Balancing support & dependence in artificial intelligence (AI) use

Authors: Wae Man Chan, Madeleine Noller, & Liv Mace

In this week’s lab meeting, we discussed the rapid emergence of artificial intelligence (AI) as a widely used tool in both academic and everyday settings. The rise has prompted ongoing discussions about AI’s benefits and potential risks. While AI is often framed as a technological advancement that boosts efficiency and productivity, its psychological and developmental implications, particularly for neurodiverse individuals, are still being explored. 

The discussion began with Craig Fedreighi’s TED Talk, which emphasizes the growing integration of AI into everyday life, including the potential to shape how we think, work, and interact. Building on this idea, our lab discussion focused on both the opportunities and concerns surrounding AI use, especially for neurodiverse individuals such as those with attention-deficit/hyperactivity disorder (ADHD). 
One key takeaway is the positive role AI can play as a form of cognitive “scaffolding”. For individuals who struggle with executive functioning, AI can help organize thoughts, break down complex tasks, and manage overwhelming workloads. In this way, it can help serve as a supportive tool rather than a replacement for cognitive effort. 

Nonetheless, our discussion also covered several concerns about how AI interacts with users. Unlike human mentors or peers, AI does not inherently challenge or disagree, which can reinforce existing thought patterns. This may be particularly problematic for individuals who struggle with decision making, as AI can provide quick solutions rather than encouraging engagement with more challenging tasks. As discussed in the lab, this “quick fix” dynamic may limit opportunities for deeper learning and cognitive growth, raising concerns about long-term reliance and reduced problem solving skills.  

Another significant theme that we discussed was the importance of framing AI as a tool that must be used intentionally. Some had compared AI use to other forms of support, such as organizational systems, which assist with functioning but do not replace personal responsibility or goal setting. While AI can help manage tasks and provide structure, it cannot determine an individual’s priorities. Therefore, this led to the general idea that individuals should not rely on AI to tell them how much they can handle or how to structure their lives but to instead use it as a tool among other support systems. 
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Lastly, our discussion emphasized the importance of AI media literacy, particularly among children and adolescents who are growing up with this technology. Without proper guidance, younger users may struggle to develop a strong sense of self and intrinsic motivation. As a result, we highlighted the importance of parental controls, school-based education on AI, and human mentorship. Although AI can offer valuable support, especially for neurodiverse populations, encouraging critical thinking and prioritizing human connection remain essential for healthy cognitive and social development. ​