Предмет: Русский язык, автор: aminicka

прочитайте .Какой знак препинания стоит в конце каждого предложение?От чего это зависит?Ученики идут в школу.

спишите предложения

Ответы

Автор ответа: polina2382985

2

Ответ:

В конце каждого предложение стоит точка, вопросительный знак или восклицательный знак.

в конце этого предложения точка

Автор ответа: VWV1

4

Ответ:

В конце могут стоять ? ! . или редко ?! Зависит от цели высказывания и интонации высказывания. Ученики идут в школу. (точка.) Идут ли ученики в школу? (вопрос. знак). Ученики, идите скорее в школу! (интонация восклицательная. По цели предлож. побудительное)

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Theoretical approaches
Many scholars have discussed potential functions of music exclusively from a theoretical point of view. The most prominent of these approaches or theories are the ones that make explicit evolutionary claims. However, there are also other, non-evolutionary approaches such as experimental aesthetics or the uses-and-gratifications approach. Functions of music were derived deductively from these approaches and theories. In addition, in the literature, one commonly finds lists or collections of functions that music can have. Most of these lists are the result of literature searches; in other cases authors provide no clear explanation for how they came up with the functions they list. Given the aim of assembling a comprehensive list, all works are included in our summary.

Functions of music as they derive from specific approaches or theories
Evolutionary approaches. Evolutionary discussions of music can already be found in the writings of Darwin. Darwin discussed some possibilities but felt there was no satisfactory solution to music's origins (Darwin, 1871, 1872). His intellectual heirs have been less cautious. Miller (2000), for instance, has argued that music making is a reasonable index of biological fitness, and so a manifestation of sexual selection—analogous to the peacock's tail. Anyone who can afford the biological luxury of making music must be strong and healthy. Thus, music would offer an honest social signal of physiological fitness.

Another line of theorizing refers to music as a means of social and emotional communication. For example, Panksepp and Bernatzky (2002, p. 139) argued that

in social creatures like ourselves, whose ancestors lived in arboreal environments where sound was one of the most effective ways to coordinate cohesive group activities, reinforce social bonds, resolve animosities, and to establish stable hierarchies of submission and dominance, there could have been a premium on being able to communicate shades of emotional meaning by the melodic character (prosody) of emitted sounds.

A similar idea is that music contributes to social cohesion and thereby increases the effectiveness of group action. Work and war songs, lullabies, and national anthems have bound together families, groups, or whole nations. Relatedly, music may provide a means to reduce social stress and temper aggression in others. The idea that music may function as a social cement has many proponents (see Huron, 2001; Mithen, 2006; Bicknell, 2007).

A novel evolutionary theory is offered by Falk (2004a,b) who has proposed that music arose from humming or singing intended to maintain infant-mother attachment. Falk's “putting-down-the-baby hypothesis” suggests that mothers would have profited from putting down their infants in order to make their hands free for other activities. Humming or singing consequently arose as a consoling signal indicating caretaker proximity in the absence of physical touch.

Another interesting conjecture relates music to human anxiety related to death, and the consequent quest for meaning. Dissanayake (2009), for example, has argued that humans have used music to help cope with awareness of life's transitoriness. In a manner similar to religious beliefs about the hereafter or a higher transcendental purpose, music can help assuage human anxiety concerning mortality (see, e.g., Newberg et al., 2001). Neurophysiological studies regarding music-induced chills can be interpreted as congruent with this conjecture. For example, music-induced chills produce reduced activity in brain structures associated with anxiety (Blood and Zatorre, 2001).

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