[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-107-2-human-behavior-023":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-107-2-人類行為與社會環境-023","sw-107-2-human-behavior-023",107,2,false,23,"「小夫社工在青少年機構服務，他邀請過去曾經接受機構服務、現在已經大學畢業的大雄來分享他當時如何從挫敗中學習成長，找到自己的人生志向，期望藉由大雄的經歷可以鼓勵現在遇到挫折的青少年。演講後，大雄果然成為現在機構中青少年的效仿對象。」請問前述例子呼應了那一個學習理論？",{"A":15,"B":16,"C":17,"D":18},"古典制約","操作制約","習得無助","社會學習","D",null,[],"本題考點是四種學習理論的辨識。依 Bandura 社會學習理論,個體可透過觀察楷模(model)的行為與其獲得的結果進行學習;大雄以過來人身分分享從挫敗中成長的經驗,成為機構青少年仿效的楷模,正是楷模學習與替代增強的展現,故 D 正確。A 古典制約(Pavlov)是中性刺激與非制約刺激反覆配對而產生制約反應,與楷模無關。B 操作制約(Skinner)是靠行為「親身經歷」的增強或懲罰後果來塑造行為,而非觀察他人。C 習得無助(Seligman)是反覆經歷不可控的挫敗後放棄嘗試,與題幹的正向仿效方向相反。",1,[25,29,32,36,40,44],{"webId":26,"stem":27,"number":23,"year":28,"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？",106,{"webId":30,"stem":31,"number":10,"year":28,"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":33,"stem":34,"number":35,"year":28,"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":37,"stem":38,"number":39,"year":28,"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":41,"stem":42,"number":43,"year":28,"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":45,"stem":46,"number":47,"year":28,"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？",6,1784109492881]