Question at position 4 According to the next part of the lecture, which 2 ideas support the main idea 'Aptitude/ability to learn quickly'? Choose 2 only. Aptitude/ability to learn quicklyFemale learners have advantagesLarge working memoryFirst language ability importantPhysical and mental skillsBetter at vocabulary, grammar and pronunciation

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Question at position 4 According to the next part of the lecture, which 2 ideas support the main idea 'Aptitude/ability to learn quickly'? Choose 2 only. Aptitude/ability to learn quicklyFemale learners have advantagesLarge working memoryFirst language ability importantPhysical and mental skillsBetter at vocabulary, grammar and pronunciation

BlackTom AI · Accepted Answer

The question asks which two ideas support the main idea 'Aptitude/ability to learn quickly' and specifies to select 2 options.
Option 1: 'Female learners have advantages' — This statement asserts a gender-based advantage and does not inherently describe a universal aptitude to learn quickly. Research on language or cognitive abilities shows variability within genders and typically does not claim that female learners possess a general, automatic advantage in all quick-learning contexts. Therefore, this option is not a solid support for the general claim about aptitude to learn quickly.
Option 2: 'Large working memory' — Working memory capacity is commonly linked to the ability to hold and manipulate information temporarily, which directly supports rapid learning processes and the assimilation of new material. On a cognitive level, larger working memory is a plausible contributor to learning quickly, making this a strong match for the main idea.
Option 3: 'First language ability important' — While strong first language skills can aid certain aspects of language learning, the statement is not inherently about the speed or ease of learning in general; it focuses on prior proficiency rather than the capacity to learn quickly. It’s not a direct claim about aptitude for rapid learning, so this is an unlikely supporting idea.
Option 4: 'Physical and mental skills' — This is quite broad. While mental and physical form can influence performance in certain tasks, it does not specifically address the core aptitude for rapid learning unless more context is provided. As stated, it’s not a precise match to the idea of learning quickly, so it’s not a strong support.
Option 5: 'Better at vocabulary, grammar and pronunciation' — Being better at vocabulary, grammar, and pronunciation indicates strong language-learning-related aptitudes, which align with the notion of learning quickly in language contexts. This directly supports the main idea as it signals an aptitude in language learning efficiency.
In summary, the two options that best align with the idea of aptitude/ability to learn quickly are Option 2 ('Large working memory') and Option 5 ('Better at vocabulary, grammar and pronunciation'). The other options either introduce unrelated factors (such as gender) or are too broad or indirect to serve as clear supports for rapid learning aptitude.

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