[{"data":1,"prerenderedAt":49},["ShallowReactive",2],{"q-sw-113-2-human-behavior-026":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-026","sw-113-2-human-behavior-026",113,2,false,26,"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？",{"A":15,"B":16,"C":17,"D":18},"學齡前期","學齡期","青少年期","嬰幼兒期","A",null,[],"本題考點在於性別概念發展的階段對應。題幹描述兒童已能辨別性別類型的遊戲、發展出「性別恆定」中的性別穩定概念、學習性別刻板印象行為，且對性別取向行為較為僵化，這些特徵對應於學齡前期（約 3 至 6 歲）的發展，故選 A。此階段幼兒逐漸建立性別認同與性別穩定，並傾向以較固著、二分的方式看待性別角色。B 學齡期兒童的性別概念已較有彈性，對刻板印象的僵化程度降低。C 青少年期關注的是自我認同與親密關係，非初建性別穩定概念。D 嬰幼兒期尚未發展出穩定的性別分類與刻板行為，故均不符。",1,[25,29,33,37,41,45],{"webId":26,"stem":27,"number":28,"year":9,"session":10},"sw-113-2-human-behavior-025","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？",25,{"webId":30,"stem":31,"number":32,"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":34,"stem":35,"number":36,"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":38,"stem":39,"number":40,"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,{"webId":42,"stem":43,"number":44,"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":46,"stem":47,"number":48,"year":9,"session":10},"sw-113-2-human-behavior-029","依據美國焦慮症協會（Anxiety Disorders Association）的報告，有關兒童可能經歷之焦慮問題，下列敘述何者錯誤？",29,1787299278739]