[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-114-1-human-behavior-007":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":10},"sw-114-1-人類行為與社會環境-007","sw-114-1-human-behavior-007",114,1,false,7,"有關學齡期兒童階段的發展任務，下列敘述何者正確？",{"A":15,"B":16,"C":17,"D":18},"Freud：性本能衝動支配力增強、超我減弱","Erikson：自我創新發展能力增長；引發稱職感或無能感","Piaget：抽象的邏輯推理層次；理解物質存在不變的原則","Kohlberg：依照外在的懲罰或報酬來推理，進而依習俗法規類推並考量外界意見","D",null,[],"本題考點是學齡期兒童（約 6-12 歲）在各家理論下的發展任務比對。依 Kohlberg 道德發展，此階段兒童多處於前習俗到習俗過渡：先依外在懲罰或報酬來推理，進而參照習俗、法規與外界意見來判斷對錯，D 的描述正確而當選。A 錯：Freud 學齡期屬潛伏期，性本能是「潛藏減弱」而非增強，超我持續發展而非減弱；B 錯：Erikson 學齡期的任務是「勤奮 vs 自卑」，引發稱職感或自卑感，「自我創新發展能力」語意不符該階段正式表述；C 錯：Piaget 學齡期屬「具體運思期」，能理解守恆（物質存在不變）但仍需依賴具體事物，尚不能進行抽象邏輯推理，抽象邏輯要到形式運思期。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":10,"year":27,"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":29,"stem":30,"number":31,"year":27,"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":33,"stem":34,"number":35,"year":27,"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":37,"stem":38,"number":39,"year":27,"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":41,"stem":42,"number":43,"year":27,"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":45,"stem":46,"number":47,"year":27,"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？",6,1784109502400]