[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-109-1-direct-service-019":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":23},"社會工作直接服務","direct-service",{"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-109-1-社會工作直接服務-019","sw-109-1-direct-service-019",109,1,false,19,"當工作者或其他團體成員在發表意見時，團體中有位成員與另一位成員經常在竊竊私語，而每當有此種情況發生時，工作者以負向批評的語言加以反應。幾次之後，即使成員只是轉頭並未說話，但工作者仍以負向言語加以回應。前述情況可以用下列何者解釋？",{"A":15,"B":16,"C":17,"D":18},"認知行為理論","社會學習理論","操作制約","古典制約","D",null,[],"本題考點在於辨識學習理論中的古典制約(classical conditioning)。原本工作者是針對成員『竊竊私語』給予負向反應,經多次連結後,即使成員只是『轉頭』未說話也引發相同的負向回應,顯示中性刺激(轉頭)因與原刺激反覆配對而制約化並引發反應,屬古典制約(含刺激類化),故 D 正確。A 認知行為理論著重認知與行為的交互作用,範圍過廣且非本情境重點;B 社會學習理論強調透過觀察與模仿他人學習,與本題非觀察學習不符;C 操作制約著重行為後果(增強或懲罰)如何塑造行為,而本題強調的是中性刺激經連結後自動引發反應,屬刺激—反應的制約歷程而非後果塑造。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-109-1-direct-service-018","有關不同類型任務性團體的組成，下列何者正確？",18,{"webId":29,"stem":30,"number":31,"year":9,"session":10},"sw-109-1-direct-service-020","有關社會團體工作理論的敘述，下列何者錯誤？",20,{"webId":33,"stem":34,"number":35,"year":9,"session":10},"sw-109-1-direct-service-017","有關社會團體工作中的「團體」的定義，下列何者錯誤？",17,{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-109-1-direct-service-021","有關團體動力學研究內容包含的變項，下列何者錯誤？",21,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-109-1-direct-service-016","依據社會工作倫理的要求，有關保密的作法，下列何者正確？",16,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-109-1-direct-service-022","「以和為貴」的社會文化，限制了人際衝突的「檯面化」；表面看似「和諧」的團體現象，底下卻是「波濤洶湧」，這兩種情況說明下列何者現象？",22,1787299252351]