[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-106-1-human-behavior-006":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-106-1-人類行為與社會環境-006","sw-106-1-human-behavior-006",106,1,false,6,"「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？",{"A":15,"B":16,"C":17,"D":18},"習得無助感","復原力","觀點取替能力","社交勝任能力","B",null,[],"本題考點是復原力概念的辨識。依復原力(resilience)理論,個體遭逢逆境或重大生活事件(如父母離異)時,能運用內外在保護因子正向調適,甚至展現比事件前更成熟、積極的功能,題幹中學齡兒童理解離異背後因素後正向面對生活,正是復原力的展現,故選 B。A 錯,習得無助感(Seligman)指反覆挫敗後放棄努力的消極狀態,方向恰好相反;C 錯,觀點取替能力是理解他人立場與感受的社會認知能力,與逆境調適無直接關聯;D 錯,社交勝任能力泛指人際互動的整體能力,未凸顯「在逆境中反彈」的核心意涵。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"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":29,"stem":30,"number":31,"year":9,"session":10},"sw-106-1-human-behavior-007","「有關親密關係的處遇中，有越來越多的社會服務單位針對暴力行為對目睹兒童行為影響進行處理及協助，避免兒童習得暴力行為，影響其同儕相處，甚至是日後的兩性及家庭關係建立」。以上敘述符合下列何項觀點？",7,{"webId":33,"stem":34,"number":35,"year":9,"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":37,"stem":38,"number":39,"year":9,"session":10},"sw-106-1-human-behavior-008","關於青少年時期評估發展內容，下列敘述何者錯誤？",8,{"webId":41,"stem":42,"number":43,"year":9,"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":45,"stem":46,"number":47,"year":9,"session":10},"sw-106-1-human-behavior-009","以下有關青少年「從依賴到獨立」發展特色的敘述，何者有誤？",9,1787299232131]