[{"data":1,"prerenderedAt":47},["ShallowReactive",2],{"q-sw-106-1-human-behavior-011":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":23},"人類行為與社會環境","human-behavior",{"id":7,"webId":8,"year":9,"session":10,"subject":4,"legacy":11,"number":12,"stem":13,"options":14,"answer":19,"answerNote":20,"images":21,"lawTimestamp":9,"explanation":22,"freq":10},"sw-106-1-人類行為與社會環境-011","sw-106-1-human-behavior-011",106,1,false,11,"學齡兒童期（6-12 歲）是語言能力發展更加精熟的時期，這時期的兒童會用較開放式的回答，並瞭解字詞的抽象能力，此種能力的發展也能幫助孩子欣賞幽默和笑話。上述能力指的是：",{"A":15,"B":16,"C":17,"D":18},"形而上的語言覺知能力","形而下的語言覺知能力","隱喻的能力","明喻的能力","A",null,[],"本題考點是學齡兒童期(6–12 歲)語言發展中的後設語言覺知(metalinguistic awareness)。依 Ashford 等人《人類行為與社會環境》教科書譯法,此能力譯為「形而上的語言覺知能力」,指兒童能跳出語言思考語言本身、理解字詞的抽象意義,因此能以開放式回答並欣賞幽默與笑話,與題幹描述相符,故選 A。B「形而下的語言覺知能力」並非語言發展的正式術語,屬對照式干擾選項;C 隱喻與 D 明喻只是個別的修辭理解能力,範圍過窄,無法涵蓋題幹所述理解字詞抽象性的整體語言覺知能力。",[24,27,31,35,39,43],{"webId":25,"stem":26,"number":10,"year":9,"session":10},"sw-106-1-human-behavior-001","Mary Ainsworth（1978）提及依附理論時認為，嬰兒會將主要照顧者視為基地，需要探索環境時離開，需要安慰及安全感時返回，進而將嬰兒的反應分為不同的依附模式。若嬰兒在母親離開時會生氣，哭泣許久；在母親回來後，雖會尋求肢體上的接觸，但可能即刻推開，甚至打母親或不易安撫。請問，此為何種依附模式？",{"webId":28,"stem":29,"number":30,"year":9,"session":10},"sw-106-1-human-behavior-002","密集性家庭維繫服務目的是增強家庭成員解決風險與問題的能力。下列何者不是密集性家庭維繫服務的主要目標？",2,{"webId":32,"stem":33,"number":34,"year":9,"session":10},"sw-106-1-human-behavior-003","有關基因與環境對人類行為的影響，下列敘述何者正確？",3,{"webId":36,"stem":37,"number":38,"year":9,"session":10},"sw-106-1-human-behavior-004","人類能因應環境的變化，是因為人類已做了學習的準備；其中，新的反應是可以透過對榜樣的觀察和模仿而習得。請問，以上是符合那一論點？",4,{"webId":40,"stem":41,"number":42,"year":9,"session":10},"sw-106-1-human-behavior-005","「當施虐者累積壓力到一定程度，無法控制情緒及行為時，會有暴力行為出現使得部分壓力得以紓解，進而與受暴者有一段蜜月期；但是，施虐者隨著壓力的累積，仍有暴力行為的出現。」以上有關親密關係暴力的討論，符合何項觀點的敘述？",5,{"webId":44,"stem":45,"number":46,"year":9,"session":10},"sw-106-1-human-behavior-006","「學齡兒童可能因父母離異而出現焦慮或情緒調適之困難，但是也有可能在瞭解離異事件背後的因素，而表現得更為成熟、正向、積極地面對生活。」這樣的生活適應符合下列何項觀點？",6,1784109469168]