Cognitive Offloading

 

                                             (image: youtube.com)

Nahilakip pagbasa…

The Summit Express reported on June 20, 2025: During the 9th Regular Session of the City Council in Tuguegarao, a councilor solemnly led the opening prayer, reading from her cellphone. The prayer began with inspiring lines: “May Your Divine light shine upon us, guiding us in our endeavors and filling our hearts with hope and inspiration…”

However, the reverent mood quickly shifted to subtle amusement and bewilderment among the attendees. Some struggled to contain their chuckles, while others exchanged curious glances. One even leaned over to whisper to a seatmate after the councilor continued reading, unwittingly including a line clearly not meant to be spoken aloud:

“Feel free to modify this prayer or tailor it to your specific needs and benefits…”

This is a clear example of how excessive dependence on technology can diminish the role of critical thinking. Relying too heavily on Artificial Intelligence, such as ChatGPT, risks undermining an individual's intellectual engagement, as tasks are increasingly delegated to machines rather than processed through human reasoning. This growing reliance raises legitimate concerns, particularly when even lawmakers: those entrusted with crafting legislation for the common good, begin to favor convenient, AI-generated responses over thoughtful deliberation and informed judgment.

Cognitive offloading was extensively theorized by Risko and Gilbert (2016), who defined it as "the use of physical action to alter the information processing requirements of a task so as to reduce cognitive demand" (p. 676). They argue that individuals increasingly rely on external tools—such as smartphones, search engines, and AI systems—to manage mental tasks that would otherwise require internal cognitive effort.

This behavioral shift, while efficient, raises concerns about the long-term implications for memory, attention, and critical thinking. As they point out, “As our tools become more intelligent and more connected, our ability to offload will become greater, possibly changing the very nature of human cognition” (Risko & Gilbert, 2016, p. 682).

This phenomenon is also observable in the educational setting, where both students and educators are increasingly dependent on artificial intelligence. A growing concern arises when even educational leaders frequently rely on their smartphones, potentially limiting their capacity to generate original ideas and insights. As cognitive tasks are increasingly delegated to digital tools, there is a risk that opportunities for practicing critical thinking may diminish, both within their own work and in the broader learning environment.

The growing reliance on artificial intelligence and digital tools in educational settings has raised concerns about reduced engagement in critical thinking and problem-solving. According to Ward (2013), the use of external devices to store and manage information, while beneficial for efficiency, can lead to diminished internal cognitive effort.

When educators and learners habitually turn to AI-driven tools for answers or ideas, they may gradually lose the habit of engaging deeply with content. Ward explains that "outsourcing memory and thought processes to external devices may alter the way we learn and solve problems over time" (p. 8), a notion that resonates with the increasing integration of AI in schools and universities today.

It is important for individuals to remain aware of their capacity for independent thought and to balance the use of convenient tools with opportunities to actively engage their thinking skills. Doing so can help support the continued development of cognitive abilities over time.

The incident involving a legislator unknowingly reading an AI-generated prayer, including placeholder text, serves as a striking example of how overreliance on technology can blur the line between convenience and carelessness. This reliance extends into education, where the habitual use of AI tools may gradually displace critical thinking among both students and educators. As digital aids become more embedded in daily life, the challenge lies not in rejecting them, but in ensuring that human judgment, creativity, and reflection remain at the center of decision-making and learning.