In last month’s Founder’s Feature, Melinda gave an overview of a viral research paper from MIT. MIT Media Lab released “Your Brain on ChatGPT,” which researched what happens to adolescent brains during the writing process when they use large language models. In summary, it concluded: “Students using ChatGPT showed lower brain activity, weaker memory recall, and less ownership of their writing. Their essays were well-structured and grammatically polished, but they learned and retained less.” Let’s dive into the paper a bit more and what it means for Options clients.
“Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task” split participants into three groups: Large Language Models (LLM) users, search engine users, and “brain-only” users who used no tools. Researchers tracked how each group engaged cognitively over four writing sessions using EEG data. LLM users showed the weakest brain connectivity of the three groups.
During the fourth writing session, writers who had been using LLMs were assigned to the brain-only gorup, and writers who had been in the brain-only group were reassigned to the LLM group. The results were clear: “LLM-to-Brain participants showed reduced alpha and beta connectivity, indicating under-engagement. Brain-to-LLM users exhibited higher memory recall and activation of occipito-parietal and prefrontal areas… Self-reported ownership of essays was the lowest in the LLM group and the highest in the Brain-only group. LLM users also struggled to accurately quote their own work… Over four months, LLM users consistently underperformed at neural, linguistic, and behavioural levels.”
For a few years now, we’ve been thinking, discussing, and learning about AI and large language models as a team. We’ve trained our staff, developed AI policies, and included accurate and updated information about AI use in our workshops and presentations. Moreover, we have hard conversations daily with our students and families about their place in this rapidly changing landscape. With this in mind, here are a few tips.
If your teachers, professor, or prospective school doesn’t allow AI use, don’t use it.
Maybe this is a bit of a no-brainer, but it comes down to academic integrity. Students should know the rules of AI use in their class, school or prospective school. So whether you’re writing a paper for grade 10 English or a university admission essay, check the policies around AI first. If the school says no, then it’s a no.
Don’t use AI on your first attempt.
Let’s say your teacher or school has allowed you to use AI, maybe even encouraged it. Don’t use it on your first attempt. Allow your brain the chance to form those connections and actually engage with the writing process. If you’re allowed to use AI, use it to refine or critique your work after you’ve written the first draft. Choosing to use AI and a collaborator instead of an author allows your brain to do the cognitive heavy-lifting (and reap the benefits of that), while still having the option for AI collaboration.
Check in with your writing coach.
We get why turning to AI is so tempting, but if you’re tired, too busy, stuck, or overwhelmed, check in with us. That’s what we’re here for. We can help you dive deeper into brainstorming, test out different ideas, or go back to the drawing board, all while ensuring your brain is the driving force behind your writing tasks.
Need writing support? Contact us today!
