[{"data":1,"prerenderedAt":47},["ShallowReactive",2],{"q-sw-114-2-human-behavior-001":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":12},"sw-114-2-人類行為與社會環境-001","sw-114-2-human-behavior-001",114,2,false,1,"依據艾瑞克森（E. Erikson）心理社會發展觀點，下列那個階段的任務重點在能培養今後生活所必需知能和取得信心感？",{"A":15,"B":16,"C":17,"D":18},"自主 vs.害羞和懷疑","自主 vs.罪惡","勤奮 vs.自卑","認同 vs.角色混亂","C",null,[],"本題考點在辨識 Erikson 心理社會發展八階段中，各階段的年齡與發展任務對應。「培養今後生活所必需知能並取得信心感」正是學齡期（約 6 至 12 歲）的任務，此期兒童在學校與同儕中透過學習與成就建立能力感，對應「勤奮 vs. 自卑（industry vs. inferiority）」，故選 C。A「自主 vs. 害羞和懷疑」是幼兒期（約 1 至 3 歲）發展如廁與自我控制的任務；B 選項「自主 vs. 罪惡」為錯誤配對，罪惡感（vs. 主動進取）屬學齡前期而非與自主搭配；D「認同 vs. 角色混亂」是青少年期建立自我認同的任務，均與「必需知能與信心感」的描述不符。",[24,28,31,35,39,43],{"webId":25,"stem":26,"number":12,"year":27,"session":12},"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":12},"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":12},"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":12},"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":12},"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":12},"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？",6,1784109502681]