[{"data":1,"prerenderedAt":47},["ShallowReactive",2],{"q-sw-106-2-human-behavior-009":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":24},"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":23},"sw-106-2-人類行為與社會環境-009","sw-106-2-human-behavior-009",106,2,false,9,"關於青春期自我或認同的理論敘述，何者錯誤？",{"A":15,"B":16,"C":17,"D":18},"佛洛伊德（Freud）強調青春期性徵期發展出具有生殖及性親密感能力的原慾","艾瑞克森（Erikson）認為青春期階段是認同與角色混淆的階段","柯柏格（Kohlberg）認為青春期是道德自律期，主要發展出超越個人所屬社會的道德原則","皮亞傑（Piaget）認為青春期是具體運思階段，藉由具體事務發展出抽象問題構思能力","D",null,[],"本題考點是各發展理論對青春期的定位。D 錯誤：依 Piaget 認知發展階段論，青春期（約 11 歲起）已進入「形式運思期」，能進行抽象與假設演繹思考；「具體運思期」是 7 至 11 歲兒童中期的階段，選項錯置階段名稱，故選 D。A 正確：Freud 性心理發展中青春期屬「兩性期」，原慾指向性親密與生殖。B 正確：Erikson 心理社會發展論中，青春期的發展危機是「自我認同 vs 角色混淆」。C 正確：Kohlberg 認為青少年期可進入自律（後習俗）水準，發展超越所屬社會的道德原則。",1,[25,28,31,35,39,43],{"webId":26,"stem":27,"number":23,"year":9,"session":23},"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":29,"stem":30,"number":10,"year":9,"session":23},"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":32,"stem":33,"number":34,"year":9,"session":23},"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":23},"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":23},"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":23},"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？",6,1784109471419]