Dr. Poppy Crum

And that would be case one.

Case two would be I get to use search engines, which would be sort of a middle ground.

Again, these are, you know, rough categories.

And then a third would be I use LLMs to write my paper.

And they're looking at, you know, sort of what kind of transfer happened, what –

They were measuring neural response, so they were using EEG to look at neural patterns across the brain to understand how much neural engagement happened during the writing of the papers and during the whole process and then what they could do with that, what they knew about that information down the road.

It's a really nice paper, so I don't want to diminish it in any way by summarizing it.

But what I think is a really important upshot of that paper and also just how we talk about it that I liked was I talk a lot about cognitive load always.

And you can measure cognitive load in the diameter of your pupil and body posture and how people are thinking.

It's really how hard is my brain working right now to solve a problem or just in my context.

And there are a lot of different cues we give off as humans that tell us when we're under states of different load and cognitively and whether we are aware of it or not.

And there's something called cognitive load theory that breaks down sort of what happens when our brains are under states of load.

And that load can come from sort of three different places.

It might be coming from intrinsic energy.

what you would call intrinsic information, and this is all during learning.

The intrinsic load, cognitive load, would be from the difficulty of the material I'm trying to understand.

Really, some things are easy to learn, some things are a lot harder, and that's intrinsic load.

Extraneous load would be the load that comes from how the information is presented.

Is it poorly taught?

Is it poorly organized?