[{"data":1,"prerenderedAt":49},["ShallowReactive",2],{"q-sw-113-2-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-113-2-人類行為與社會環境-025","sw-113-2-human-behavior-025",113,2,false,25,"透過與情境交互作用所產生的經驗，與個人生命經驗有密切關係，並將知識和技巧融入思考與行動過程，且至成年期後持續累積，逐漸增加，上述係屬於 Cattell 所稱的何種智力？",{"A":15,"B":16,"C":17,"D":18},"晶質智力（crystallized intelligence）","流質智力（fluid intelligence）","組合性智力（componential intelligence）","經驗性智力（experiential intelligence）","A",null,[],"本題考點在於 Cattell 對智力二分的辨識。Cattell 將智力分為「流質智力」（fluid intelligence）與「晶質智力」（crystallized intelligence）。題幹描述透過與情境交互作用累積的經驗、與生命經驗密切相關、並將知識與技巧融入思考行動，且成年期後仍持續累積增加，這正是後天經驗與文化學習所形成的能力，屬晶質智力，故選 A。B 流質智力指與經驗較無關的天生推理、記憶與問題解決能力，隨年齡增長多呈下降趨勢，與題幹「成年後持續累積」相反。C 組合性智力與 D 經驗性智力屬 Sternberg 三元智力論的概念，非 Cattell 的分類，故不選。",1,[25,29,33,37,41,45],{"webId":26,"stem":27,"number":28,"year":9,"session":10},"sw-113-2-human-behavior-024","有關 E. Erikson 心理社會發展論的人生發展階段，下列何者正確？",24,{"webId":30,"stem":31,"number":32,"year":9,"session":10},"sw-113-2-human-behavior-026","兒童開始辨別性別類型的遊戲，且發展出性別穩定的概念，學習性別刻板印象的行為，但對於性別取向行為比較僵化，此為那一個時期的發展階段？",26,{"webId":34,"stem":35,"number":36,"year":9,"session":10},"sw-113-2-human-behavior-023","下列何者不屬於 Brim（1975）和 Bronfenbrenner（1977）所指社會系統的四個類型或層次？",23,{"webId":38,"stem":39,"number":40,"year":9,"session":10},"sw-113-2-human-behavior-027","某甲有偷竊的行為，進一步了解其交友情形，發現其朋友可能也都有著為了生存而偷竊的偏差行為，思考某甲可能是在跟他們的互動中，學習到合理化這些偏差行為。上述推論最可能是基於下列何種理論的解釋？",27,{"webId":42,"stem":43,"number":44,"year":9,"session":10},"sw-113-2-human-behavior-022","根據 Curtis 及 Schuler（2004）的研究發現，下列有關胎兒發展里程碑的說明，何者錯誤？",22,{"webId":46,"stem":47,"number":48,"year":9,"session":10},"sw-113-2-human-behavior-028","「兒童對於學習數學有些負面情緒，每次小考考不好，就覺得自己的數學能力不好、怎麼認真也沒用，而當考得不錯時，也認為這應該是運氣好、不是自己努力而來的。」這樣的敘述最符合下列那項概念？",28,1787299278735]