[{"data":1,"prerenderedAt":49},["ShallowReactive",2],{"q-sw-107-2-human-behavior-023":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-107-2-人類行為與社會環境-023","sw-107-2-human-behavior-023",107,2,false,23,"「小夫社工在青少年機構服務，他邀請過去曾經接受機構服務、現在已經大學畢業的大雄來分享他當時如何從挫敗中學習成長，找到自己的人生志向，期望藉由大雄的經歷可以鼓勵現在遇到挫折的青少年。演講後，大雄果然成為現在機構中青少年的效仿對象。」請問前述例子呼應了那一個學習理論？",{"A":15,"B":16,"C":17,"D":18},"古典制約","操作制約","習得無助","社會學習","D",null,[],"本題考點是四種學習理論的辨識。依 Bandura 社會學習理論,個體可透過觀察楷模(model)的行為與其獲得的結果進行學習;大雄以過來人身分分享從挫敗中成長的經驗,成為機構青少年仿效的楷模,正是楷模學習與替代增強的展現,故 D 正確。A 古典制約(Pavlov)是中性刺激與非制約刺激反覆配對而產生制約反應,與楷模無關。B 操作制約(Skinner)是靠行為「親身經歷」的增強或懲罰後果來塑造行為,而非觀察他人。C 習得無助(Seligman)是反覆經歷不可控的挫敗後放棄嘗試,與題幹的正向仿效方向相反。",1,[25,29,33,37,41,45],{"webId":26,"stem":27,"number":28,"year":9,"session":10},"sw-107-2-human-behavior-022","在青少年時期，有些父母常會使用負向語言來管教子女，而青少年也可能因父母等重要他人給予的這些回應認同與內化，成為自我負面批判的歷程，甚至引發羞愧感。請問對於羞愧感所產生影響的敘述，下列何者錯誤？",22,{"webId":30,"stem":31,"number":32,"year":9,"session":10},"sw-107-2-human-behavior-024","皮亞傑（J. Piaget）認為人類與生俱來的認知過程中，以適應（adaptation）和________最為重要，空格中應該填的是：",24,{"webId":34,"stem":35,"number":36,"year":9,"session":10},"sw-107-2-human-behavior-021","知道自己罹患胃癌末期的阿美婆婆跟社工說：「我願意把我所有的財產捐給社福機構，你可以幫我跟神明說，讓我多活幾年嗎？」如果就 Kübler-Ross 的哀傷五階段的主張，前述阿美婆婆言行屬於那個階段？",21,{"webId":38,"stem":39,"number":40,"year":9,"session":10},"sw-107-2-human-behavior-025","念小學二年級的小明看了某電視台八點檔播演的連續劇，劇中男主角掌摑女主角，並以極端鄙視的語句羞辱她。小明之後在學校裡也對班上女同學如法炮製，試問，小明的行為是透過何種方式習得？",25,{"webId":42,"stem":43,"number":44,"year":9,"session":10},"sw-107-2-human-behavior-020","成年人在進入職場後，可能會遭遇某些性別刻板、歧視與不友善的工作環境。其中「玻璃天花板效應」（Glass Ceiling Effect）即是其一。請問對於玻璃天花板的敘述，下列何者錯誤？",20,{"webId":46,"stem":47,"number":48,"year":9,"session":10},"sw-107-2-human-behavior-026","下列何者不在「人在環境中系統」（PIE）的分類裏？",26,1787299243836]