I am a big fan of technology. I’ve blissfully given over
my spatial reasoning to Google Maps. I use artificial intelligence to chase
down articles, do research, fix my grammar mistakes and whip up last-minute
school-night recipes.
But I’ve recently drawn a sharp line in the sand: no A.I.
for writing. I’m not talking about expense reports or routine emails. I mean
actual writing, and the creative brainstorming that precedes it to explore
different perspectives or develop novel insights. Increasingly, many people I
talk to — from students to teachers to peers — tell me that they think it’s OK
to use A.I. chatbots for brainstorming as long as they do the “real work” of
writing.
But this misunderstands something critical:
Brainstorming is the work that’s fundamental to writing. As a
researcher studying A.I.’s effects on education, I have concluded that these
tools only superficially improve writing. The bigger and more alarming impact
they have is to constrict our full range of thoughts and our ability to
generate original and useful ideas — what we call creative
thinking.
This seems to be especially true for students. A.I.’s
smooth sentences, elegant transitions and rich vocabulary give the illusion of
expansive creativity and individuality. But the underlying ideas often converge
into a few homogenized categories.
The erosion of creative thinking means young people will
struggle to navigate uncertainty. Workers will strain to adapt to a shifting
labor market. And society will miss out on the new ideas that can solve complex
problems and enhance lives.
For the past eight years, the Georgetown University
neuroscientist Adam Green has been leading a national research team tracking
the range of novel ideas that college-bound high school students present in
their application essays, before and after the introduction of ChatGPT.
In one study,
he and his team examined personal statements from more than 370,000 students,
and found that after ChatGPT became available, their essays suddenly used
diverse and colorful language, but lacked truly creative ideas. And the
linguistic coverup worked; post-ChatGPT essays were rated as more “creative” by
human judges, even if the substance of the essays trod familiar territory.
In a separate study, the team found that human-written
essays offered up to eight times more new ideas than those produced by A.I.
Another experiment run
by a different research team compared short stories written by humans to those
written with A.I. assistance. As with the student essays in Dr. Green’s study,
A.I.-assisted works had more interesting vocabulary and were rated more
enjoyable to read, but the underlying story lines were more homogeneous.
Distinctive and offbeat ideas — with surprising characters or unusual settings
— are often shunted to the side when A.I. is involved.
For the first time in human history, we have a technology
that can generate words separately from the thoughts they represent. When a
chatbot writes, it is predicting the next word that is most likely to make a
“good” sentence or essay, based on the text it’s been trained on. It can
identify sophisticated and creative word patterns independently of whether the
underlying ideas represent something new.
When teenagers write their own essays, the work reflects
their thoughts and personalities, their attempts to make meaning of their
experiences. When we search for words, we are sifting through the same brain
networks that form connections between ideas. A student who writes, “I’ll
always think of learning to swim when I see a kite flying,” is connecting
unique personal experiences in her life, which until recently was a clear
signal of truly creative thinking.
Another way A.I. interaction can narrow ideas is through
the power of suggestion. Once a chatbot suggests a direction, humans tend
to lock
in on it. The conversational nature of A.I. can make it difficult to
distinguish where the user’s thinking ends and the bot’s begins, making it
effortless for people to adopt A.I.-generated perspectives as their own.
It’s easy to see how an impressionable teenager could
forgo writing the unconventional essay — about, say, what it feels like to play
jazz or cook with your grandmother — in favor of whatever A.I. suggests.
Even more problematic, Dr. Green’s research shows that
A.I. has the largest homogenizing impact on students who are farthest from the
mean and have unique perspectives, including neurodivergent students and those
from racial
and linguistic minorities.
This is not to say that A.I. can never support human
creativity. Workers with deep knowledge of their craft can use A.I. to
streamline technical or administrative tasks in order to focus on the parts of
their jobs where originality lives — including teachers having more time to devise engaging lessons
and illustrators devoting more attention to developing
visual concepts. A.I. gives specialists the time they need to do what humans do
best: brainstorming ideas to creatively solve problems.
Our species’ ability to come up with unexpected and
original ideas is something to protect and nurture. That’s especially true for
today’s adolescents. A world where creative thinking flourishes is a world that
has a better chance to weather the changes that A.I. will bring.
Rebecca Winthrop is the director of the Center for
Universal Education at the Brookings Institution and led its global task force
on A.I. and education.
NY Times



