[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-114-1-human-behavior-007":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":23},"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":10},"sw-114-1-人類行為與社會環境-007","sw-114-1-human-behavior-007",114,1,false,7,"有關學齡期兒童階段的發展任務，下列敘述何者正確？",{"A":15,"B":16,"C":17,"D":18},"Freud：性本能衝動支配力增強、超我減弱","Erikson：自我創新發展能力增長；引發稱職感或無能感","Piaget：抽象的邏輯推理層次；理解物質存在不變的原則","Kohlberg：依照外在的懲罰或報酬來推理，進而依習俗法規類推並考量外界意見","D",null,[],"本題考點是學齡期兒童（約 6-12 歲）在各家理論下的發展任務比對。依 Kohlberg 道德發展，此階段兒童多處於前習俗到習俗過渡：先依外在懲罰或報酬來推理，進而參照習俗、法規與外界意見來判斷對錯，D 的描述正確而當選。A 錯：Freud 學齡期屬潛伏期，性本能是「潛藏減弱」而非增強，超我持續發展而非減弱；B 錯：Erikson 學齡期的任務是「勤奮 vs 自卑」，引發稱職感或自卑感，「自我創新發展能力」語意不符該階段正式表述；C 錯：Piaget 學齡期屬「具體運思期」，能理解守恆（物質存在不變）但仍需依賴具體事物，尚不能進行抽象邏輯推理，抽象邏輯要到形式運思期。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-114-1-human-behavior-006","有關家庭生命週期，下列敘述何者正確？",6,{"webId":29,"stem":30,"number":31,"year":9,"session":10},"sw-114-1-human-behavior-008","不同理論各有其適用的情境，有關各理論的描述，下列何者錯誤？",8,{"webId":33,"stem":34,"number":35,"year":9,"session":10},"sw-114-1-human-behavior-005","某甲是一位家管，最近被診斷出罹患嚴重疾病，治療一段時間後，醫生建議需要長期照護，家中還有兩位目前就讀高中的兒女，某甲的配偶原本自己照顧某甲，但又因經濟與自己健康因素，後來與家人求助由親戚、自己與兒女輪流照顧某甲，而兒女們願意開始分擔家務，也慢慢能接受某甲生重病，甚至可能永遠無法恢復健康，某甲配偶感受到與兒女們的關係更緊密。若以 McCubbin 與 Patterson 提出的雙重家庭壓力理論（Double ABC-X）模式來分析此案例，下列何者錯誤？",5,{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-114-1-human-behavior-009","在女性主義理論中，主張要分離「個人即政治」的說法，強調差異、看重認同，反對模仿男性生活方式，倡議發揮新的女性力量的觀點，屬於下列何者？",9,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-114-1-human-behavior-004","個案表示渴望重返青春，在意自己對異性不具吸引力，以 Erikson 的心理社會階段來看，此人正處在何種發展任務與危機？",4,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-114-1-human-behavior-010","有關皮亞傑（Piaget）具體運思期的主張，下列敘述何者錯誤？",10,1787299281113]