[{"data":1,"prerenderedAt":47},["ShallowReactive",2],{"q-sw-110-2-human-behavior-001":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":12},"sw-110-2-人類行為與社會環境-001","sw-110-2-human-behavior-001",110,2,false,1,"艾力克森（Erikson）在心理社會理論中指出，中年期的心理社會任務為何？",{"A":15,"B":16,"C":17,"D":18},"勤奮 vs.自卑","認同 vs.角色混淆","親密 vs.疏離","創生 vs.停滯","D",null,[],"本題考點在Erikson（艾力克森）心理社會發展八階段中「中年期」的發展任務。依Erikson心理社會理論，成年中期（約40至65歲）的心理社會危機為「生產繁衍（創生／generativity）vs 停滯（stagnation）」，任務在透過教養下一代、工作與社會貢獻延續自我價值，若受阻則陷入停滯與自我耽溺，故選D。A「勤奮vs自卑」為學齡兒童期任務、B「認同vs角色混淆」為青少年期任務、C「親密vs疏離」為成年早期任務，皆非中年期，屬階段錯置誘答。",[24,28,31,35,39,43],{"webId":25,"stem":26,"number":12,"year":27,"session":12},"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":10,"year":27,"session":12},"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":27,"session":12},"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":27,"session":12},"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":27,"session":12},"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":27,"session":12},"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？",6,1784109500083]