[{"data":1,"prerenderedAt":46},["ShallowReactive",2],{"q-sw-106-2-human-behavior-002":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":10,"stem":12,"options":13,"answer":18,"answerNote":19,"images":20,"lawTimestamp":9,"explanation":21,"freq":22},"sw-106-2-人類行為與社會環境-002","sw-106-2-human-behavior-002",106,2,false,"下列何者不是注意力缺損過動症（ADHD）的學齡孩童普遍的行為特質？",{"A":14,"B":15,"C":16,"D":17},"不專心，漫不經心","缺乏語言溝通能力","無法控制的過度生理活動","極度沒耐性","B",null,[],"本題考點是 ADHD 核心症狀的辨識。依 DSM 診斷準則，注意力缺損過動症的兩大症狀群為「不專注」與「過動—衝動」：不專心、漫不經心（A）屬不專注症狀；無法控制的過度生理活動（C）屬過動症狀；極度沒耐性、難以等待（D）屬衝動症狀，三者皆為學齡 ADHD 兒童普遍的行為特質。B「缺乏語言溝通能力」不是 ADHD 的診斷特徵——語言與溝通能力缺損屬語言障礙症或自閉症類群障礙的核心症狀，ADHD 兒童的語言能力本身通常沒有缺損，故選 B。",1,[24,27,30,34,38,42],{"webId":25,"stem":26,"number":22,"year":9,"session":22},"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":10,"year":9,"session":22},"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？",{"webId":31,"stem":32,"number":33,"year":9,"session":22},"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":35,"stem":36,"number":37,"year":9,"session":22},"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":39,"stem":40,"number":41,"year":9,"session":22},"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":43,"stem":44,"number":45,"year":9,"session":22},"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？",6,1784109471345]