[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-112-2-human-behavior-038":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-112-2-人類行為與社會環境-038","sw-112-2-human-behavior-038",112,2,false,38,"有關家庭生命週期理論中對於為人父母漸進發展階段的論述，下列何者正確？",{"A":15,"B":16,"C":17,"D":18},"預備、蜜月期、高原期、分離","蜜月期、高原期、預備、分離","高原期、分離、預備、蜜月期","分離、蜜月期、高原期、預備","A",null,[],"本題考點是家庭生命週期中「為人父母」漸進發展階段的先後順序。此模式將成為父母的歷程描述為循序漸進的四階段:先是預備(準備迎接子女)、接著蜜月期(新生兒到來的親密適應)、再進入高原期(教養日常穩定推展的長期階段)、最後為分離(子女長大離家、親職角色轉變),故正確順序為 A「預備、蜜月期、高原期、分離」。選項 B、C、D 都打亂了這一由孕育準備、迎接、養育到分離的時間邏輯:如把蜜月期或高原期置於預備之前、或以分離開場,均不符合親職發展「先準備、後迎接、再長期教養、終至分離」的自然歷程,因此皆為錯誤排序。",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？",6,1784109501669]