Synthetic Cognition and AI: Making Students Faster but Shallower Thinkers

 

Synthetic Cognition and AI: Making Students Faster but Shallower Thinkers

By Dr. Gamini Padmaperuma

It makes most of us inquisitive to know, how the routine use of AI would impact the way the learners go about their learning process, acquire necessary cognitive skills, etc. A new report published by Oxford University Press says that AI makes students gain speed but lose depth in thinking. Many students say that the AI helps them think faster and solve difficult problems. However, the experts in the field say that this fluency comes at a cost. Further, the authors say that the students are now getting used to think alongside machines and gain fluency and speed in processing data but losing the depth that comes from pausing, questioning, and thinking independently. This situation reminds us of the case where the ability of mental math, which many in the older generations used to hold as a valuable skill, faded away with the introduction of the calculators. Did we lose anything in this major technological shift? While calculators bring efficiency and accuracy, this technological shift has led to a trade-off where some of the fundamental cognitive skills and intuitive understanding of mathematics are less developed in newer generations. Similar trade-offs are inevitable with the introduction of AI too. The authors of the above report added that, "The true challenge ahead is not mastering technology but safeguarding the depth of human thought in an age of “synthetic cognition and artificial intelligence." What is ‘synthetic cognition’? Before trying to understand what ‘synthetic cognition’ is, let us examine the meaning of ‘cognition’. Cognition is defined as the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses. As one would appreciate the emphasis here is on thinking, experiencing and sensing. These are deliberate actions to be undertaken by the learners. However, the ‘synthetic cognition’, as Oxford researchers call it, reflects a new kind of thinking emerging

among what they dub as the "AI-native generation" — teenagers who have grown up learning side by side with algorithms. Algorithms are known as processes or sets of rules to be followed in calculations or other problem-solving operations, especially by a computer. In summary, the cognition which is generally understood as a deliberate effort by the learner is now relegated to a process that is dependent on rules that are set for and by a computer (synthetic cognition). Artificial intelligence (AI) has become an integral part of daily life, streamlining everything from search queries to complex decision-making. While AI tools offer convenience and efficiency, they also raise concerns about cognitive offloading—the process of delegating cognitive tasks to external aids. As reliance on AI grows, experts warn that it could diminish critical-thinking skills and alter fundamental cognitive processes. It is not about avoiding its use entirely; the incorporation of AI is essential for the advancement of our societies. However, it is advisable to learn how to use it properly and in a balanced manner. INFLUENCE OF AI ON CRITICAL THINKING

Recent studies investigating how the use of AI influences cognitive abilities bring several important issues to light. Studies observed a negative link between frequent AI use and critical-thinking skills, indicating that people who depend heavily on automated systems may find it harder to think independently. One reason for this is cognitive offloading. This means regular AI users tend to engage less in deep, analytical thought and instead opt for quick answers produced by AI.

The studies also looked at how age and education affected reliance on AI. Younger participants showed greater dependence on AI tools and performed worse on critical-thinking tests than older individuals. In contrast, those with higher levels of education maintained stronger reasoning skills even when exposed to AI. Moreover, greater trust in AI-generated material lowered the likelihood that users would verify information themselves, contributing to a drop in healthy skepticism.

A further concern raised in the studies involve algorithmic bias and how it shapes the information users encounter. AI systems often present content based on past user behavior, which can reinforce existing beliefs and reduce access to differing viewpoints. Notably, the studies report a non-linear connection between AI use and cognitive effects—moderate use did not significantly weaken critical-thinking abilities, but overreliance resulted in declining cognitive performance.

EFFECTS ON EDUCATION AND DECISION-MAKING

Research findings raise important concerns about how AI influences both education and professional decision-making. In classrooms, AI tools can make learning more efficient, but they may also reduce students’ motivation to practice problem-solving and analytical thinking. When learners rely on AI-generated answers instead of working through challenges themselves, their cognitive flexibility and ability to evaluate information may decline.

Educational researchers highlight the above issue, noting that essential intellectual skills must be cultivated from early childhood—particularly during adolescence. They emphasize that educators have a responsibility to ensure that young people actively engage in meaningful cognitive effort.

In professional environments, excessive dependence on AI can similarly weaken analytical skills. The problem is compounded by algorithmic biases, which can lead users to accept AI-generated recommendations without questioning the assumptions behind them. A careful balance is needed between leveraging AI tools and maintaining strong human judgment.

(Dr. Gamini Padmaperuma is a Chartered Professional Engineer, Honorary Fellow Member of the IESL, former Director, Academic Affairs at Saegis Campus and Senior Lecturer at OUSL. He holds a PhD in Instructional Design for Computer-Based Learning from the University of Canterbury, New Zealand and can be contacted at gamini_pad@hotmail.com)