[{"data":1,"prerenderedAt":49},["ShallowReactive",2],{"q-sw-113-2-human-behavior-027":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-027","sw-113-2-human-behavior-027",113,2,false,27,"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？",{"A":15,"B":16,"C":17,"D":18},"功能論","衝突理論","系統理論","社會學習理論","D",null,[],"本題考點在於偏差行為成因理論的辨識。題幹描述某甲在與同樣有偏差行為的朋友互動中，「學習」到將偷竊予以合理化的態度與技巧，強調偏差是透過與他人互動、觀察與增強而習得，這正是社會學習理論的核心主張，故選 D。A 功能論從社會整體結構與功能失調解釋偏差，非聚焦個人互動學習。B 衝突理論從階級與權力不平等解釋偏差的界定，亦非本題重點。C 系統理論著眼於各系統間的互動與平衡，未特別強調透過同儕學習合理化偏差的歷程，故均不符題幹「在互動中學習合理化偏差」的描述。",1,[25,29,33,37,41,45],{"webId":26,"stem":27,"number":28,"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":30,"stem":31,"number":32,"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":34,"stem":35,"number":36,"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":38,"stem":39,"number":40,"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,{"webId":42,"stem":43,"number":44,"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":46,"stem":47,"number":48,"year":9,"session":10},"sw-113-2-human-behavior-030","許多成人可能因回顧過往人際關係的遺憾之處，會開始產生思考寬恕的議題。有關寬恕的敘述，下列何者正確？",30,1787299278749]