When Nataliya Kosmyna reviewed applications for internships, she noticed a pattern that stood out. Many cover letters were structured in nearly identical ways, written in polished language, and included vague or forced connections to her research. The consistency suggested that applicants were relying on large language models, the technology behind tools such as ChatGPT, Google Gemini, and Claude.
At the same time, while teaching at the Massachusetts Institute of Technology, Kosmyna began noticing that students were finding it harder to retain what they had learned. Compared to previous years, more students struggled to recall material, which led her to question whether growing dependence on AI tools could be influencing cognitive abilities.
Researchers studying human-computer interaction are increasingly concerned that relying too heavily on AI may alter not just how people write but how they think. This phenomenon, often described as “cognitive offloading,” refers to shifting mental effort onto external tools. While this has existed for years with calculators and search engines, experts warn that AI systems may deepen the effect because they generate complete responses rather than simply helping users find information.
Earlier research on internet usage identified what is known as the “Google effect,” where people became less likely to remember facts because they could easily look them up. Some researchers argued that this allowed the brain to focus on more complex tasks. However, AI tools now go a step further by producing answers, arguments, and even creative content, reducing the need for active thinking.
To better understand the impact, Kosmyna and her team conducted an experiment involving 54 students. Participants were divided into three groups. One group used AI tools to write essays, another relied on search engines without AI-generated summaries, and a third completed the task without any digital assistance. Their brain activity was monitored while they worked on open-ended topics such as happiness, loyalty, and everyday decisions.
The differences were clear. Students who worked without any tools showed strong and widespread brain activity across multiple regions. Those using search engines still demonstrated notable engagement, particularly in areas related to visual processing. In contrast, the group using AI tools showed comparatively lower brain activity, with levels dropping by as much as 55%. Activity in areas linked to creativity and deeper thinking was especially reduced.
The impact extended beyond brain activity. Students who used AI struggled to recall what they had written shortly after completing their essays. Several participants also reported feeling disconnected from their work, as if they had not fully contributed to it. Similar findings from other studies suggest that frequent use of AI tools can weaken memory retention and recall.
Research from the University of Pennsylvania introduces another concern described as “cognitive surrender,” where users accept AI-generated responses without questioning them. In such cases, individuals may rely on the system’s output even when it conflicts with their own understanding.
The effects are not limited to academic settings. A multinational study found that medical professionals who relied on AI tools for detecting colon cancer became less accurate when asked to identify cases without assistance after several months of use. This suggests that repeated dependence on AI may reduce independent decision-making skills, even in critical fields.
Kosmyna also observed that essays written with AI tended to be highly similar, lacking variation in style and depth. Teachers reviewing the work described it as uniform and lacking originality. In some cases, the responses were so alike that it appeared as though students had collaborated, even when they had not.
Follow-up observations months later revealed further differences. Students who had previously relied on AI showed weaker neural connectivity when asked to complete tasks without it, compared to those who had worked independently earlier. This may indicate that they had engaged less deeply with the material from the start.
Vivienne Ming, author of Robot Proof, has raised similar concerns. In her research, students asked to make real-world predictions often defaulted to copying answers from AI systems instead of forming their own conclusions. Brain measurements showed low levels of gamma wave activity, which is associated with active thinking. Reduced gamma activity has been linked in other studies to cognitive decline over time.
However, not all users showed the same pattern. A small group, fewer than 10%, used AI differently by treating it as a source of information rather than a final answer. These individuals analysed the output themselves, showed stronger brain engagement, and produced more accurate results.
The concerns echo earlier findings related to navigation technology. Increased reliance on GPS has been associated with reduced spatial memory in some studies. Weak spatial navigation skills have also been explored as a possible early indicator of conditions such as Alzheimer's disease. These parallels suggest that reduced mental effort over time may have broader cognitive consequences.
Researchers emphasize that AI itself is not the problem but how it is used. Ming advocates for a more deliberate approach, where individuals think through problems first and then use AI to test or refine their ideas. She suggests methods such as asking AI to challenge one’s reasoning or limiting it to providing context instead of direct answers, encouraging deeper engagement.
Kosmyna similarly recommends building a strong understanding of subjects without AI assistance before integrating such tools into the learning process.
The alarming takeaway from the current research is clear. While AI offers efficiency and convenience, it may also encourage mental shortcuts. Human cognition depends on regular effort and engagement, and reducing that effort could carry long-term consequences. As these tools become more integrated into daily life, the challenge will be to use them in ways that support thinking rather than replace it.
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