CXOTALK

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CXOTALK

CXOTALK

@cxotalk

Live conversations on innovation and disruption. Hosted by @mkrigsman. Complete schedule: https://t.co/GduG6dq1fo #cxotalk

Silicon Valley, CA Katılım Temmuz 2013
250 Takip Edilen5K Takipçiler
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Rimsha Bhardwaj
Rimsha Bhardwaj@heyrimsha·
A Wharton economist ran a randomized controlled trial on almost a thousand high school students in Turkey. The result was so brutal for the AI-in-education narrative that it had to be peer-reviewed by PNAS before people would believe it. Her name is Hamsa Bastani. She teaches operations and information at the Wharton School at the University of Pennsylvania, and the study she published in 2025 alongside her co-authors is one of the cleanest experiments anyone has run on what AI actually does to learning when you remove it from the equation and check what is left. The setup was a randomized controlled trial, the same methodology used in clinical drug trials. Nearly a thousand high school math students in Turkey were split into three groups and put through four sessions of ninety minutes each. One group practiced with GPT Base, a standard ChatGPT-4 interface that could answer any question directly. One group practiced with GPT Tutor, a version of the same model that had been prompted to guide students with hints rather than hand them the answer. One group practiced with nothing but their textbook and their own head. During the practice sessions, the AI groups looked like a miracle. The GPT Base group solved 48% more problems than the students working alone. The GPT Tutor group solved 127% more. Every administrator looking at those numbers would have written a press release about the transformative power of AI in education and moved on. Then the actual exam came, and AI was not allowed. The students who had practiced with GPT Base scored 17% worse than the students who had practiced alone. Seventeen percent worse, despite having solved nearly half again as many problems in the sessions leading up to it. The students who had struggled the most, who had sat with the confusion and worked through it without a tool to rescue them, were now the only ones who could actually do the math when it counted. Bastani's team read through the chat logs to understand what had actually been happening during the practice sessions, and the answer was exactly what the exam results had already implied. The GPT Base group had not been learning. They had been extracting answers and moving on, and every moment that felt like understanding was actually the model doing the cognitive work while the student's brain waited for the next problem to arrive. The paper describes it precisely: without guardrails, students attempt to use GPT-4 as a crutch during practice, and subsequently perform worse on their own. The detail that should follow every conversation about AI in education is the one buried in the post-test survey results. The students who had relied on AI the most during practice were also the most confident they had understood the material. The tool had not just failed to teach them. It had convinced them they had learned something they had not, which is a different kind of failure entirely and a much harder one to correct because the student has no idea it is happening. The crutch had made them confident and weak at the same time.
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Brian Solis
Brian Solis@briansolis·
There is a reason AI is drawing boos at commencement ceremonies. According to @pewresearch... AI negatively impacts creative thinking, AI detracts from our ability to make difficult decisions and solve problems, AI erodes the ability to form meaningful relationships with other people. AI has a narrative problem: briansolis.substack.com/p/ai-has-a-bra…
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Ihtesham Ali
Ihtesham Ali@ihtesham2005·
A Norwegian neuroscientist spent 20 years proving that the act of writing by hand changes the human brain in ways typing physically cannot, and almost nobody outside her field has read the paper. Her name is Audrey van der Meer. She runs a brain research lab in Trondheim, and the paper that closed the argument was published in 2024 in a journal called Frontiers in Psychology. The finding is brutal enough that it should have changed every classroom on Earth. The experiment was simple. She recruited 36 university students and put each one in a cap with 256 sensors pressed against their scalp to record brain activity. Words flashed on a screen one at a time. Sometimes the students wrote the word by hand on a touchscreen using a digital pen, and sometimes they typed the same word on a keyboard. Every neural response was recorded for the full five seconds the word stayed on screen. Then her team looked at the part of the data most researchers had ignored for years, which is how different parts of the brain were communicating with each other during the task. When the students wrote by hand, the brain lit up everywhere at once. The regions responsible for memory, sensory integration, and the encoding of new information were all firing together in a coordinated pattern that spread across the entire cortex. The whole network was awake and connected. When the same students typed the same word, that pattern collapsed almost completely. Most of the brain went quiet, and the connections between regions that had been alive seconds earlier were nowhere to be found on the EEG. Same word, same brain, same person, and two completely different neurological events. The reason turned out to be something nobody had really paid attention to before her work. Writing by hand is not one motion but a sequence of thousands of tiny micro-movements coordinated with your eyes in real time, where each letter is a different shape that requires the brain to solve a slightly different spatial problem. Your fingers, wrist, vision, and the parts of your brain that track position in space are all working together to produce one letter, then the next, then the next. Typing throws all of that away. Every key on a keyboard requires the exact same finger motion regardless of which letter you are pressing, which means the brain has almost nothing to integrate and almost no problem to solve. Van der Meer said it plainly in her interviews. Pressing the same key with the same finger over and over does not stimulate the brain in any meaningful way, and she pointed out something that should scare every parent who handed their kid an iPad. Children who learn to read and write on tablets often cannot tell letters like b and d apart, because they have never physically felt with their bodies what it takes to actually produce those letters on a page. A decade before her, two researchers at Princeton ran the same fight using a completely different method and ended up at the same answer. Pam Mueller and Daniel Oppenheimer tested 327 students across three experiments, where half took notes on laptops with the internet disabled and half took notes by hand, before testing everyone on what they actually understood from the lectures they had watched. The handwriting group won by a wide margin on every question that required real understanding rather than surface recall. The reason was hiding in the transcripts of what the two groups had actually written down. The laptop students typed almost word for word, capturing more total content but processing almost none of it as they went, while the handwriting students physically could not write fast enough to transcribe a lecture in real time, which forced them to listen carefully, decide what actually mattered, and put it in their own words on the page. That single act of choosing what to keep was the learning itself, and the keyboard had quietly skipped the choosing and skipped the learning along with it. Two studies. Two countries. Same answer. Handwriting makes the brain work. Typing lets it coast. Every note you have ever typed instead of written went into your brain through a thinner pipe. Every meeting, every book highlight, every idea you captured on your phone instead of on paper was processed at half depth. You did not forget those things because your memory is bad. You forgot them because typing never woke the part of the brain that would have made them stick. The fix is the thing your grandmother already knew. Pick up a pen. Write the thing down. The slower road is the faster one.
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