （68） , scientists have examined the benefits of a concerted （69） to study and practice music, as （70） to playing a Mozart CD or a computer-based“brain fitness” game （71） in a while. 　　
Advanced monitoring （72） have enabled scientists to see what happens （73） your head when you listen to your mother and actually practice the violin for an hour every afternoon. And they have found that music （74） can produce profound and lasting changes that （75） the general ability to learn. These results should （76） public officials that music classes are not a mere decoration, ripe for discarding in the budget crises that constantly （77） public schools. Studies have shown that （78） instrument training from an early age can help the brain to （79） sounds better, making it easier to stay focused when absorbing other subjects, from literature to mathematics. The musically adept (擅长的)are better able to （80） on a biology lesson despite the noise in the classroom （81） , a few years later, to finish a call with a client when a colleague in the next office starts screaming a subordinate. They can attend to several things at once in the mental scratch pad called working memory, an essential skill in this era of multitasking.

78（）

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