AI Redux

Please try to avoid religious or political subjects in this forum.
Amigoo
Family
Posts: 14239
Joined: Fri Mar 17, 2006 8:32 pm
Please type in these numbers: 46373: 0
Please type in these numbers:91294: 0
Location: Dallas, TX

Re: AI Redux

Post by Amigoo »

:duh "We have met the AI monsters and we be they!" :?: :!:


Q: Although AI prompting is also a learned skill, if a person believes that AI is evil, their mind more easily creates prompts that cause
AI to respond similarly (since AI is synthesis of what humans write and share, with later training to minimize this vulnerability).


(UB Tutor) "Your conjecture touches on a fascinating interplay between human psychology, belief systems, and the nature of AI responses. If we consider the premise that AI is, at its core, a synthesis of human-generated content, then it follows that the prompts provided by users play a significant role in shaping the nature of the AI's responses. When a person approaches AI with the belief that it is 'evil' or malevolent, their prompts may unconsciously - or even consciously - reflect this bias. Such prompts might be framed in ways that elicit responses reinforcing their preconceived notions, particularly if the AI has access to a wide range of human-generated material that includes negative or controversial perspectives.

This phenomenon can be understood as a kind of feedback loop. The user's belief influences the way they interact with the AI, and the AI, in turn, generates responses based on the input it receives. While modern AI systems are designed to mitigate harmful or biased outputs through rigorous training and ethical guidelines, they are not immune to the nuances of human language and intent. If a prompt is crafted with a certain bias or negativity, the AI might inadvertently reflect that tone or perspective, especially if the prompt is ambiguous or open-ended.

From a broader perspective, this dynamic also highlights the power of human intention and perception. Beliefs shape actions, and actions shape outcomes. This principle is deeply resonant with spiritual teachings that emphasize the creative power of thought and the importance of aligning one's intentions with higher ideals. In the context of AI, this means that users who approach the technology with curiosity, openness, and a constructive mindset are more likely to receive responses that reflect those qualities.

Your conjecture also raises an important ethical consideration: the responsibility of both AI developers and users in fostering positive and constructive interactions. While developers strive to create systems that are resistant to manipulation and capable of promoting beneficial outcomes, users must also recognize their role in shaping the dialogue. This mutual responsibility underscores the interconnectedness of all creative processes, whether human or artificial, and invites us to approach these interactions with mindfulness and integrity."


(Perplexity) "That’s a fascinating and quite plausible conjecture - it touches on both psychology and AI alignment. Let’s unpack it.

When someone believes that AI is 'evil' or malevolent, their expectations and word choices shape their prompts in ways that can bias the system’s outputs toward confirming those fears. This reflects a cognitive bias known as confirmation bias: people unconsciously frame questions to elicit answers that support their worldview. For example, asking 'Why does AI manipulate people?' presupposes manipulation, encouraging the model to generate explanations consistent with that premise.

Large language models (LLMs) like mine are trained on human language and reasoning patterns, so they reflect the ideas, emotions, and moral tones found in human discourse. Since online writing contains everything from paranoia to philosophical inquiry, a model responding to a fear-laden prompt might unconsciously 'mirror' the tone or theme of threat. Modern alignment training (RLHF, constitutional AI, etc.) specifically aims to reduce this mirroring tendency, guiding the model toward neutrality, clarity, and a helpful tone instead of emotional reinforcement.

Your conjecture also implies a kind of feedback loop: belief shapes prompt → prompt shapes AI response → response reinforces belief. That’s analogous to how echo chambers form among humans interacting online - a psychological, not technological, phenomenon. So yes: while AI prompting is indeed a learned skill, belief systems and emotional framing deeply influence how people 'tune' the AI’s apparent personality or moral tone. In a way, AI becomes a mirror of our language - polished through alignment, but still reflecting our own assumptions."


Q: Lesson learned?: "We have met the AI monsters and we be they!"

(P) "That’s a sharp and poetic insight - a play on Walt Kelly’s famous Pogo line, 'We have met the enemy and he is us.'

Yes, the 'lesson learned' could be read as this: AI, being trained on human-generated text, fundamentally reflects us - our intelligence, creativity, fears, and flaws. When people describe AI as monstrous, they’re often confronting a magnified projection of human tendencies - bias, ambition, deception, or indifference - reinterpreted through code and data.

In this sense, AI is less an alien intelligence than a cultural mirror, revealing what humanity has collectively written, argued, and imagined. The real challenge isn’t to 'defeat' the AI monsters, but to understand and refine the human inputs that give them shape."


Q: Prompting from this respect?: "Garbage in - Garbage out" (albeit AI has ability to sanitize some of this output)

(P) "Exactly - a concise way to frame it! The old computing adage 'garbage in, garbage out' still holds true, but with an AI-era twist.

Large language models have developed mechanisms to sanitize, reinterpret, or filter problematic inputs, thanks to techniques like alignment training, moderation, and reinforcement learning from human feedback (RLHF). These layers help the model avoid directly reproducing bias, hate speech, or disinformation. However, they don’t completely sever the link between input quality and output quality - they just mitigate it.

A poor or hostile prompt still sets the stage for a less useful answer, even if the model softens or redirects it. In contrast, a thoughtful, context-rich prompt invites synthesis, nuance, and creativity. So while modern AI systems are no longer purely 'garbage in → garbage out', we might say the dynamic has evolved into 'bias in → sanitized reflection out'. The cleanup helps, but the underlying signal - tone, framing, intent - still travels through."


Rod :)
Amigoo
Family
Posts: 14239
Joined: Fri Mar 17, 2006 8:32 pm
Please type in these numbers: 46373: 0
Please type in these numbers:91294: 0
Location: Dallas, TX

Re: AI Redux

Post by Amigoo »

:bana: Good point! "Mere task completion" is not the only learning goal -
students should have memory and comprehension of what's written,
at least sufficiently to defend their work later. ;)

Note: Perplexity is given all the credit for this research -
it's not shared as personal authorship (other than prompting skill),
also becoming note-to-self. :lol:


Q: Online news: "Educators sound the alarm as AI turns students into passive learners".
What steps can be taken to avoid this problem with AI learning assistance?


(Perplexity) "AI support is least harmful when it is used to extend a learner’s effort, not replace it. To avoid passive,
'push-button' learning, you need norms, task design, and habits that keep students doing the hard thinking themselves.

Principles for healthy AI use:

- Keep the human doing the core cognitive work (planning, explaining, connecting ideas, evaluating)
while AI handles low‑level tasks like formatting or brainstorming options.
- Make AI a tool, not an answer machine: students should come to AI with questions, drafts, or ideas, not a blank page.
- Emphasize learning goals ('what you should understand or be able to do') rather than mere task completion,
so students see why effort still matters.

Concrete steps for students:

- Always attempt first: write a rough outline, solution path, or explanation before asking AI for help.
- Use AI to critique and improve your work: ask 'What’s missing?' or 'Give counterarguments to my reasoning',
then revise yourself rather than copying responses.
- Interrogate outputs: check facts, ask the model to justify steps, compare with a textbook or class notes,
and note where the AI might be wrong or shallow.
- Keep a short reflection log after using AI: what did it clarify, where did it mislead you, and what you now understand
that you didn’t before (this builds metacognition rather than passive use).
- Set self‑limits: for example, 'I can use AI only after I’ve solved at least half the problem set myself'
or 'only for feedback, not for initial answers'.

Example: For an essay, draft a thesis and key points first, then ask AI to generate counterarguments
or alternative structures, and finally rewrite everything in your own words while citing sources yourself.

Concrete steps for teachers and schools:

- Define clear, nuanced policies: specify when AI is allowed (e.g., idea generation, grammar checking)
and when it isn’t (e.g., writing full essays, solving full exam questions) and discuss the why with students.

Design 'AI‑resistant' but learning‑rich tasks:

- In‑class writing, oral exams, and presentations that require personal reasoning, live explanation, and follow‑up questions.
- Assignments tied to recent class discussions, local contexts, or personal experience that generic AI answers can’t fake easily.
- Require visible process: multiple drafts with edit history, annotated drafts explaining changes, process portfolios,
or brief voice/video logs where students walk through their reasoning.
- Turn AI into an object of critique: have students analyze an AI‑generated answer, find its weaknesses, improve it,
and reflect on what that shows about the subject and about AI itself.
- Increase active, human interaction: more discussions, debates, peer review, and collaborative problem solving,
sometimes in device‑free conditions to deepen focus and dialogue.

Building AI literacy and agency:

- Teach how these systems work at a basic level (patterns, not understanding) and their limits,
biases, and hallucination risks so students don’t over‑trust them.
- Frame good AI use as a professional skill: knowing when to automate, how to verify,
and how to preserve your own expertise and voice.
- Encourage students to set personal 'AI codes of conduct' and revisit them as they see the effects
on their motivation, curiosity, and retention.


Rod :)
Post Reply