[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-111-2-human-behavior-012":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-111-2-人類行為與社會環境-012","sw-111-2-human-behavior-012",111,2,false,12,"Newman 和 Newman 指出個體性別概念的理解與發展分為四個階段：階段一、正確使用性別標誌；階段二、理解性別是穩定的；階段三、理解性別是恒定的；階段四、性別是有生殖器官基礎的。學齡兒童的性別發展與認同所處階段，下列選項何者正確？",{"A":15,"B":16,"C":17,"D":18},"階段一與階段二","階段二與階段三","階段三與階段四","僅在階段四","C",null,[],"本題考點是Newman與Newman提出的性別概念發展四階段,以及學齡兒童所處的階段。四階段依序為:階段一正確使用性別標誌、階段二理解性別是穩定的(隨時間不變)、階段三理解性別是恆定的(不因外表打扮改變)、階段四理解性別以生殖器官為生理基礎。學齡兒童(約6至12歲)的認知已能掌握性別恆定並開始理解性別的生理基礎,故對應階段三與階段四,選C。A(階段一、二)與B(階段二、三)所對應的多是幼兒至學前階段的較早理解;D僅限階段四則過度限縮,忽略學齡兒童同時具備恆定性理解。因此正解為階段三與階段四,選C。",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？",6,1784109500813]