[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-115-1-human-behavior-017":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-115-1-人類行為與社會環境-017","sw-115-1-human-behavior-017",115,1,false,17,"一種容易被疏忽的虐待形式，是指照顧者捏造或誘發被照顧者的身心疾病，照顧者虛構或誇大孩子的疾病，誘使不知情的醫護人員對被照顧者施以不必要的醫療處置。上述說明，是指下列何種診斷？",{"A":15,"B":16,"C":17,"D":18},"代理性孟喬森氏症","創傷後壓力症侯群","兒童崩解症","神經認知障礙症","A",null,[],"本題考點是「代理性孟喬森氏症(Munchausen syndrome by proxy)」的辨識。題幹描述照顧者捏造或誘發被照顧者的身心疾病,虛構或誇大孩子的病情,誘使醫護對其施以不必要的醫療處置,正是代理性孟喬森氏症的典型樣態,屬一種易被忽略的虐待形式,故選 A。B 創傷後壓力症候群是遭遇重大創傷後的壓力反應;C 兒童崩解症是幼兒發展倒退的神經發展障礙;D 神經認知障礙症指認知功能退化,三者都與「照顧者刻意製造被照顧者疾病」無關,故非本題所指。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-115-1-human-behavior-016","在兒童中期對兒童的認知功能發展狀況進行的「保留測驗」，例如請兒童觀察兩排數量相同的物體，一排排列緊密，一排排列寬鬆，請兒童辨認其是否數量一樣，是對兒童的那一種認知能力進行測量？",16,{"webId":29,"stem":30,"number":31,"year":9,"session":10},"sw-115-1-human-behavior-018","遊戲對兒童而言，可以增進人際關係、減少焦慮與挫折感。遊戲的模式可以分為四階段，依 Parten （1932）所指的平行式遊戲是指下列那一項？",18,{"webId":33,"stem":34,"number":35,"year":9,"session":10},"sw-115-1-human-behavior-015","有關成年期的智能發展與記憶，下列敘述何者正確？",15,{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-115-1-human-behavior-019","某甲根據家長教導的方式，處理在學校碰到的人際衝突，是 Sternberg（1985）所提出「智力三元論」的那一種智力？",19,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-115-1-human-behavior-014","有關青少年性發展的說法，下列何者最適當？",14,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-115-1-human-behavior-020","下列何者不是青少年發展的特徵？",20,1787299257372]