Abstract
The rapid adoption of Generative AI (GenAI) is significantly reshaping human cognition, influencing how we engage with information, think, reason, and learn. This paper synthesizes existing literature on GenAI's effects on different aspects of human cognition. Drawing on Krathwohl's revised Bloom's Taxonomy and Dewey's conceptualization of reflective thought, we examine the mechanisms through which GenAI is affecting the development of different cognitive abilities. Accordingly, we provide implications for rethinking and designing educational experiences that foster critical thinking and deeper cognitive engagement and discuss future directions to explore the long-term cognitive effects of GenAI.
Community
Cool paper! Something that might be worth discussing is that current preference training strategies (e.g. RLHF) for LLMs may not be conducive for helping users learn. In our paper, we found that the model outputs users thought would help them learn better (the typical way to collect preference data) is not the same as what actually learns better. We studied with this mnemonic device generation, which is a task that can promote memory and engagement for vocabulary learning: https://arxiv.org/abs/2406.15352
This paper also builds upon one of our previous efforts of testing BERT and LLaMA as NLP-powered flashcard schedulers to promote student learning: https://arxiv.org/abs/2402.12291
No pressure to cite either of these, just wanted to share in case they were relevant!
Models citing this paper 0
No model linking this paper
Datasets citing this paper 0
No dataset linking this paper
Spaces citing this paper 0
No Space linking this paper
Collections including this paper 0
No Collection including this paper