[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-106-1-human-behavior-014":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-014","sw-106-1-human-behavior-014",106,1,false,14,"專業人員為兒童提供服務時，需協助兒童面對可能引起複雜情緒和創傷的事件，同時，專業人員需顧及兒童無法理解成人視為理所當然的因果概念，必須以他們能夠理解的方式和語詞解釋。請問，上述兒童屬於皮亞傑的認知理論中的那一個階段？",{"A":15,"B":16,"C":17,"D":18},"感覺動作期","前運思期","具體運思期","正式運思期","B",null,[],"本題考點是 Piaget 認知發展階段的辨識。依 Piaget 認知發展理論,前運思期(約 2–7 歲)的兒童以直覺與自我中心方式思考,尚未建立守恆概念與邏輯因果推理,無法理解成人視為理所當然的因果關係,須以其能理解的具體方式與語詞說明,與題幹描述相符,故選 B。A 感覺動作期(0–2 歲)語言理解尚未發展,與「以語詞解釋」不符;C 具體運思期(7–11 歲)已能對具體事物做邏輯因果推理,不符「無法理解因果」;D 正式(形式)運思期(11 歲以上)已具抽象與假設演繹思考,更不符題幹描述。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-106-1-human-behavior-013","關於成年前期發展的里程碑，下列敘述何者錯誤？",13,{"webId":29,"stem":30,"number":31,"year":9,"session":10},"sw-106-1-human-behavior-015","下列何者是生命晚期家庭之核心發展任務？",15,{"webId":33,"stem":34,"number":35,"year":9,"session":10},"sw-106-1-human-behavior-012","身心障礙者之照顧者的身體及心理壓力負荷情形是倍受關注的議題。照顧者也需要由他人短暫協助照顧工作，使其有紓解壓力的機會。那一項服務符合上述照顧者的需要？",12,{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-106-1-human-behavior-016","關於自助或互助團體的討論，下列敘述何者錯誤？",16,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-106-1-human-behavior-011","學齡兒童期（6-12 歲）是語言能力發展更加精熟的時期，這時期的兒童會用較開放式的回答，並瞭解字詞的抽象能力，此種能力的發展也能幫助孩子欣賞幽默和笑話。上述能力指的是：",11,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-106-1-human-behavior-017","自我效能（self-efficacy）是那一種理論的重要觀點？",17,1787299232232]