“Cognitive Loops” of critical thinking in the era of GenAI
A. V. Golubinskaya, S. S. Grozov
Lobachevsky State University of Nizhni Novgorod, Nizhni Novgorod, Russia
Keywords: critical thinking, generative models, GenAI, cognitive loops, extended cognition hypothesis, digital pedagogy
Abstract
Introduction. Contemporary research highlights the contradictory impact of generative AI (GenAI) on critical thinking. On the one hand, the use of GenAI contributes to the development of analytical skills, reduction of cognitive load, and the formation of sustained attention. On the other hand, it may lead to dependency, cognitive offloading, and “metacognitive laziness”. This divergence raises the question of alternative conceptual frameworks that can explain why some forms of interaction with GenAI strengthen critical thinking, while others weaken it. Moreover, given the rapid turnover of GenAI generations, such explanations cannot be reduced to the characteristics of individual models, since these become obsolete faster than they can be thoroughly analyzed. Methodology. The article employs A. Clark’s concept of “cognitive loops”, which describes thinking as a distributed process extending beyond individual consciousness and incorporating external agents. Based on an analysis of data on the influence of GenAI on critical thinking, a model of the cognitive loop ‘Consciousness - GenAI - Consciousness’ is proposed, consisting of four phases: generation, externalization, GenAI output, and internalization. Discussion. The typology of cognitive loops shows that the quality of critical thinking depends not on the mere fact of using GenAI, but on how the interaction is organized. Two key parameters are proposed: the priority of prompt/output and the level of skeptical pressure. The combinations of these parameters form four types of cognitive loops of critical thinking, which demonstrate in which cases GenAI supports critical thinking and in which it substitutes for it. Conclusion. Interaction with GenAI neither inherently adds to nor diminishes critical thinking, but rather transforms the space in which such thinking becomes possible. The proposed typology of cognitive loops of critical thinking identifies the parameters of this transformation and provides a foundation for the development of practices capable of shifting the balance toward strengthening rather than substituting critical thinking.
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