- 16
- Episodes
- 2025
- First episode
About The Thesis Podcast
Hi there, welcome to the Thesis Podcast.
- Publisher
- Bicyclemen555
- Category
- education
- Language
- zh
- Explicit
- No
- First episode
- 22 Jun 2025
- Latest episode
- 5 Aug 2025
Latest episodes
16 episodes in the feed.
5 Aug 2025
選擇的弔詭：做得更好卻感覺更糟
Doing Better but Feeling Worse The Paradox of ChoiceDoi：10.1002/9780470939338.ch6Abstract：The provided text explores the paradox of choice, arguing that while freedom and autonomy are highly valued, an overabundance of options can lead to decreased well-being and even misery. The authors illustrate this with numerous examples from modern consumer culture and everyday life, showing how increased choices in areas like shopping, telecommunications, and even personal identity can become overwhelming. They introduce the concepts of "maximizers," who strive for the best possible outcome, and "satisficers," who are content with "good enough," demonstrating through studies that maximizers tend to experience more regret, lower happiness, and higher rates of depression due to factors like opportunity costs, adaptation, high expectations, and social comparison. Ultimately, the text suggests that learning to embrace constraints and satisfice more can mitigate the negative psychological effects of excessive choice.摘要：這份文本探討了選擇的弔詭，即在自由和自主性受到高度重視的美國社會，過多的選擇反而可能導致負面心理後果。文章指出，儘管選擇提升了生活品質並表達了個人自主性，但過多的選項可能引發後悔、增加機會成本、加速適應導致的不滿、提升期望值，並加劇社會比較，最終導致幸福感下降甚至憂鬱。研究表明，傾向於尋求「最佳」選項的最大化者比那些滿足於「足夠好」選項的滿意者更容易經歷這些負面情緒，且前者在面對過多選擇時更容易感到癱瘓和痛苦。因此，作者建議人們學習限制選擇、降低期望、減少社會比較並培養感恩之心，以提升幸福感。
5 Aug 2025
Doing Better but Feeling Worse The Paradox of Choice
Doing Better but Feeling Worse The Paradox of Choice Doi：10.1002/9780470939338.ch6 Abstract： The provided text explores the paradox of choice, arguing that while freedom and autonomy are highly valued, an overabundance of options can lead to decreased well-being and even misery. The authors illustrate this with numerous examples from modern consumer culture and everyday life, showing how increased choices in areas like shopping, telecommunications, and even personal identity can become overwhelming. They introduce the concepts of "maximizers," who strive for the best possible outcome, and "satisficers," who are content with "good enough," demonstrating through studies that maximizers tend to experience more regret, lower happiness, and higher rates of depression due to factors like opportunity costs, adaptation, high expectations, and social comparison. Ultimately, the text suggests that learning to embrace constraints and satisfice more can mitigate the negative psychological effects of excessive choice. 摘要： 這份文本探討了選擇的弔詭，即在自由和自主性受到高度重視的美國社會，過多的選擇反而可能導致負面心理後果。文章指出，儘管選擇提升了生活品質並表達了個人自主性，但過多的選項可能引發後悔、增加機會成本、加速適應導致的不滿、提升期望值，並加劇社會比較，最終導致幸福感下降甚至憂鬱。研究表明，傾向於尋求「最佳」選項的最大化者比那些滿足於「足夠好」選項的滿意者更容易經歷這些負面情緒，且前者在面對過多選擇時更容易感到癱瘓和痛苦。因此，作者建議人們學習限制選擇、降低期望、減少社會比較並培養感恩之心，以提升幸福感。
22 Jul 2025
兒童和青少年的螢幕時間與較低的心理健康之間的關聯：來自一項基於人群的研究的證據
論文原著：Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based studyDoi：10.1016/j.pmedr.2018.10.003中文摘要：先前關於兒童與青少年螢幕使用時間與心理健康之間關聯的研究結果相互矛盾，導致部分研究者開始質疑醫療機構對螢幕時間的限制建議。我們分析了一份來自美國、具代表性的全國隨機樣本（樣本數 n=40,337），涵蓋 2 至 17 歲的兒童與青少年，資料來自 2016 年，包含對螢幕使用（如手機、電腦、電子設備、電子遊戲及電視）的全面評估，以及一系列心理健康指標。結果發現，當每日螢幕使用時間超過 1 小時後，使用時間越長，心理健康越差，具體表現為：好奇心降低、自我控制力下降、注意力更易分散、交友困難、情緒穩定性較差、照顧難度增加，以及難以完成任務等。在 14 至 17 歲的青少年中，重度使用者（每日使用超過 7 小時）相比低度使用者（每日使用 1 小時），有超過兩倍的可能性曾被診斷為憂鬱症（相對風險 RR 2.39，95% 信賴區間 CI 1.54–3.70）、焦慮症（RR 2.26，CI 1.59–3.22）、接受心理健康專業人員治療（RR 2.22，CI 1.62–3.03），或在過去 12 個月內服用過心理或行為方面的藥物（RR 2.99，CI 1.94–4.62）。即使是中度使用（每日 4 小時），也與較低的心理健康狀況有關。而非使用者與低度使用者在心理健康方面通常沒有顯著差異。整體而言，螢幕時間與心理健康下降之間的關聯在青少年族群中比年幼兒童更為明顯。英文摘要：Previous research on associations between screen time and psychological well-being among children and adolescents has been conflicting, leading some researchers to question the limits on screen time suggested by physician organizations. We examined a large (n=40,337) national random sample of 2- to 17-year-old children andadolescents inthe U.S.in 2016that includedcomprehensivemeasures ofscreentime (including cellphones, computers,electronic devices,electronicgames, and TV) and an array of psychological well-being measures. After 1h/day of use, more hours of daily screen time were associated with lower psychological well-being, including less curiosity, lower self-control, more distractibility, more difficulty making friends, less emotional stability, being more difficult to care for, and inability to finish tasks. Among 14 to 17 year olds, high users of screens (7+h/day vs. low users of 1h/day) were more than twice as likely to ever have been diagnosed with depression (RR 2.39, 95% CI 1.54, 3.70), ever diagnosed with anxiety (RR 2.26, CI 1.59, 3.22), treated by a mental health professional (RR 2.22, CI 1.62, 3.03) or have taken medication for a psychological or behavioral issue (RR 2.99, CI 1.94, 4.62) in the last 12months. Moderate use of screens (4h/day) was also associated with lower psychological well-being. Non-users and low users of screens generally did not differ in well-being. Associations between screen time and lower psychological well-being were larger among adolescents than younger children.
22 Jul 2025
Associations between screen time and lower psychological well-being
Doi：10.1016/j.pmedr.2018.10.003Abstract：Previous research on associations between screen time and psychological well-being among children and adolescents has been conflicting, leading some researchers to question the limits on screen time suggested by physician organizations. We examined a large (n=40,337) national random sample of 2- to 17-year-old children and adolescents in the U.S. in 2016 that included comprehensive measures of screen time (including cellphones, computers, electronic devices, electronic games, and TV) and an array of psychological well-being measures. After 1 h/day of use, more hours of daily screen time were associated with lower psychological well-being, including less curiosity, lower self-control, more distractibility, more difficulty making friends, less emotional stability, being more difficult to care for, and inability to finish tasks. Among 14- to 17-year-olds, high users of screens (7+ h/day vs. low users of 1 h/day) were more than twice as likely to ever have been diagnosed with depression (RR 2.39, 95% CI 1.54, 3.70), ever diagnosed with anxiety (RR 2.26, CI 1.59, 3.22), treated by a mental health professional (RR 2.22, CI 1.62, 3.03), or have taken medication for a psychological or behavioral issue (RR 2.99, CI 1.94, 4.62) in the last 12 months. Moderate use of screens (4 h/day) was also associated with lower psychological well-being. Non-users and low users of screens generally did not differ in well-being. Associations between screen time and lower psychological well-being were larger among adolescents than younger children.
15 Jul 2025
Reduced brain activity and functional connectivity during creative idea generation in individuals with smartphone addiction
論文原著：Reduced brain activity and functional connectivity during creative idea generation in individuals with smartphone addiction Doi：10.1093/scan/nsac052 Abstract： Since the coronavirus disease 2019 outbreak, the frequency of smartphone use has surged, which has caused an increase in smartphone addiction among individuals. Smartphone addiction can impair various cognitive abilities. However, to date, the impact of smartphone addiction on creative cognition remains unclear. The current functional near-infrared spectroscopy study compared neural differences between smartphone addiction tendency (SAT) and healthy control (HC) individuals during creative idea generation. In particular, by manipulating a key component of creative cognition, that is, overcoming semantic constraints, we explored whether SAT individuals could overcome semantic constraints. Both the SAT and HC groups completed the alternate uses task (AUT) in semantic constraint and unconstraint conditions. The results indicated that the prefrontal cortex (PFC) and temporal regions were less active during AUT in the SAT group than in the HC group. In the SAT group, the PFC was less active under constraint than unconstraint conditions. Moreover, both task-related and resting-state functional connectivity analyses indicated weaker coupling between the PFC and temporal regions in the SAT than in the HC group. Furthermore, the left dorsolateral PFC mediated the effect of smartphone addiction on creative performance. These findings provide unprecedented neuroimaging evidence on the negative impact of smartphone addiction on creative cognition. 中文摘要： 自2019年新冠疫情爆發以來，智慧型手機的使用頻率大幅上升，導致個體的手機成癮情況增加。智慧型手機成癮已被證實會損害多種認知能力，但目前為止，其對創造性認知的影響仍不明確。本研究利用功能性近紅外線光譜儀（fNIRS）探討手機成癮傾向（SAT）者與健康對照組（HC）在創造性想法產出過程中的神經差異。 特別地，透過操弄創造性認知的一個關鍵成分——克服語意限制，來觀察SAT個體是否具備克服語意限制的能力。SAT與HC兩組皆在有語意限制與無語意限制的條件下完成「替代用途任務」（AUT）。 結果顯示，與HC組相比，SAT組在執行AUT任務期間，其前額葉皮質（PFC）與顳葉區域的活化程度明顯較低。SAT組在有語意限制條件下的前額葉皮質活化程度更低於無語意限制條件。此外，無論是在任務相關還是靜息狀態下的功能性連結分析中，SAT組的前額葉與顳葉之間的連結都較HC組弱。 更進一步地，研究發現左側背外側前額葉皮質（left dorsolateral PFC）在手機成癮對創造力表現的影響中扮演中介角色。 這些研究結果首次以神經影像學證據指出，手機成癮對創造性認知具有負面影響。
15 Jul 2025
智慧型手機成癮者在創造性構想產出過程中出現較低的腦部活動與功能性連結
論文原著：Reduced brain activity and functional connectivity during creative idea generation in individuals with smartphone addiction Doi：10.1093/scan/nsac052 Abstract： Since the coronavirus disease 2019 outbreak, the frequency of smartphone use has surged, which has caused an increase in smartphone addiction among individuals. Smartphone addiction can impair various cognitive abilities. However, to date, the impact of smartphone addiction on creative cognition remains unclear. The current functional near-infrared spectroscopy study compared neural differences between smartphone addiction tendency (SAT) and healthy control (HC) individuals during creative idea generation. In particular, by manipulating a key component of creative cognition, that is, overcoming semantic constraints, we explored whether SAT individuals could overcome semantic constraints. Both the SAT and HC groups completed the alternate uses task (AUT) in semantic constraint and unconstraint conditions. The results indicated that the prefrontal cortex (PFC) and temporal regions were less active during AUT in the SAT group than in the HC group. In the SAT group, the PFC was less active under constraint than unconstraint conditions. Moreover, both task-related and resting-state functional connectivity analyses indicated weaker coupling between the PFC and temporal regions in the SAT than in the HC group. Furthermore, the left dorsolateral PFC mediated the effect of smartphone addiction on creative performance. These findings provide unprecedented neuroimaging evidence on the negative impact of smartphone addiction on creative cognition. 中文摘要： 自2019年新冠疫情爆發以來，智慧型手機的使用頻率大幅上升，導致個體的手機成癮情況增加。智慧型手機成癮已被證實會損害多種認知能力，但目前為止，其對創造性認知的影響仍不明確。本研究利用功能性近紅外線光譜儀（fNIRS）探討手機成癮傾向（SAT）者與健康對照組（HC）在創造性想法產出過程中的神經差異。 特別地，透過操弄創造性認知的一個關鍵成分——克服語意限制，來觀察SAT個體是否具備克服語意限制的能力。SAT與HC兩組皆在有語意限制與無語意限制的條件下完成「替代用途任務」（AUT）。 結果顯示，與HC組相比，SAT組在執行AUT任務期間，其前額葉皮質（PFC）與顳葉區域的活化程度明顯較低。SAT組在有語意限制條件下的前額葉皮質活化程度更低於無語意限制條件。此外，無論是在任務相關還是靜息狀態下的功能性連結分析中，SAT組的前額葉與顳葉之間的連結都較HC組弱。 更進一步地，研究發現左側背外側前額葉皮質（left dorsolateral PFC）在手機成癮對創造力表現的影響中扮演中介角色。 這些研究結果首次以神經影像學證據指出，手機成癮對創造性認知具有負面影響。
8 Jul 2025
登山觀光
論文原著：Mountaineering Tourism 中文摘要： 1993年5月，英國登山委員會（British Mountaineering Council）召開會議，討論高海拔觀光的未來發展。與會者關注的議題包括珠穆朗瑪峰上的登山人潮，有人引用登山家彼得・博德曼（Peter Boardman）的話，形容珠峰是「自我展現的競技場」。會議中也提到了環境與社會責任，以及規範以減少影響的必要性。 在之後的幾年中，攀登珠峰的熱潮急劇上升，2012年的某一天甚至有234位登山者成功登頂。登山觀光的參與程度早已超出20年前與會者的想像。 本書對登山觀光這一成長中的領域進行了全面且批判性的分析，探討其發展與管理相關的各項面向與議題。內容涵蓋了冒險的意義、以山區為主的冒險經驗、冒險體驗的傳遞，以及冒險學習與教育等主題。此外，本書也介紹了高山環境作為示範場域，並提出一般性管理框架，可作為登山觀光發展的基礎方法。 透過全球各地不同的登山觀光發展案例，本書展現了多樣化且獨特的管理策略、政策與實務。由多位不同學術領域的頂尖學者撰寫，本書將有助於學生、研究人員與學者深入理解登山觀光這項快速成長的冒險旅遊形式，在全球範圍內的旅遊管理與發展特點。 英文摘要： In May 1993 the British Mountaineering Council met to discuss the future of high altitude tourism. Of concern to attendees were reports of queues on Everest and reference was made to mountaineer Peter Boardman calling Everest an ‘amphitheater of the ego’. Issues raised included environmental and social responsibility and regulations to minimize impacts. In the years that have followed there has been a surge of interest in climbing Everest, with one day in 2012 seeing 234 climbers reach the summit. Participation in mountaineering tourism has surely escalated beyond the imagination of those who attended the meeting 20 years ago. This book provides a critical and comprehensive analysis of all pertinent aspects and issues related to the development and the management of the growth area of mountaineering tourism. By doing so it explores the meaning of adventure and special reference to mountain-based adventure, the delivering of adventure experience, and adventure learning and education. It further introduces examples of settings (alpine environments) where a general management framework could be applied as a baseline approach in mountaineering tourism development. Along with this general management framework, the book draws evidence from case studies derived from various mountaineering tourism development contexts worldwide, to highlight the diversity and uniqueness of management approaches, policies and practices. Written by leading academics from a range of disciplinary backgrounds, this insightful book will provide students, researchers and academics with a better understanding of the unique aspects of tourism management and development of this growing form of adventure tourism across the world.
8 Jul 2025
Mountaineering Tourism
Abstract： In May 1993 the British Mountaineering Council met to discuss the future of high altitude tourism. Of concern to attendees were reports of queues on Everest and reference was made to mountaineer Peter Boardman calling Everest an ‘amphitheater of the ego’. Issues raised included environmental and social responsibility and regulations to minimize impacts. In the years that have followed there has been a surge of interest in climbing Everest, with one day in 2012 seeing 234 climbers reach the summit. Participation in mountaineering tourism has surely escalated beyond the imagination of those who attended the meeting 20 years ago. This book provides a critical and comprehensive analysis of all pertinent aspects and issues related to the development and the management of the growth area of mountaineering tourism. By doing so it explores the meaning of adventure and special reference to mountain-based adventure, the delivering of adventure experience, and adventure learning and education. It further introduces examples of settings (alpine environments) where a general management framework could be applied as a baseline approach in mountaineering tourism development. Along with this general management framework, the book draws evidence from case studies derived from various mountaineering tourism development contexts worldwide, to highlight the diversity and uniqueness of management approaches, policies and practices. Written by leading academics from a range of disciplinary backgrounds, this insightful book will provide students, researchers and academics with a better understanding of the unique aspects of tourism management and development of this growing form of adventure tourism across the world.
1 Jul 2025
當心後設認知懶惰：生成式人工智慧對學習動機、過程與表現的影響
論文原著：Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performanceDoi：10.1111/bjet.13544中文摘要：隨著科技與教育創新的持續發展，現今的學習者能從教師、同儕、教育科技，乃至近來的生成式人工智慧（如 ChatGPT）等代理者獲得多元支持。特別是，人機協作與混合智慧（Hybrid Intelligence）在學習中的應用，已成為學術界日益關注的議題。然而，「混合智慧」這一概念仍處於萌芽階段，學習者如何與 AI、人類專家與智慧學習系統建立共生關係、從中受益，仍不甚明朗。這一新興概念亦缺乏以實證研究為基礎，對其運作機制與學習後果的深入理解。為了填補這一研究空白，我們進行了一項隨機實驗研究，比較在寫作任務中接受不同代理者支持的學習者，在學習動機、自我調節學習過程與學習表現上的差異。受試者共117名大學生，分別接受 ChatGPT（即 AI 組）、與人類專家對談、使用寫作分析工具、或無額外工具等四種支持。我們收集並分析了他們的多通道學習資料、表現結果與動機指標。研究結果顯示： 1. 接受不同學習支持的學習者，在任務後的內在動機上沒有顯著差異； 2. 各組學習者在自我調節學習過程中的頻率與順序存在顯著差異； 3. 雖然 ChatGPT 組在作文分數提升上表現較佳，但其知識獲得與遷移並無顯著差異。我們的研究發現，即使動機相同，不同的學習支持仍導致學習過程差異，進而影響學習表現。值得注意的是，像 ChatGPT 這樣的 AI 技術可能促使學習者對技術過度依賴，並潛在地引發「後設認知懶惰」（metacognitive laziness）。總結而言，了解並善用不同代理者在學習中的優勢與限制，對於未來混合智慧的發展至關重要。英文摘要：With the continuous development of techno- logical and educational innovation, learners nowadays can obtain a variety of supports from agents such as teachers, peers, education technologies, and recently, generative artificial intelligence such as ChatGPT. In particular, there has been a surge of academic interest in human- AI collaboration and hybrid intelligence in learning. The concept of hybrid intelligence is still at a nascent stage, and how learners can benefit from a symbiotic relationship with various agents such as AI, human experts and intelligent learning systems is still unknown. The emerging concept of hybrid intelligence also lacks deep insights and understanding of the mechanisms and consequences of hybrid human- AI learning based on strong empirical research. In order to address this gap, we conducted a randomised experimental study and compared learners' motivations, self-regulated learning processes and learning performances on a writing task among different groups who had support from different agents, that is, ChatGPT (also referred to as the AI group), chat with a human expert, writing analytics tools, and no extra tool. A total of 117 university students were recruited, and their multi-channel learning, performance and motivation data were collected and analysed. The results revealed that: (1) learners who received different learning support showed no difference in post- task intrinsic motivation; (2) there were significant differences in the frequency and sequences of the self-regulated learning processes among groups; (3) ChatGPT group outperformed in the essay score improvement but their knowledge gain and transfer were not significantly different. Our research found that in the absence of differences in motivation, learners with different supports still exhibited different self- regulated learning processes, ultimately leading to differentiated performance. What is particularly note-worthy is that AI technologies such as ChatGPT may promote learners' dependence on technology and potentially trigger “metacognitive laziness”. In conclusion, understanding and leveraging the respective strengths and weaknesses of different agents in learning is critical in the field of future hybrid intelligence.
1 Jul 2025
Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance
Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performanceDoi：10.1111/bjet.13544Abstract：With the continuous development of technological and educational innovation, learners nowadays can obtain a variety of supports from agents such as teachers, peers, education technologies, and recently, generative artificial intelligence such as ChatGPT. In particular, there has been a surge of academic interest in human-AI collaboration and hybrid intelligence in learning. The concept of hybrid intelligence is still at a nascent stage, and how learners can benefit from a symbiotic relationship with various agents such as AI, human experts, and intelligent learning systems is still unknown. The emerging concept of hybrid intelligence also lacks deep insights and understanding of the mechanisms and consequences of hybrid human-AI learning based on strong empirical research. In order to address this gap, we conducted a randomized experimental study and compared learners' motivations, self-regulated learning processes, and learning performances on a writing task among different groups who had support from different agents, that is, ChatGPT (also referred to as the AI group), chat with a human expert, writing analytics tools, and no extra tool. A total of 117 university students were recruited, and their multi-channel learning, performance, and motivation data were collected and analyzed. The results revealed that (1) learners who received different learning support showed no difference in post-task intrinsic motivation; (2) there were significant differences in the frequency and sequences of the self-regulated learning processes among groups; and (3) the ChatGPT group outperformed in the essay score improvement, but their knowledge gain and transfer were not significantly different. Our research found that in the absence of differences in motivation, learners with different supports still exhibited different self-regulated learning processes, ultimately leading to differentiated performance. What is particularly noteworthy is that AI technologies such as ChatGPT may promote learners' dependence on technology and potentially trigger “metacognitive laziness.” In conclusion, understanding and leveraging the respective strengths and weaknesses of different agents in learning is critical in the field of future hybrid intelligence.
24 Jun 2025
生成式 AI 對批判性思維的影響：知識工作者調查中自述的認知努力降低與信心效應
生成式 AI 對批判性思維的影響：知識工作者調查中自述的認知努力降低與信心效應 論文原著：The Impact of Generative AI on Critical Thinking: Self-ReportedReductions in Cognitive Effort and Confidence Effects From aSurvey of Knowledge Workers Doi：10.1145/3706598.3713778 摘要： 隨著生成式人工智慧（Generative AI, 簡稱 GenAI）在知識型工作流程中的興起，人們開始關注其對批判性思考能力與實踐方式的影響。本研究調查了 319 位知識工作者，以了解： 他們在使用 GenAI 時何時、如何展現批判性思考； GenAI 在何時、為何會影響他們進行批判性思考的努力。 參與者共分享了 936 個第一手工作情境中的 GenAI 使用實例。 量化分析方面： 當同時考慮任務與使用者因素時，受試者對於特定任務的自信心與對 GenAI 的信任程度，是預測是否會實施批判性思考及其努力程度的關鍵因素。 對 GenAI 的信心越高，越不容易產生批判性思考； 對自己的自信心越高，則越容易展現批判性思考。 質性分析方面： GenAI 改變了批判性思考的實踐方式，使用者更傾向於： 驗證資訊 整合回應 掌握任務方向 本研究提供的洞察揭示了在設計用於知識工作的 GenAI 工具時，新的挑戰與機會。
24 Jun 2025
The Impact of Generative AI on Critical Thinking: Self-Reported Reductions in Cognitive Effort and Confidence Effects From a Survey of Knowledge Workers
The Impact of Generative AI on Critical Thinking: Self-Reported Reductions in Cognitive Effort and Confidence Effects From a Survey of Knowledge Workers Doi：10.1145/3706598.3713778 Abstract： The rise of Generative AI (GenAI) in knowledge workflows raises questions about its impact on critical thinking skills and practices. We survey 319 knowledge workers to investigate 1) when andhow they perceive the enaction of critical thinking when using GenAI, and 2) when and why GenAI affects their effort to do so. Participants shared 936 first-hand examples of using GenAI in worktasks. Quantitatively, when considering both task- and user-specific factors, a user’s task-specific self-confidence and confidence in GenAI are predictive of whether critical thinking is enacted andthe effort of doing so in GenAI-assisted tasks. Specifically, higher confidence in GenAI is associated with less critical thinking, while higher self-confidence is associated with more critical thinking. Qualitatively, GenAI shifts the nature of critical thinking toward information verification, response integration, and task stewardship. Our insights reveal new design challenges and opportunities fordeveloping GenAI tools for knowledge work.
22 Jun 2025
Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task
Origin: Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task Doi：10.48550/arXiv.2506.08872 Abstract：With today's wide adoption of LLM products like ChatGPT from OpenAI, humans and businesses engage and use LLMs on a daily basis. Like any other tool, it carries its own set of advantages and limitations. This study focuses on finding out the cognitive cost of using an LLM in the educational context of writing an essay. We assigned participants to three groups: LLM group, Search Engine group, Brain-only group, where each participant used a designated tool (or no tool in the latter) to write an essay. We conducted 3 sessions with the same group assignment for each participant. In the 4th session we asked LLM group participants to use no tools (we refer to them as LLM-to-Brain), and the Brain-only group participants were asked to use LLM (Brain-to-LLM). We recruited a total of 54 participants for Sessions 1, 2, 3, and 18 participants among them completed session 4. We used electroencephalography (EEG) to record participants' brain activity in order to assess their cognitive engagement and cognitive load, and to gain a deeper understanding of neural activations during the essay writing task. We performed NLP analysis, and we interviewed each participant after each session. We performed scoring with the help from the human teachers and an AI judge (a specially built AI agent). We discovered a consistent homogeneity across the Named Entities Recognition (NERs), n-grams, ontology of topics within each group. EEG analysis presented robust evidence that LLM, Search Engine and Brain-only groups had significantly different neural connectivity patterns, reflecting divergent cognitive strategies. Brain connectivity systematically scaled down with the amount of external support: the Brain‑only group exhibited the strongest, widest‑ranging networks, Search Engine group showed intermediate engagement, and LLM assistance elicited the weakest overall coupling. In session 4, LLM-to-Brain participants showed weaker neural connectivity and under-engagement of alpha and beta networks; and the Brain-to-LLM participants demonstrated higher memory recall, and re‑engagement of widespread occipito-parietal and prefrontal nodes, likely supporting the visual processing, similar to the one frequently perceived in the Search Engine group. The reported ownership of LLM group's essays in the interviews was low. The Search Engine group had strong ownership, but lesser than the Brain-only group. The LLM group also fell behind in their ability to quote from the essays they wrote just minutes prior. As the educational impact of LLM use only begins to settle with the general population, in this study we demonstrate the pressing matter of a likely decrease in learning skills based on the results of our study. The use of LLM had a measurable impact on participants, and while the benefits were initially apparent, as we demonstrated over the course of 4 months, the LLM group's participants performed worse than their counterparts in the Brain-only group at all levels: neural, linguistic, scoring. We hope this study serves as a preliminary guide to understanding the cognitive and practical impacts of AI on learning environments.
22 Jun 2025
你的大腦與 ChatGPT：使用 AI 助理撰寫文章任務時的認知負債累積
你的大腦與 ChatGPT：使用 AI 助理撰寫文章任務時的認知負債累積 論文原著：Your Brain on ChatGPT Accumulation of Cognitive Debt when Using an Al Assistant for Essay Writing Task Doi：10.48550/arXiv.2506.08872 摘要： 隨著像 OpenAI 的 ChatGPT 等大型語言模型（LLM）廣泛被人類與企業日常使用，本研究聚焦於探討在教育情境中使用 LLM 撰寫文章所帶來的認知代價。 研究設計將參與者分為三組： LLM 組（使用大型語言模型）、 搜尋引擎組（使用搜尋工具）、 大腦組（不使用任何工具）。 前三次實驗中，參與者使用各自指定的工具進行寫作；第四次實驗中，LLM 組改為不使用工具（LLM-to-Brain），大腦組則改為使用 LLM（Brain-to-LLM）。共 54 人參與前三輪實驗，其中 18 人完成第四輪。 研究過程中使用腦電波（EEG）監測參與者的腦部活動，以評估他們的認知投入與負荷，並結合自然語言處理（NLP）分析、訪談、人工與 AI 評分。 研究發現包括： 各組產出的文章在命名實體、詞組與主題分類上呈現明顯的組內一致性。 腦波分析顯示，不同組別在神經連結模式上有顯著差異，反映出不同的認知策略： 大腦組：神經網路最強、範圍最廣； 搜尋引擎組：中等程度； LLM 組：最弱的神經連結與參與度。 在第 4 次實驗中，LLM-to-Brain 組出現較弱的腦波連結與 alpha、beta 波段參與度降低； Brain-to-LLM 組則表現出更高的記憶召回力與視覺處理區的重新活化，類似搜尋引擎組的特徵。 訪談中發現 LLM 組對自己寫的文章的擁有感（ownership）最低，搜尋引擎組次之，大腦組最高。LLM 組也無法準確引用他們剛寫過的段落。 結論指出：雖然 LLM 在初期提供了明顯的便利，但長期觀察顯示，LLM 組在語言表現、腦部活動與寫作評分上都顯著落後於大腦組。 本研究提醒教育界，LLM 的使用可能對學習技能造成影響，也希望作為探索 AI 對學習環境影響的初步指南。
22 Jun 2025
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