I totally agree about school-level homework: it was many years before my pre-frontal cortex developed enough that I could have forced myself to do the work.

That said, though, one thing I don't understand about the heavy users of AI in academia and software development is that the thinking and coding is the fun part. And that's the part so many people seem to be so keen to automate away.

I'm dumb as a rock and I don't have a PhD, but since ~1 year ago I started forcing myself to do small bits of coding and math manually.

I'm not noticing a "cognitive decline" per se, but I do see I'm a lot "lazier", even stuff that used to be routine when I started coding now feel heavy.

I’m not noticing the decline in my own abilities any more than I had before using them. I finished undergrad 20 years ago and my once sharp math skills had been severely diminished within only 5-10 years. Just simple arithmetic and percentages that I could rapidly do in my head became dependent on calculators/spreadsheets. For all other trivia type knowledge, my brain has offloaded it to the internet RAM in my pocket. It’s a familiar feeling of when some question comes up and I think “oh, I used to know that, let me look it up”. Maybe I just already hit my personal floor of stupidity before LLMs.

However, I personally feel a huge mental burden of the state of communication. The contemporary version of it where I have a million threads and conversations im juggling at any given time. Emails, voicemail, chat, online, texts, personal, business, home, children, other family, friends, then there’s the variants like Messages, Messenger, WhatsApp, etc. And as overwhelming as it is for me, I’m super under connected than everyone else I know. I quit following most news and all sports, as I just don’t have the bandwidth for it.

My brain was molded preinternet and I feel like it’s reaching its max on the analog to digital conversion. Or at least it’s just a really lossy process.

LLMS didn’t invent cheating just made it easier. When you cheat you’re the one who cheats yourself because the point of an education is to learn, not complete the assignments and get high marks on tests alone. No one benefits and no one other than you is materially hurt by cheating, but you are absolutely the one who is hurt.

There’s no way to learn than to force the brain into adaptation which it is resistant to do through challenge and stress, just like your muscles. Similarly you can’t play e sports and get into physical condition any more than you can use LLMs to do your homework and learn.

It’s going to be a hard adjustment for a lot of people to recognize that letting the machine think for you is as healthy as smoking brain cigarettes.

The smart student uses the LLM as a proctor or provide challenges and feedback on attempts rather than an easy button. They make great tools for learning if they’re used as an adversarial or editorial tool. The future belongs to those who work to use the tools in ways that make themselves more efficacious, not those who use efficacious tools so they don’t have to work.

At this rate humans will become avatars remotely controlled by LLMs. Ironic conclusion of the consciousness debate.

I have observed this in myself when I began to over-leverage AI in my workflows. I've since become more deliberate with what kinds of tasks I will use it for, although I still slip up.

With writing:

Things like brainstorming a plot line for a book with a custom GPT or Claude project that has all of my prior books in its knowledge? Works great.

Things like asking it to write a paragraph or chapter for me - I can rapidly feel my own writing skill, motivation, vocabulary, and ability to grasp/remember the resulting plotlines deteriorating. I don't use it for that anymore.

With studying:

I've been taking a couple of evening uni courses and the thing I found so great is that I've been forcing myself to think through the problems, and take my own notes in every lecture. I may then still get ChatGPT to help explain and reason through some of the concepts with me. And I have it review and 'grade' my assignments. But I refuse to ask it to start drafting answers.

With programming:

This one is tougher. When I am not very personally invested in a problem or codebase it becomes too easy to offload more parts to Claude, and when the company encourages 'vibing' to speed up velocity and you're reviewing and writing a higher influx of lower quality PRs, investment goes down. I still sometimes catch myself committing solutions I only _mostly_ grasp and the rest is hand-waving. A big part of it is a work culture thing.

For my own projects I make sure to understand and have a back-and-forth with the planning agent for each task, or write the first plan myself to go off of. When it comes to producing the code, I have to admit it is much easier to properly review parts of the codebase I am extra interested and knowledgeable in (backend in my case). The frontend I'm less well versed in and also admittedly less interested in, so I do sometimes fall into the trap of "Ehh it works, just commit it" with the goal of doing a thorough quality pass before actual release.

With all of the above, I can feel my ability to think, plan, reason, focus (and my vocabulary) suffer if I go over the line too much into agent offloading. For me keeping that balance is as much about maintaining my own long-term brain health as it is about producing good output. I imagine younger people growing up with AI today won't even know what that more capable (in my opinion) brain state feels like - to them, the AI-using brain will be the norm.

I've been wondering if there would be a benefit to inverting how we teach subjects now. Previously we would teach from the bottom, and build up. Semi-colon goes here, curly brace goes there, and then build up to architecture, systems, etc.

But this doesn't seem to make sense when someone comes to a topic with an LLM in-hand. They need to know high-level techniques, architecture, best practice, etc. As they pursue the topic they start to get down into the details, although probably never learn to do it fully independently.

I quite like this view because it paints a somewhat optimistic way forward from where we are now.

I'd argue that this is an adjustment period that society has to go through. The way we are using electronic devices today, in some years it will probably be looked at like smoking cigarettes. And I'd argue that a lot of the "decline" is due to a shift of skills away from things that mattered more in the past toward other things that are not measured/perceived by the older generation.

I think it varies tremendously from one role to the next. I'm a senior software engineer and LLMs, the way I'm using them, improve almost everything I do. I use them to write most of my code now, but first I spent twenty years writing code before LLMs came into existence and second writing code is like 5% of my job. Most of my job is research, investigation, and architecture. I treat LLMs just like a junior engineer. I give them clearly defined jobs that I could do on my own just fine, that I already spent years doing. The problem here is that students are using LLMs to automate everything BEFORE they become proficient at it themselves. Letting college students use LLMs for homework is like letting kindergarteners use calculators instead of counting on their fingers.

Do any of said PhDs gain anything positive from LLM usage? Or does it only lead to declining thinking skills in your view?

This likely varies person by person or the way people adapted AI. For me AI replaced the boring part of writing code, but has not replaced the fun part of thinking about code and problem solving.

I recently switched back from a Tesla to an older car without permanently having a map visible. Suddenly my brain has to think about routes again and it definitively feels like my brain has to put in more effort again to handle it.

On the contrary, with the amount of times I went to ask for help and was failed pedagogically, plus not being able to afford tutoring like my peers had, I think access to an LLM would have genuinely boosted my grades.

I still did well, but I had gaps for which there was no help outside of the internet available.

> Now I work mostly with PhDs who were at the top of every academic environment they've ever been in. And yet I can see their thinking skills rapidly declining as well; many of them can no longer brainstorm, code, think deeply, or write without an LLM present doing 90% of the work. Many of them can no longer sit quietly for even 30 minutes just thinking on their own, which is a required skill for producing original thought.

This was my experience even pre-LLMs though (about my own PhD thinking skills too). I blame the amount of random stuff work now involves more than LLMs.

Yeah, it's a scary thought. I feel the pull of it every time I'm stuck on a code problem that I don't want to search solutions for and hand-code... and I also feel myself wanting to reach for the crutch of an LLM when I just have something boilerplate and easy to do. It's incredibly tempting to just ask the question and have the "thinking" done for you. Until you have actual skin in the game and realize that it doesn't reason, and its "thinking" is utter shit. Then it's like: you got addicted to cigarettes and now you have to quit, because this habit is poisonous. It really does lead very quickly to cognitive decline if you rely on them, or even think about asking them while you're writing code.

I see this too. There is this theme where people are more and more going only as far as the ai does.

Asking suggesting or arguing to go deeper is impossible. There is a new path of least resistance and it saddens me.

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> Many of them can no longer sit quietly for even 30 minutes just thinking on their own

Sorry, but I highly doubt that. Has a very "old man yells at clouds" vibe.

>Now I work mostly with PhDs who were at the top of every academic environment they've ever been in. And yet I can see their thinking skills rapidly declining as well;

tomorrow most regular people's thinking skills will definitely be weaker than those of the LLMs of tomorrow. And physical skills in most cases will be weaker than those of the robots. That leads to the question - what would most people do?

I feel the opposite. My brainstorming has increased rapidly. I can now just throw ideas at an LLM to rapidly validate.