Universities must harness AI’s promise with caution, ensuring innovation enhances rather than undermines education, equity and academic integrity.

Uso ético de la inteligencia artificial en educación - Download as a PDF or view online for free

Metacognition is the awareness and regulation of one’s cognitive processes. It plays an important role in academic success. However, the increasingly widespread incorporation of artificial intelligenc...

Poll of 5,000 researchers finds contrasting views on when it’s acceptable to involve AI and what needs to be disclosed.

Generative artificial intelligence (AI) and Bias - Download as a PDF or view online for free

La Facultad de Psicología de la Universidad Autónoma de Nuevo León ofrece el Taller de Competencias Digitales para Educadores del 5 al 7 de marzo. Durante la tercera sesión, abordaremos el tema de…

Plática: Conocimiento abierto y Wikipedia - Download as a PDF or view online for free

La Facultad de Psicología de la Universidad Autónoma de Nuevo León ofrece el Taller de Competencias Digitales para Educadores del 5 al 7 de marzo. Durante la tercera sesión, abordaremos el tema de…

“Can machines be therapists?” is a question receiving increased attention given the relative ease of working with generative artificial intelligence. Although recent (and decades-old) research has found that humans struggle to tell the difference between responses from machines and humans, recent findings suggest that artificial intelligence can write empathically and the generated content is rated highly by therapists and outperforms professionals. It is uncertain whether, in a preregistered competition where therapists and ChatGPT respond to therapeutic vignettes about couple therapy, a) a panel of participants can tell which responses are ChatGPT-generated and which are written by therapists (N = 13), b) the generated responses or the therapist-written responses fall more in line with key therapy principles, and c) linguistic differences between conditions are present. In a large sample (N = 830), we showed that a) participants could rarely tell the difference between responses written by ChatGPT and responses written by a therapist, b) the responses written by ChatGPT were generally rated higher in key psychotherapy principles, and c) the language patterns between ChatGPT and therapists were different. Using different measures, we then confirmed that responses written by ChatGPT were rated higher than the therapist’s responses suggesting these differences may be explained by part-of-speech and response sentiment. This may be an early indication that ChatGPT has the potential to improve psychotherapeutic processes. We anticipate that this work may lead to the development of different methods of testing and creating psychotherapeutic interventions. Further, we discuss limitations (including the lack of the therapeutic context), and how continued research in this area may lead to improved efficacy of psychotherapeutic interventions allowing such interventions to be placed in the hands of individuals who need them the most.