[{"data":1,"prerenderedAt":47},["ShallowReactive",2],{"q-sw-110-2-human-behavior-002":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":10,"stem":12,"options":13,"answer":18,"answerNote":19,"images":20,"lawTimestamp":9,"explanation":21,"freq":22},"sw-110-2-人類行為與社會環境-002","sw-110-2-human-behavior-002",110,2,false,"針對 0 歲到 2 歲的個體，各心理理論的發展階段，下列敘述何者正確？",{"A":14,"B":15,"C":16,"D":17},"Freud：性心理階段的潛伏期","Erikson：心理社會階段的積極主動 vs.退縮內疚","Piaget：認知階段的感覺動作期","Kohlberg：道德發展階段的現實的個人取向","C",null,[],"本題考點在辨識0至2歲嬰幼兒在各心理發展理論中所處的階段。依Piaget認知發展理論，0至2歲為「感覺動作期（sensorimotor stage）」，嬰幼兒透過感官與動作探索世界、逐步發展物體恆存概念，故C正確。A錯在Freud性心理發展中0至2歲為「口腔期」，非潛伏期（潛伏期約6歲至青春期）。B錯在Erikson於0至2歲的任務為「信任vs不信任」，而「積極主動vs退縮內疚（主動vs內疚）」是學齡前期（約3至6歲）任務。D錯在Kohlberg「現實的個人取向（工具性交換）」屬前習俗道德的較後階段，對象是較大兒童，非0至2歲嬰幼兒。",1,[24,28,31,35,39,43],{"webId":25,"stem":26,"number":22,"year":27,"session":22},"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":22},"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":22},"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":22},"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":22},"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":22},"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？",6,1784109500091]