TECH
Artificial Intelligence and the cognitive cost of convenience
The theme of the KES Summit 2026, held from August 25 to 27 in Trancoso, was "Conjugated Intelligences." Impeccably produced, the event brought together around 200 participants and nine speakers—André Alves and Lucas Liedke (Float), Heather Collins, Oliver Stuenkel, Alysson Muotri, Duda Franklin, Nilton Bonder, Kaká Werá, and this columnist (Dora Kaufman)—as well as a CEO panel featuring Rafaela Rezende (Decolar) and Alexandre Guerrero (Eletromídia).
Recognized as one of these conjugated intelligences, artificial intelligence (AI) permeated the entire event. Two insights stood out: the relational nature of the technology—where both ideation and implementation are co-creation processes between humans and AI—and the potential cognitive decline resulting from the intensive use of AI, exacerbated by a tendency among leaders to prioritize optimization and convenience over creative capacity. As Heather Collins put it: “AI should think with you, not for you.”
This tension between the convenience offered by AI and the cost it may impose on our ability to think and create finds empirical support in three studies conducted in distinct geographic and educational contexts, yet yielding convergent conclusions: intensive use of generative AI is associated with a reduction in critical thinking skills and learning outcomes. Analyzed together—a quantitative study with 666 participants in the UK, a longitudinal study involving over 26,000 Chinese secondary school students, and a survey on AI adoption at an elite American college—the three studies paint a coherent picture of the cognitive risks associated with the automation of reasoning.
Study 1: The AI Learning Penalty in Chinese Secondary Education (June 2026, “The Generative AI Learning Penalty: Evidence from Chinese Secondary Education,” by David Stromberg, Victor Lei, and Yanhui Wu). This study features the most robust design from a causal perspective. Based on administrative data from 26,811 students in a Central Chinese county—tracked over 30 months—researchers isolated the causal effect of using generative AI. Key findings:
Productivity paradox: AI usage boosted homework grades by 18% and cut task completion time by 30% (from 64 to 45 minutes), yet led to an approximately 20% drop in performance on exams taken without AI within just six months.
Mechanism: 81% of users engaged in "homework outsourcing" by copying ready-made answers. The 20% who maintained study times comparable to non-users did not suffer significant losses—evidence that the issue lies in usage patterns, not the technology itself.
Heterogeneity: Greater losses occurred in Social Sciences (-27%) and STEM (-22%); impacts were more severe among boys and, notably, among previously high-performing students (-24% vs. -16% for low-performing students).
Study 2: AI Adoption and Equity in Higher Education (Middlebury College / IZA) (August 2025, “Generative AI in Higher Education: Evidence from an Elite College,” Zara Contractor and Germán Reyes).
The study by the IZA Institute of Labor Economics at Middlebury College does not directly measure academic performance but rather the speed at which generative AI spread and its implications for educational equity. Adoption rates surged from less than 10% in early 2023 to over 80% by late 2024. Key findings:
Near-universal adoption, though uneven across disciplines: 91.1% in Natural Sciences, compared to just 57.4% in Languages and 48.6% in Literature. Demographic disparities: men use it more than women (88.7% vs. 78.4%); Black (92.3%) and Asian (91.3%) students adopt it more than White students (80.2%); students with a GPA below the median adopt it more (87.1%) than high achievers (80.3%)—a counterintuitive pattern that may indicate a risk of dependency among the most vulnerable.
Augmentation vs. Automation: 61.2% of usage cases involve "augmentation" (AI acting as an on-demand tutor to explain concepts or review texts), while 41.9% involve "automation" (replacing effort, such as writing entire essays). The authors warn that using automation under time pressure poses the greatest threat to human capital development.
Governance failure: only 10.1% of students are aware that the university offers free access to Microsoft Copilot Premium—an information gap that perpetuates inequality, as lower-income students rely on inferior free solutions.
Institutional policy dilemma: outright bans reduced reported usage by 37.8% but created a "prisoner's dilemma" that penalizes rule-followers while rewarding covert use. Only 32.6% of students know how to cite AI correctly, and 19.2% consider their course rules confusing or nonexistent.
Study 3: AI, Cognitive Offloading, and Critical Thinking (September 2025)...This is the only one of the three studies focused on the general population, combining quantitative research and qualitative interviews with 666 participants in the UK across various age groups and educational levels. Key findings:
Core correlations: the more people delegate mental tasks to external resources, the less they exercise evaluation, analysis, and inference.
Proven mediation: statistical analyses demonstrated that a significant portion of the impairment to critical thinking stems from the mechanism of "outsourcing" mental tasks to AI.
Age gradient: young people aged 17 to 25 showed greater reliance on AI and lower critical thinking scores; adults over 46 tend to choose traditional methods and maintain higher scores.
Education as a "cognitive antibody": individuals with master’s or doctoral degrees maintain analytical skepticism and verify sources even when using AI, whereas those with lower levels of education tend to accept AI responses without question.
Under different labels—"homework outsourcing" (China), "automation versus augmentation" (Middlebury), and "cognitive offloading" (Gerlich)—the three studies describe essentially the same behavior: using AI to obtain a final product without going through the mental process that fosters learning. In all three cases, the issue is not the technology itself but the pattern of use: those who turn to AI to verify, question, and complement their own judgment ("augmenters") do not suffer the losses observed among "automatizers" or "outsourcers."
Taken together, the three studies suggest that integrating generative AI into education requires an urgent recalibration of incentives: placing less weight on automatable out-of-class tasks and more on in-person, closed-book assessments; monitoring effort rather than just results; and establishing a clear pedagogical distinction between tools that teach one how to think and those that merely provide answers. The risk identified by all the authors is not the technology itself, but the possibility of an entire generation developing what one of the studies calls "cognitive debt"—an apparent productivity today that translates into a genuine inability to think, analyze, and solve complex problems in the future. This is a warning that applies equally to the classroom and to organizational processes.
Excessive reliance on artificial intelligence tools significantly reduces brain activity, recall accuracy, and critical thinking scores through a process known as cognitive offloading.
What happens to the brain:
-Reduced Neural Activation: Studies measuring EEG brain activity show that heavy AI use diminishes electrical connectivity and brain engagement compared to traditional searching or independent problem-solving.
-Weaker Memory Encoding: When an external tool generates ready-made answers, the brain skips the "productive struggle" required to encode and retain information deeply.
-Loss of Epistemic Authority: Over time, continuous outsourcing can lead to cognitive dependency, reducing a person's independent capacity to verify facts, evaluate biases, and think critically.
Preserving cognitive health:
-Use AI as a Co-Pilot: Treat AI outputs as a first draft or a brainstorming partner rather than absolute truth.
-Embrace Productive Struggle: Attempt to solve problems, outline arguments, or retrieve facts from memory before turning to automated tools.
-Verify and Cross-Check: Actively research multiple primary sources to maintain analytical reasoning skills
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