MIT study warns regular ChatGPT use erodes critical thinking, creates “cognitive bankruptcy”
Thu 4:47 pm +00:00, 26 Jun 2025
Source: https://www.naturalnews.com/2025-06-25-chatgpt-use-erodes-critical-thinking-skills.html
In an era where artificial intelligence promises to revolutionize education, a groundbreaking MIT study delivers a sobering reality check: reliance on AI tools like ChatGPT may be crippling the next generation’s ability to think independently. As schools rush to integrate large language models (LLMs) into classrooms, researchers warn that these systems are not just assisting students—they’re replacing the very cognitive processes essential for deep learning, problem-solving, and intellectual growth. The study, conducted by MIT’s Media Lab, reveals that students using ChatGPT for essay writing exhibited alarmingly low brain activity, weak memory retention, and diminished ownership of their work compared to those who relied on traditional research or their own knowledge.
Key points:
-
- MIT researchers found ChatGPT users showed the lowest neural engagement and produced the weakest essays in quality, coherence, and originality.
-
- Brain scans (EEG) confirmed widespread cognitive disengagement—AI users copied and pasted text with minimal critical analysis.
-
- Google searchers performed moderately, while the “brain-only” group demonstrated the highest cognitive activation and retention.
-
- Lead researcher Nataliya Kosmyna warns policymakers against “GPT kindergarten”, fearing irreversible damage to developing minds.
-
- AI’s convenience comes at a cost: passive consumption replaces active learning, eroding problem-solving skills and intellectual autonomy.
The cognitive cost of AI dependency
The study divided participants into three groups: one using ChatGPT, another using Google, and a third relying solely on their own knowledge to write SAT-style essays. EEG monitoring revealed stark differences in brain activity. ChatGPT users displayed scattered, shallow neural patterns, suggesting their minds were on autopilot—processing information superficially without deep synthesis. In contrast, the brain-only group showed intense, coordinated activation across regions tied to critical thinking, memory, and creativity.
“What really motivated me to put it out now before waiting for a full peer review is that I am afraid in 6-8 months, there will be some policymaker who decides, ‘let’s do GPT kindergarten,’” Kosmyna told TIME. “I think that would be absolutely bad and detrimental. Developing brains are at the highest risk.”
The findings align with growing concerns about “cognitive offloading”—the tendency to outsource mental labor to machines. Unlike traditional search engines, which require users to evaluate sources and synthesize information, ChatGPT delivers pre-packaged answers, discouraging independent analysis. Researchers noted that AI users struggled to recall their own essays days later, while brain-only participants retained detailed knowledge.
Education’s dangerous AI experiment
The MIT study exposes a troubling paradox: while AI promises to democratize learning, it may also stunt intellectual development. Younger users, whose brains are still forming critical neural pathways, are most vulnerable. The study’s X post reaction summarized the threat succinctly: AI isn’t boosting productivity—it’s fostering “cognitive bankruptcy.”
Historical context amplifies these concerns. Decades ago, educational psychologist Lev Vygotsky emphasized that struggle is essential for growth—forcing the mind to bridge gaps in understanding builds resilience and deeper comprehension. Modern pedagogy, however, increasingly prioritizes speed and convenience over cognitive rigor. The rise of LLMs risks accelerating this decline, creating a generation fluent in regurgitating AI outputs but incapable of original thought.
The path forward: Balancing tech with cognitive sovereignty
Not all technology undermines learning. The study’s Google group—while outperformed by brain-only peers—still engaged in active information retrieval and evaluation, exercising decision-making skills. The key difference? Search engines demand interaction; AI tools encourage passivity.
To mitigate harm, experts urge:
-
- Delaying AI integration in early education until brains mature.
-
- Structuring assignments to require analysis, not just output generation.
-
- Promoting “brain-first” learning—forcing students to grapple with ideas before seeking AI help.
-
- Developing learning methods that inspire students to seek information that is useful and to question official narratives.
-
- Using AI, not in a passive capacity, but in a way that encourages critical thinking and mastering one’s own learning experience.
-
- Utilizing AI to assist in mundane capacities that free up the mind to pursue more creative or stimulating learning endeavors that matter.
As AI reshapes education, society must choose: Will we raise thinkers—or just efficient mimics of machine logic? If students are provided AI tools and taught what to think, without question or reason, then kids will grow up looking to be spoon fed narratives and generalized information. If students are provided AI tools but are taught how to think, how to question, and how to master their learning experience, then kids will be better suited to navigate the propaganda and mindlessness that AI engines could impart.
Sources include:
