
WARNING: Educators And Cognitive Scientists Warn AI Writing Tools Are Eroding Students’ Ability To Think, Citing MIT Study Showing Reduced Brain Activity And Memory Loss After AI-Assisted Essays 🤖💥
Cognitive psychologists and writing experts are raising alarms that students who rely on AI to write essays aren’t just cutting corners on composition, they’re undermining their capacity to think altogether, according to a New York Times essay examined by Futurism. “Writing is a technology for thinking,” cognitive psychologist Ronald T. Kellogg told the Times, explaining that the act of writing builds critical cognitive faculties including working memory, executive planning skills, and metacognition, the ability to be aware of one’s own thinking. Kellogg compares the mental effort of drafting a basic essay to the physical exhaustion of digging a ditch, since writers must struggle to find the right words and organize ideas coherently for an audience, then revise through self-review or feedback. When that struggle gets outsourced to a machine, he argues, what results is no longer writing, and therefore no longer exercises the brain.
That claim isn’t just theoretical. An MIT study published earlier this year found that people who used AI while writing an essay showed lower brain activity compared to those who wrote without assistance. Even more strikingly, participants who composed with AI struggled to recall a single line from the essays they had just produced, and their brain activity remained suppressed even when later asked to write again without AI help, suggesting the cognitive cost lingered beyond the immediate task. Steve Graham, a writing expert and educational psychologist at Arizona State University, warned that there’s no part of the writing process that can be handed off to AI without some cost, even though, as the Times piece acknowledges, few people would willingly dig a ditch either, and writing carries similar drudgery. NYT reporter Dana Goldstein extended that logic further: “If writing is thinking, then any part of the struggle that is outsourced to technology amounts to relinquishing some freedom to perceive. How will students ever know what they really think of anything, whether it’s ‘The Crucible’ or AI itself, if they ask a machine to spit out an answer for them?”
Schools and colleges are now scrambling to respond. Some institutions have returned to pencil-and-paper essays and oral exams, while others are banning digital devices in freshman courses. Ivy League schools like Princeton University have gone as far as dropping Honor Code traditions that previously allowed students to take tests and exams unsupervised. Encouragingly, some students are reaching similar conclusions on their own. “You’re not strengthening that muscle by actually analyzing these really hard texts,” one college junior told the Times. “They’re meant to be hard.”