kids' mental health Archives - Amazing Health Advances

MIT Study Warns Regular ChatGPT Use Erodes Critical Thinking, Creates “Cognitive Bankruptcy”

The AHA! Team — Mon, 04 Aug 2025 05:04:47 +0000

Lance D Johnson via Natural News – The MIT study exposes a troubling paradox: while AI promises to democratize learning, it may also stunt intellectual development. In an era where artificial intelligence promises to revolutionize education, a groundbreaking MIT study delivers a sobering reality check: reliance on AI tools like ChatGPT may be crippling the next generation’s ability to think independently. As schools rush to integrate large language models (LLMs) into classrooms, researchers warn that these systems are not just assisting students—they’re replacing the very cognitive processes essential for deep learning, problem-solving, and intellectual growth. The study, conducted by MIT’s Media Lab, reveals that students using ChatGPT for essay writing exhibited alarmingly low brain activity, weak memory retention, and diminished ownership of their work compared to those who relied on traditional research or their own knowledge. Key points: MIT researchers found ChatGPT users showed the lowest neural engagement and produced the weakest essays in quality, coherence, and originality. Brain scans (EEG) confirmed widespread cognitive disengagement—AI users copied and pasted text with minimal critical analysis. Google searchers performed moderately, while the “brain-only” group demonstrated the highest cognitive activation and retention. Lead researcher Nataliya Kosmyna warns policymakers against “GPT kindergarten”, fearing irreversible damage to developing minds. AI’s convenience comes at a cost: passive consumption replaces active learning, eroding problem-solving skills and intellectual autonomy. The cognitive cost of AI dependency The study divided participants into three groups: one using ChatGPT, another using Google, and a third relying solely on their own knowledge to write SAT-style essays. EEG monitoring revealed stark differences in brain activity. ChatGPT users displayed scattered, shallow neural patterns, suggesting their minds were on autopilot—processing information superficially without deep synthesis. In contrast, the brain-only group showed intense, coordinated activation across regions tied to critical thinking, memory, and creativity. “What really motivated me to put it out now before waiting for a full peer review is that I am afraid in 6-8 months, there will be some policymaker who decides, ‘let’s do GPT kindergarten,’” Kosmyna told TIME. “I think that would be absolutely bad and detrimental. Developing brains are at the highest risk.” The findings align with growing concerns about “cognitive offloading”—the tendency to outsource mental labor to machines. Unlike traditional search engines, which require users to evaluate sources and synthesize information, ChatGPT delivers pre-packaged answers, discouraging independent analysis. Researchers noted that AI users struggled to recall their own essays days later, while brain-only participants retained detailed knowledge. Education’s dangerous AI experiment The MIT study exposes a troubling paradox: while AI promises to democratize learning, it may also stunt intellectual development. Younger users, whose brains are still forming critical neural pathways, are most vulnerable. The study’s X post reaction summarized the threat succinctly: AI isn’t boosting productivity—it’s fostering “cognitive bankruptcy.” Historical context amplifies these concerns. Decades ago, educational psychologist Lev Vygotsky emphasized that struggle is essential for growth—forcing the mind to bridge gaps in understanding builds resilience and deeper comprehension. Modern pedagogy, however, increasingly prioritizes speed and convenience over cognitive rigor. The rise of LLMs risks accelerating this decline, creating a generation fluent in regurgitating AI outputs but incapable of original thought. The path forward: Balancing tech with cognitive sovereignty Not all technology undermines learning. The study’s Google group—while outperformed by brain-only peers—still engaged in active information retrieval and evaluation, exercising decision-making skills. The key difference? Search engines demand interaction; AI tools encourage passivity. To mitigate harm, experts urge: Delaying AI integration in early education until brains mature. Structuring assignments to require analysis, not just output generation. Promoting “brain-first” learning—forcing students to grapple with ideas before seeking AI help. Developing learning methods that inspire students to seek information that is useful and to question official narratives. Using AI, not in a passive capacity, but in a way that encourages critical thinking and mastering one’s own learning experience. Utilizing AI to assist in mundane capacities that free up the mind to pursue more creative or stimulating learning endeavors that matter. As AI reshapes education, society must choose: Will we raise thinkers—or just efficient mimics of machine logic? If students are provided AI tools and taught what to think, without question or reason, then kids will grow up looking to be spoon fed narratives and generalized information. If students are provided AI tools but are taught how to think, how to question, and how to master their learning experience, then kids will be better suited to navigate the propaganda and mindlessness that AI engines could impart. Sources include: Yournews.com Scribd.com Enoch, Brighteon.ai To read the original article, click here

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White, Pink Noise Improve Focus for Children with ADHD

The AHA! Team — Mon, 09 Dec 2024 06:22:56 +0000

Oregon Health & Science University via EurekAlert! – In the United States and worldwide, cardiovascular disease is the leading avoidable cause of premature death and disability. Oregon Health & Science University researchers are uncovering the potential benefits of color noise exposure for young people with attention-deficit/hyperactivity disorder, or ADHD. A study published in this month’s issue of the Journal of the American Academy of Child & Adolescent Psychiatry found a small but statistically significant benefit of white and pink noise on task performance among children and college-age young adults with ADHD. Color noises represent a different combination of frequencies and volumes along the spectrum of sound, each with their own distinct characteristics and effect on the brain. Just as white light includes all the colors of the rainbow, white noise contains all frequencies of noise and sounds like static. Pink and brown noise are similar, but with a higher proportion of low frequencies; they may sound like rain or a waterfall. White noise contains all frequencies of noise and sounds like static As clinical understanding of ADHD continues to broaden, interest in identifying novel, low-cost supports for those diagnosed with the condition has grown. One such support that has recently sparked great interest is the potential use of color noise exposure — including white, pink and brown noise — to enhance focused performance during attention-demanding tasks. “Although outcomes are much improved with current treatments, ADHD still can dramatically increase the risk of serious and complex long-term health outcomes, because treatments are only partially effective, and adherence is difficult,” said Joel Nigg, Ph.D., professor of psychiatry in the OHSU School of Medicine, co-director of the OHSU Center for Mental Health Innovation and lead author of the study. “It is critical that we continue to investigate complementary and alternative supports for those living with ADHD. “Our priority is identifying new and improved tools to empower each individual to live their healthiest and most productive life, as well as providing evidence-based guidance on popular ideas in the public domain such as white or brown noise.” Exploring color noise The systematic review and meta-analysis included 13 studies with 335 participants. It found that either white or pink noise improved cognitive performance for children and young adults with ADHD or significant ADHD symptoms. In contrast, either white or pink noise slightly reduced cognitive performance for individuals without ADHD or with normal attention. Researchers say these results point to a possible low-cost, low-risk intervention that may benefit youths with ADHD. Leveraging white and pink noise is relatively safe, easy to implement and accessible, Nigg said. Additionally, color noise therapies can be used inexpensively at home and in concert with other interventions, like medications, with relatively low concern for side effects. At the same time, however, use of color noise to enhance attention is not without hazard, Nigg cautioned. Damage to hearing is a significant risk if noise volumes are not carefully monitored, and other studies have shown that youth tend to use headphones at excessive volumes for other activities. Effects of frequent use on children’s attention development are also unknown. Color noise therapies can be used inexpensively at home With these unknowns, creation of clinical guidelines would require additional data, Nigg said. Looking ahead, researchers will need to prioritize additional studies that compare white or pink noise with other environmental stimulation — such as brighter light or other kinds of noise — and test the range of effect across task types and with varying types and durations of auditory stimulation. Additionally, study populations should be expanded and diversified to ensure accurate data is collected on race, ethnicity, and other characteristics that may influence effects, Nigg said, noting that the lack of a large, diverse sample population was a major limitation of the study. “While additional research is needed to translate the findings to clinical practices, these initial results should be seen as encouraging,” Nigg said. “The results should stimulate further work to clarify who can benefit and what dosages and amounts are safe and appropriate. Supportive interventions continue to be needed for ADHD, which affects millions of kids and adolescents around the world.” Journal Journal of the American Academy of Child & Adolescent Psychiatry DOI 10.1016/j.jaac.2023.12.014 To read the original article click here.

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How to Teach Your Kids About Boundaries

The AHA! Team — Fri, 31 May 2024 05:33:24 +0000

Dr. Caroline Leaf – In this podcast (episode #504) and blog, I talk about the importance of teaching your child about boundaries. This is part 1 of a 2-part series on parenting, boundaries, and mental health. From the moment children are born, they are tied to their environment and the people within their environment. They are born into a community which they both shape and are shaped by. A child’s identity is closely tied to their community – their family, friends, and other acquaintances. Children develop a sense of who they are in relation to who they are with. This has both a huge potential for growth and connection and a huge potential for harm, which is why teaching your child how to have healthy relationships from a young age is so important for their mental and physical wellbeing. One of the best ways to teach your child about healthy relationships is to teach them how to set boundaries and model what healthy boundaries look like in your own life and with your child. Explain to your child that boundaries are rooted in respect for oneself and respect for others, and show them what this looks like in your own life. Explain to your child that boundaries are rooted in respect for oneself and respect for others A great way of showing your child what boundaries are is by using everyday explanations and examples so that they can grasp the idea better. Give your child different options for events that happen daily, where they have to make a decision based on how they feel in the moment. For example, when a child wants to play with something that may not be safe for them to play with, tell them they cannot play with that object, but don’t just leave the matter there. Explain to them why that object is not a toy, then give them a few options of things that they can play with and have them decide what they want to do. In this case, you set a boundary for something the child is not allowed to do, you explain why, and then you let them decide what they feel they want to do with the other options available. It is also important to remember that boundaries are not just for older children or adults. They are a set of rules someone creates that identifies them as an individual and sets out what they emotionally and physically like or dislike. It is a way someone, regardless of their age, can let the people in their life know what makes them feel comfortable in their own environment, and, as such, boundaries can help build and develop stronger connections with other people. A great way to teach our children about healthy boundaries is to respect their space, time, privacy and emotions, even when they are young (depending on their age and developmental level, and considering your child’s safety). If we want our children to be able to set healthy boundaries with others, they should be able to “practice” this by setting boundaries with the people they feel the safest with—their parents or caregivers. Let them know that if they are uncomfortable with something, then it is okay to tell us. We can do this by truly listening to what our children say, observing how they react, and creating space to let them know that if they are uncomfortable with something, then it is okay to tell us. For example, if your child does not want to be hugged by other people (even a close family member like a grandmother), letting them know their feelings are okay teaches them how to navigate relationship challenges from a young age. I want to stress this point because we usually hear about how important it is to set boundaries with your children and how to tell them no, but not enough about acknowledging and accepting our children’s own need for boundaries. Even though children may not fully grasp the concept of boundaries, they are very aware that there are certain things that they do not enjoy or feel comfortable with. When we as parents and guardians acknowledge this, we give our children the confidence to voice their needs and desires, as well as teaching them from youth the importance of saying “no” and the value of consent. Of course, this doesn’t mean that we just let our children do what they want in the name of “boundaries”. Rather, it means that, as parents and caregivers, we need to distinguish between enforcing the necessary parts of parenting (for example, like brushing their teeth or going to bed at a certain time), while also understanding that our children also need space to learn establish their own boundaries, desires and shape their own identity (within the comfort of their home, knowing that we as parents are there as a “safety net” to help and guide them). This will look different for different ages and situations, but includes things like not sharing information about your child’s personal struggles on social media without their permission, or, when they are older, not sharing anything that they have told you in confidence with others unless it is a matter of their safety. Some parents may think they have a right to do this, but it shows their child that their personal privacy is not respected, and this can quickly backfire, often encouraging your child to hide more of their life from you. For more on teaching your child about boundaries, listen to my podcast (episode #504). Podcast Highlights 2:00 How to help your child clean up their mental mess 8:20 Why it is important to teach your child about boundaries 11:20 Why we need to model boundaries for our children & teach them what boundaries look like in their own lives 14:20 Why it is important to create a safe space at home for our children 15:45 What boundaries are & why they are an important part of raising resilient children 18:16 Boundaries are for everyone, even young children! 22:40, 25:14 What it means to respect your child’s boundaries This podcast and blog are for educational purposes only and are not intended as medical advice. We always encourage each person to make the decision that seems best for their situation with the guidance of a medical professional. To read the original article click here.

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Higher Fruit and Veg Intake Associated with Better Mental Health in Secondary School Pupils

AHA Publisher — Fri, 01 Oct 2021 07:00:27 +0000

BMJ via News-Medical – Higher fruit and veg intake are significantly associated with better mental health in secondary school children, while a nutritious breakfast and lunch is linked to emotional wellbeing in pupils across the age spectrum, finds research published in the online journal BMJ Nutrition Prevention & Health. The findings prompt the researchers to call for the inclusion of good nutrition in public health strategies to maximize kids’ mental health. Poor mental health is a major issue for young people, with survey data indicating that its prevalence is rising. The evidence suggests that teen mental health problems often persist into adulthood, leading to poorer life outcomes and achievement. It’s not clear if school pupils’ dietary choices might be linked to their mental health. To explore this further, the researchers drew on responses from over 50 schools in Norfolk, England, to The Norfolk Children and Young People Health and Wellbeing Survey 2017. In total, 10,853 pupils completed the survey on their mental health and nutrition: 9% of Norfolk primary school children in the target year groups (9-11-year-olds); 22% of secondary school pupils; and around 6% of young people in years 12 and 13 (17-18-year-olds). Dietary questions aimed to explore fruit and vegetable intake, as well as the type of breakfast and lunch eaten; alcohol intake; eligibility for free school meals; and satisfaction with weight. Background and general health information were also collected; as well as a range of other factors, ranging from whether they had their own bedroom and bed to whether they felt safe at school and at home, including whether they had witnessed violence or arguing at home. Mental health was assessed using validated age-appropriate measures. Data from 7570 secondary school and 1253 primary school pupils were included in the final analysis. The average mental health score was 46.6 out of 70 for secondary school pupils and 46 out of 60 for primary school pupils. Only around 1 in 4 (25%) secondary school pupils and 28.5% of primary school pupils reported eating the recommended 5 portions of fruit and veg a day, with 10% and 9%, respectively, eating none. Around 1 in 5 (21%) secondary school pupils and 1 in 8 (12%) primary school pupils consumed only a non-energy drink or nothing at all for breakfast, while around 1 in 8 secondary school children (11.5%) ate no lunch. Higher combined fruit and veg intake were significantly associated with higher mental health scores; the higher the intake, the higher was the score. Compared with secondary school pupils eating no fruit or veg, eating one or two daily portions was associated with a score of 1.42 units higher while eating 3 or 4 portions was associated with a score of 2.34 units higher. Eating 5 or more portions was associated with a score of 3.73 units higher. Breakfast type was also significantly associated with mental wellbeing. Compared with a conventional breakfast, such as toast, porridge, cereal, yogurt, fruit, or a cooked breakfast, eating only a snack or breakfast bar was associated with a score that was 1.15 units lower. Consumption of energy drinks as a breakfast substitute was associated with particularly low mental health scores, and lower than those for children eating no breakfast at all. Just having nothing more than an energy drink was associated with a score of 3.14 units lower; not eating any breakfast at all was associated with a score of 2.73 units lower. Similarly, lunch type was also significantly associated with mental health scores. Not eating any lunch was associated with a score of 2.95 units lower than when eating a packed lunch. Among primary school pupils, eating only a snack for breakfast was associated with a score of 5.50 units lower while consuming only a non-energy drink was associated with a score of 2.67 units lower than those eating a conventional breakfast. Not eating any breakfast was associated with a score of 3.62 units lower. And compared with eating a packed lunch, eating school food was associated with a score of 1.27 units lower, although this wasn’t statistically significant; having no lunch was associated with a score of 6.08 units lower, although there were only a few children in this group, caution the researchers. This is an observational study, and as such, can’t establish cause, added to which there was no detailed nutritional information in the survey data and the study relied on children’s subjective assessments. But, the researchers argue: “The importance of good quality nutrition for childhood growth and development is well established. Our study adds to this prior evidence the finding that nutrition is also highly relevant to childhood mental wellbeing. The difference in mental wellbeing between children who ate the most fruit and vegetables and those who ate the least was of a similar scale to those children who reported daily, or almost daily, arguing or violence at home, they point out. “As a potentially modifiable factor, both at an individual and societal level, nutrition may therefore represent an important public health target for strategies to address childhood mental wellbeing.” “This study provides the first insights into how fruit and vegetable intake affects children’s mental health, and contributes to the emerging evidence around ‘food and mood’.” Sumantra Ray, Executive Director, NNEdPro Global Centre for Nutrition and Health “The findings are timely, not only because of the impact the pandemic has had on mental wellbeing, food security, and diet quality, especially in school children, but also in light of the recently published National Food Strategy for England, which highlighted gaps in school meal provision.” He adds: “This study should help to stimulate further research on diet and mental health, as well as helping to inform public health policy.” To read the original article click here.

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