[{"data":1,"prerenderedAt":47},["ShallowReactive",2],{"q-sw-112-1-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-112-1-人類行為與社會環境-001","sw-112-1-human-behavior-001",112,1,false,"學齡期或青少年早期的兒少，為獲得旁人讚美而表現之行為，應屬 Kohlberg 道德推理理論的那個階段？",{"A":14,"B":15,"C":16,"D":17},"道德循規前期（pre-conventional level）的第一階段","道德循規前期（pre-conventional level）的第二階段","道德循規期（conventional level）的第三階段","道德循規期（conventional level）的第四階段","C",null,[],"本題考點為Kohlberg道德推理理論各階段的判準。為獲得旁人讚美而表現行為，動機在於尋求他人認可與維持「好孩子」形象，屬道德循規期（conventional level）的第三階段「人際和諧／好男孩好女孩」取向，故選C。循規前期第一階段（A）以避罰服從為導向，第二階段（B）以工具性交換（利己互惠）為導向；循規期第四階段（D）以維護社會法律秩序為導向，均與「求讚美」動機不符。",[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？",6,1784109501041]