[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-110-1-human-behavior-040":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-110-1-人類行為與社會環境-040","sw-110-1-human-behavior-040",110,1,false,40,"有關人類道德發展之敘述，下列何者正確？",{"A":15,"B":16,"C":17,"D":18},"認知發展理論認為，幼兒道德學習來自對榜樣的觀察與模仿","學習理論強調兒童關於道德問題的思維之有序發展過程","Piaget 認為，個人的道德判斷是由社會性的無律到生物性的他律與自律","Kohlberg 創立道德思維的三層次及六階段論","D",null,[],"本題考點在於道德發展各理論的正確歸屬。Kohlberg 以 Piaget 為基礎,提出道德發展三層次(前習俗、習俗、後習俗)、六階段論,故 D 正確。A 錯在把「觀察與模仿榜樣」歸給認知發展理論——透過觀察模仿學習道德是社會學習理論(Bandura)的主張,非認知發展論。B 錯在把「思維的有序發展過程」歸給學習理論——強調道德思維階段性有序發展的是認知發展論(Piaget、Kohlberg),非學習理論。C 錯在 Piaget 道德發展方向的表述:Piaget 主張兒童道德判斷是由「他律(受外在規則約束)走向自律」,選項「由社會性的無律到生物性的他律與自律」為概念錯置。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":10,"year":27,"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":29,"stem":30,"number":31,"year":27,"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":33,"stem":34,"number":35,"year":27,"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":37,"stem":38,"number":39,"year":27,"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":41,"stem":42,"number":43,"year":27,"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":45,"stem":46,"number":47,"year":27,"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？",6,1784109495752]