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Macnamara BN, Berber I, Çavuşoğlu MC, Krupinski EA, Nallapareddy N, Nelson NE, Smith PJ, Wilson-Delfosse AL, Ray S. Does using artificial intelligence assistance accelerate skill decay and hinder skill development without performers' awareness? Cogn Res Princ Implic 2024; 9:46. [PMID: 38992285 PMCID: PMC11239631 DOI: 10.1186/s41235-024-00572-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Accepted: 06/21/2024] [Indexed: 07/13/2024] Open
Abstract
Artificial intelligence in the workplace is becoming increasingly common. These tools are sometimes used to aid users in performing their task, for example, when an artificial intelligence tool assists a radiologist in their search for abnormalities in radiographic images. The use of artificial intelligence brings a wealth of benefits, such as increasing the efficiency and efficacy of performance. However, little research has been conducted to determine how the use of artificial intelligence assistants might affect the user's cognitive skills. In this theoretical perspective, we discuss how artificial intelligence assistants might accelerate skill decay among experts and hinder skill acquisition among learners. Further, we discuss how AI assistants might also prevent experts and learners from recognizing these deleterious effects. We then discuss the types of questions: use-inspired basic cognitive researchers, applied researchers, and computer science researchers should seek to answer. We conclude that multidisciplinary research from use-inspired basic cognitive research, domain-specific applied research, and technical research (e.g., human factors research, computer science research) is needed to (a) understand these potential consequences, (b) design artificial intelligence systems to mitigate these impacts, and (c) develop training and use protocols to prevent negative impacts on users' cognitive skills. Only by answering these questions from multidisciplinary perspectives can we harness the benefits of artificial intelligence in the workplace while preventing negative impacts on users' cognitive skills.
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Affiliation(s)
- Brooke N Macnamara
- Case Western Reserve University, 10900 Euclid Ave., Cleveland, OH, 44106, USA.
| | - Ibrahim Berber
- Case Western Reserve University, 10900 Euclid Ave., Cleveland, OH, 44106, USA
| | - M Cenk Çavuşoğlu
- Case Western Reserve University, 10900 Euclid Ave., Cleveland, OH, 44106, USA
| | | | - Naren Nallapareddy
- Case Western Reserve University, 10900 Euclid Ave., Cleveland, OH, 44106, USA
| | - Noelle E Nelson
- Case Western Reserve University, 10900 Euclid Ave., Cleveland, OH, 44106, USA
| | - Philip J Smith
- The Ohio State University, 1971 Neil Ave., Columbus, OH, 43210, USA
| | | | - Soumya Ray
- Case Western Reserve University, 10900 Euclid Ave., Cleveland, OH, 44106, USA
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Retrieval shifts in spatial skill acquisition are collective rather than item-specific. Mem Cognit 2020; 47:1344-1358. [PMID: 31049805 DOI: 10.3758/s13421-019-00937-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
How do people improve their ability to intercept moving targets? Prior research and theories of skill acquisition suggest that individuals engage in item-specific retrieval shifts (Anglim & Wynton, 2015; Logan, 1988; Palmeri, 1997; Rickard, 1997, 2004; Touron, 2006; Wilkins & Rawson, 2010). However, this prior research examined performance on nonspatial, nondynamic tasks. In three experiments, we pitted four hypotheses against each other, to test skill acquisition for intercepting repeated trajectories in a spatial and dynamic task: the item-specific algorithmic speedup hypothesis, the item-specific retrieval shift hypothesis, the collective retrieval shift hypothesis, and the combined hypothesis (item-specific algorithmic speedup followed by a collective retrieval shift). We found evidence for the combined hypothesis. Specifically, under easy conditions, we found small improvements on repeated trajectories that were attributable to item-specific algorithmic speedup. By contrast, under difficult conditions, we found strong evidence that the performance benefits for repeated trajectories were driven primarily by a collective shift from algorithmic to direct-retrieval strategies. This evidence for collective retrieval shift is in direct contrast to theories suggesting item-specific retrieval shifts. Theoretical and practical implications are discussed.
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Pyke A, Bourque G, LeFevre JA. Expediting arithmetic automaticity: Do inefficient computation methods induce spontaneous testing effects? JOURNAL OF COGNITIVE PSYCHOLOGY 2019. [DOI: 10.1080/20445911.2018.1557664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Aryn Pyke
- Department of Behavioral Sciences & Leadership, United States Military Academy, West Point, NY, USA
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, USA
| | - Gary Bourque
- Department of Psychology, Carleton University, Ottawa, ON, Canada
| | - Jo-Anne LeFevre
- Department of Psychology, Carleton University, Ottawa, ON, Canada
- Institute of Cognitive Science, Carleton University, Ottawa, ON, Canada
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Provost A, Johnson B, Karayanidis F, Brown SD, Heathcote A. Two routes to expertise in mental rotation. Cogn Sci 2013; 37:1321-42. [PMID: 23676091 DOI: 10.1111/cogs.12042] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2011] [Revised: 07/24/2012] [Accepted: 09/27/2012] [Indexed: 11/27/2022]
Abstract
The ability to imagine objects undergoing rotation (mental rotation) improves markedly with practice, but an explanation of this plasticity remains controversial. Some researchers propose that practice speeds up the rate of a general-purpose rotation algorithm. Others maintain that performance improvements arise through the adoption of a new cognitive strategy-repeated exposure leads to rapid retrieval from memory of the required response to familiar mental rotation stimuli. In two experiments we provide support for an integrated explanation of practice effects in mental rotation by combining behavioral and EEG measures in a way that provides more rigorous inference than is available from either measure alone. Before practice, participants displayed two well-established signatures of mental rotation: Both response time and EEG negativity increased linearly with rotation angle. After extensive practice with a small set of stimuli, both signatures of mental rotation had all but disappeared. In contrast, after the same amount of practice with a much larger set both signatures remained, even though performance improved markedly. Taken together, these results constitute a reversed association, which cannot arise from variation in a single cause, and so they provide compelling evidence for the existence of two routes to expertise in mental rotation. We also found novel evidence that practice with the large but not the small stimulus set increased the magnitude of an early visual evoked potential, suggesting increased rotation speed is enabled by improved efficiency in extracting three-dimensional information from two-dimensional stimuli.
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