[{"data":1,"prerenderedAt":47},["ShallowReactive",2],{"q-sw-110-1-human-behavior-001":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":22},"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":10},"sw-110-1-人類行為與社會環境-001","sw-110-1-human-behavior-001",110,1,false,"下列敘述是一位學生的認知模式：「思考型態不再侷限於具體事務或問題，開始可運用抽象的、邏輯的思考方式去推理或判斷，並解決周遭的問題」，以 Piaget 的認知發展論而言，此學生的認知已發展到那一期？",{"A":14,"B":15,"C":16,"D":17},"感覺動作期","準備運思期","形式運思期","具體運思期","C",null,[],"本題考點是 Piaget 認知發展論的四階段辨識。依 Piaget 理論，能跳脫具體事物、運用抽象與邏輯思考進行推理判斷、解決假設性問題，是「形式運思期（formal operational stage，約 11、12 歲以後）」的特徵，故本題學生已發展到形式運思期，選 C。A「感覺動作期（0–2 歲）」以感官與動作探索世界；B「準備運思期（前運思期，約 2–7 歲）」出現符號與語言但思考自我中心、缺乏邏輯；D「具體運思期（約 7–11 歲）」能邏輯推理但仍侷限於具體、可觀察的事物，尚無法進行抽象假設思考，三者皆與題幹「抽象、邏輯」描述不符。",[23,27,31,35,39,43],{"webId":24,"stem":25,"number":10,"year":26,"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？",106,{"webId":28,"stem":29,"number":30,"year":26,"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":26,"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":26,"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":26,"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":26,"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？",6,1784109495470]