本研究分析國小學童在科學問題合理性判斷上的熱認知效應，並進而探討熱認知的弱化作用。主要從學童班級聚集地位、社會常模及權威加持等三個熱認知變項進行熱認知效應的分析。在熱認知的弱化上，則施以班級小組討論及短文閱讀之處方。研究的主要發現如下：
一、 學童在科學問題合理性判斷裡，受到熱認知變項的影響，的確有熱認知的效應發生。
1. 在前後測裡，A、B選項合理度的變化幅度，實驗組與對照組確有不同。正向強化A選項的班級，所有A選項的上升幅度平均值達7.9%，相對的B選項則下降了8.4%。而正向強化B選項的班級，所有A選項下降的幅度平均值達6.6%，相對的B選則上升了8.1%。而對照組則只有2.3%與1.5%。
2. 在前後測裡，A、B選項合理度的變化之顯著性考驗，實驗組與對照組確有不同。正向強化A選項的所有班級全部48個A選項的變化，有22個達到顯著性差異（P<.05），B選項則有21個達到顯著性差異（P<.05）。而正向強化B選項的班級，全部40個A選項的變化，有17個達到顯著性差異（P<.05），B選項則有19個達到顯著性差異（P<.05）。而對照組在全部四個班的64個選項中，只有5個達到顯著性差異（P<.05）。
二、 學童經過班級小組討論及短文閱讀之後，熱認知效應確有弱化的現象。
1. 經過班級小組討論及短文閱讀的班級F605。第一次測試時，所有8個題目的A選平均上升幅度為5.2%，B選項則平均下降10.2%，而達到顯著性差異的項目有5項（P<.05）。第二次測試時，A選項平均變化幅度只為-0.2%，而B選項則為-2.6%。
2. 只經過短文閱讀的班級，也有熱認知弱化的作用。第二次前後測的變化幅度確實變小。E506第二次測試的加總變化量（2.9, -5.0）小於第一次測試的加總變化量（8.4, -12.2）。其中學童聚集地位部分弱化的效應較為明顯，而社會常模及權力加持則相對的較不明顯。
三、 學童在熱認知的自我知覺測試裡，自評部分與合理性判斷測試裡的熱認知效應有所差異。但是經過弱化處理之後，二者較為吻合。自我知覺測試對學童察覺熱認知現象應有其正面作用。

This research studies the arousal of hot cognition on children’s judgment of reasonableness in science questions. It further studies the effect of the attempt to "cool" the hot cognition. The study analyzes three attributes that affect hot cognition: children’s aggregated status in the class, social norms, and authoritative reinforcement. In the weakening of hot cognition, group discussion and essay reading are employed.
The following are our findings:
A. There is indeed hot cognition arousal effect in children’s judgment of reasonableness in science questions.
1. In the pre and post-tests, the percentage of change of the reasonableness for choice A and B does show a difference between the test groups and the contrast groups. For the classes that choice A is reinforced, the average percentage of increase for choice A is 7.9%, while choice B has decreased by 8.4%. For the classes that choice B is reinforced, the average percentage of decrease for choice A is 6.6%, while choice B has increased by 8.1%. For the contrast groups, the percentage of change is only 2.3% and 1.5%.
2. In the pre and post-tests, the T-test of the amount of change of the reasonableness for choice A and B also show a difference between the test groups and the contrast groups. For the classes that choice A is reinforced, 22 of the 48 items of choice A and 21 items of choice B show a significant difference（P<.05）. For the classes that choice B is reinforced, 17 of the 40 items of choice A and 19 items of choice B show a significant difference（P<.05）. For the contrast groups, there are only 5 of the 64 items in all 4 classes show a significant change.
B. After group discussion and essay reading, there is indeed a weakening effect of the hot cognition.
1. We put Class F605 through a group discussion and essay reading. During the first test, the average percentage of increase is 5.2% for choice A of all 8 items, while choice B has decreased by 10.2%. 5 items show a significant difference. During the second test, the average percentage of change for choice A is –0.2%, and for choice B is –2.6%.
2. Even for the classes that only went through essay reading, there is also an weakening effect of the hot cognition. The percentage of change is perceptibly smaller. For the class E506, the average percentage of differences (2.9, -5.0) in the second pre and post-tests is smaller than (8.4, -12.2) that test in the first.
C. In the analysis of children’s self- perceptions about their hot cognition, there is a significant discrepancy between their self- perceptions and the actual test before. While through weakening treatment, both are more consistent.

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