"One argument for these features is that they can save time and free me up for more important tasks. But it takes longer for me to read the three fabricated email options than it would take to write my own response. I find this really irritating for about 150 reasons, one of which is that in an ever-automated world, it's another nail in the coffin of human interaction."
"If a middle school, high school or college student can easily use a computer tool to fire off a book report or an essay, what's the impact on vocabulary, grammar, reading, critical thinking, originality, intellectual curiosity? On learning?"
"The robot isn't salty enough to be of service. 'Thanks for reading' was the suggested reply to someone who called me a hopeless loon and another guy who wondered why anybody would read my 'dumb column.' On second thought, maybe the unruffled, dismissive response is the way to go. But the bigger concern is what happens to human intelligence as artificial intelligence does more of our writing, researching, communicating and thinking."
Artificial intelligence features automatically generate email responses and suggestions without user consent, raising concerns about their impact on human interaction and cognitive development. While proponents argue these tools save time, the author finds they actually require more effort to review than writing original responses. The broader worry centers on how widespread AI automation of writing, research, and thinking affects vocabulary development, grammar skills, critical thinking, originality, and intellectual curiosity—particularly among students who can easily use AI to complete assignments. The auto-generated responses often sound impersonal and committee-written, lacking authenticity and appropriate tone for nuanced communication situations.
Read at Los Angeles Times
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