[{"data":1,"prerenderedAt":49},["ShallowReactive",2],{"q-sw-107-2-human-behavior-025":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-025","sw-107-2-human-behavior-025",107,2,false,25,"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？",{"A":15,"B":16,"C":17,"D":18},"正增強","消除","懲罰","觀察學習","D",null,[],"本題考點是觀察學習的辨識。依 Bandura 社會學習理論,個體不需親身經歷增強或懲罰,觀察楷模行為即可習得新行為;小明看見劇中男主角掌摑並羞辱女主角後如法炮製,正是透過觀察電視楷模而模仿習得攻擊行為,故 D 正確。A 正增強是行為後獲得愉悅後果使行為增加,小明是「先看後學」,並非先有行為再被增強。B 消除(消弱)是增強停止後行為漸減,與習得新行為無關。C 懲罰是行為後施予嫌惡後果使行為減少——三者皆屬操作制約的直接後果機制,與觀察模仿歷程不符。",1,[25,29,33,37,41,45],{"webId":26,"stem":27,"number":28,"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":30,"stem":31,"number":32,"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,{"webId":34,"stem":35,"number":36,"year":9,"session":10},"sw-107-2-human-behavior-023","「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？",23,{"webId":38,"stem":39,"number":40,"year":9,"session":10},"sw-107-2-human-behavior-027","李文森（Levinson）的成人發展理論以「生活結構（life structure）」為概念，下列何者為其重要發現？",27,{"webId":42,"stem":43,"number":44,"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":46,"stem":47,"number":48,"year":9,"session":10},"sw-107-2-human-behavior-028","青少年的認同類型中，有人從未感受到認同危機，在過渡為成人的過程中也未有任何焦慮或問題，很早就順從父母意見而決定其自我價值與生涯，這種類型屬於 James Marcia 分類中的那一種類型？",28,1787299243860]