[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-114-2-human-behavior-017":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-114-2-人類行為與社會環境-017","sw-114-2-human-behavior-017",114,2,false,17,"青少年預先設想同學們對其所穿服裝的可能反應後，再依這項預先設想來選擇服裝。此處所預先設想的同學們，在米德（G. Mead）社會自我論中被稱之為：",{"A":15,"B":16,"C":17,"D":18},"仿效他人（imitating other）","重要他人（significant other）","概化他人（generalized other）","互依他者（interdependent other）","C",null,[],"本題考點是 Mead（米德）社會自我論中「概化他人」的定義。依 Mead 的自我發展理論，個體透過角色取替（role-taking）內化他人態度；當內化的對象不再是某個特定個人，而是整個群體或社會的一般性、組織化期待時，即稱為「概化他人（generalized other）」。青少年是「預先設想同學們（一群人、非特定某人）的可能反應」再決定穿著，正是以群體一般化態度作為自我行動參照，故選 C。B 重要他人指父母、老師等具體且具影響力的特定個人，與題意的「一群同學」不符；A 仿效他人屬遊戲前期單純模仿動作，未涉及內化群體態度；D 互依他者並非 Mead 的正式概念。",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？",6,1784109502805]