AI language technologies increasingly assist and expand human communication. While AI-mediated communication reduces human effort, its societal consequences are poorly understood. In this study, we investigate whether using an AI writing assistant in personal self-presentation changes how people talk about themselves. In an online experiment, we asked participants (N=200) to introduce themselves to others. An AI language assistant supported their writing by suggesting sentence completions. The language model generating suggestions was fine-tuned to preferably suggest either interest, work, or hospitality topics. We evaluate how the topic preference of a language model affected users’ topic choice by analyzing the topics participants discussed in their self-presentations. Our results suggest that AI language technologies may change the topics their users talk about. We discuss the need for a careful debate and evaluation of the topic priors built into AI language technologies.
more »
« less
This content will become publicly available on December 1, 2024
Artificial intelligence in communication impacts language and social relationships
Abstract Artificial intelligence (AI) is already widely used in daily communication, but despite concerns about AI’s negative effects on society the social consequences of using it to communicate remain largely unexplored. We investigate the social consequences of one of the most pervasive AI applications, algorithmic response suggestions (“smart replies”), which are used to send billions of messages each day. Two randomized experiments provide evidence that these types of algorithmic recommender systems change how people interact with and perceive one another in both pro-social and anti-social ways. We find that using algorithmic responses changes language and social relationships. More specifically, it increases communication speed, use of positive emotional language, and conversation partners evaluate each other as closer and more cooperative. However, consistent with common assumptions about the adverse effects of AI, people are evaluated more negatively if they are suspected to be using algorithmic responses. Thus, even though AI can increase the speed of communication and improve interpersonal perceptions, the prevailing anti-social connotations of AI undermine these potential benefits if used overtly.
more »
« less
- Award ID(s):
- 1901151
- NSF-PAR ID:
- 10463193
- Date Published:
- Journal Name:
- Scientific Reports
- Volume:
- 13
- Issue:
- 1
- ISSN:
- 2045-2322
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Web-based interactions enable agents to coordinate and generate collective action. Coordination can facilitate the spread of contagion to large groups within networked populations. In game theoretic contexts, coordination requires that agents share common knowledge about each other. Common knowledge emerges within a group when each member knows the states and the thresholds (preferences) of the other members, and critically, each member knows that everyone else has this information. Hence, these models of common knowledge and coordination on communication networks are fundamentally different from influence-based unilateral contagion models, such as those devised by Granovetter and Centola. Moreover, these models utilize different mechanisms for driving contagion. We evaluate three mechanisms of a common knowledge model that can represent web-based communication among groups of people on Facebook, using nine social (media) networks. We provide theoretical results indicating the intractability in identifying all node-maximal bicliques in a network, which is the characterizing network structure that produces common knowledge. Bicliques are required for model execution. We also show that one of the mechanisms (named PD2) dominates another mechanism (named ND2). Using simulations, we compute the spread of contagion on these networks in the Facebook model and demonstrate that different mechanisms can produce widely varying behaviors in terms of the extent of the spread and the speed of contagion transmission. We also quantify, through the fraction of nodes acquiring contagion, differences in the effects of the ND2 and PD2 mechanisms, which depend on network structure and other simulation inputs.more » « less
-
Introduction Social media has created opportunities for children to gather social support online (Blackwell et al., 2016; Gonzales, 2017; Jackson, Bailey, & Foucault Welles, 2018; Khasawneh, Rogers, Bertrand, Madathil, & Gramopadhye, 2019; Ponathil, Agnisarman, Khasawneh, Narasimha, & Madathil, 2017). However, social media also has the potential to expose children and adolescents to undesirable behaviors. Research showed that social media can be used to harass, discriminate (Fritz & Gonzales, 2018), dox (Wood, Rose, & Thompson, 2018), and socially disenfranchise children (Page, Wisniewski, Knijnenburg, & Namara, 2018). Other research proposes that social media use might be correlated to the significant increase in suicide rates and depressive symptoms among children and adolescents in the past ten years (Mitchell, Wells, Priebe, & Ybarra, 2014). Evidence based research suggests that suicidal and unwanted behaviors can be promulgated through social contagion effects, which model, normalize, and reinforce self-harming behavior (Hilton, 2017). These harmful behaviors and social contagion effects may occur more frequently through repetitive exposure and modelling via social media, especially when such content goes “viral” (Hilton, 2017). One example of viral self-harming behavior that has generated significant media attention is the Blue Whale Challenge (BWC). The hearsay about this challenge is that individuals at all ages are persuaded to participate in self-harm and eventually kill themselves (Mukhra, Baryah, Krishan, & Kanchan, 2017). Research is needed specifically concerning BWC ethical concerns, the effects the game may have on teenagers, and potential governmental interventions. To address this gap in the literature, the current study uses qualitative and content analysis research techniques to illustrate the risk of self-harm and suicide contagion through the portrayal of BWC on YouTube and Twitter Posts. The purpose of this study is to analyze the portrayal of BWC on YouTube and Twitter in order to identify the themes that are presented on YouTube and Twitter posts that share and discuss BWC. In addition, we want to explore to what extent are YouTube videos compliant with safe and effective suicide messaging guidelines proposed by the Suicide Prevention Resource Center (SPRC). Method Two social media websites were used to gather the data: 60 videos and 1,112 comments from YouTube and 150 posts from Twitter. The common themes of the YouTube videos, comments on those videos, and the Twitter posts were identified using grounded, thematic content analysis on the collected data (Padgett, 2001). Three codebooks were built, one for each type of data. The data for each site were analyzed, and the common themes were identified. A deductive coding analysis was conducted on the YouTube videos based on the nine SPRC safe and effective messaging guidelines (Suicide Prevention Resource Center, 2006). The analysis explored the number of videos that violated these guidelines and which guidelines were violated the most. The inter-rater reliabilities between the coders ranged from 0.61 – 0.81 based on Cohen’s kappa. Then the coders conducted consensus coding. Results & Findings Three common themes were identified among all the posts in the three social media platforms included in this study. The first theme included posts where social media users were trying to raise awareness and warning parents about this dangerous phenomenon in order to reduce the risk of any potential participation in BWC. This was the most common theme in the videos and posts. Additionally, the posts claimed that there are more than 100 people who have played BWC worldwide and provided detailed description of what each individual did while playing the game. These videos also described the tasks and different names of the game. Only few videos provided recommendations to teenagers who might be playing or thinking of playing the game and fewer videos mentioned that the provided statistics were not confirmed by reliable sources. The second theme included posts of people that either criticized the teenagers who participated in BWC or made fun of them for a couple of reasons: they agreed with the purpose of BWC of “cleaning the society of people with mental issues,” or they misunderstood why teenagers participate in these kind of challenges, such as thinking they mainly participate due to peer pressure or to “show off”. The last theme we identified was that most of these users tend to speak in detail about someone who already participated in BWC. These videos and posts provided information about their demographics and interviews with their parents or acquaintances, who also provide more details about the participant’s personal life. The evaluation of the videos based on the SPRC safe messaging guidelines showed that 37% of the YouTube videos met fewer than 3 of the 9 safe messaging guidelines. Around 50% of them met only 4 to 6 of the guidelines, while the remaining 13% met 7 or more of the guidelines. Discussion This study is the first to systematically investigate the quality, portrayal, and reach of BWC on social media. Based on our findings from the emerging themes and the evaluation of the SPRC safe messaging guidelines we suggest that these videos could contribute to the spread of these deadly challenges (or suicide in general since the game might be a hoax) instead of raising awareness. Our suggestion is parallel with similar studies conducted on the portrait of suicide in traditional media (Fekete & Macsai, 1990; Fekete & Schmidtke, 1995). Most posts on social media romanticized people who have died by following this challenge, and younger vulnerable teens may see the victims as role models, leading them to end their lives in the same way (Fekete & Schmidtke, 1995). The videos presented statistics about the number of suicides believed to be related to this challenge in a way that made suicide seem common (Cialdini, 2003). In addition, the videos presented extensive personal information about the people who have died by suicide while playing the BWC. These videos also provided detailed descriptions of the final task, including pictures of self-harm, material that may encourage vulnerable teens to consider ending their lives and provide them with methods on how to do so (Fekete & Macsai, 1990). On the other hand, these videos both failed to emphasize prevention by highlighting effective treatments for mental health problems and failed to encourage teenagers with mental health problems to seek help and providing information on where to find it. YouTube and Twitter are capable of influencing a large number of teenagers (Khasawneh, Ponathil, Firat Ozkan, & Chalil Madathil, 2018; Pater & Mynatt, 2017). We suggest that it is urgent to monitor social media posts related to BWC and similar self-harm challenges (e.g., the Momo Challenge). Additionally, the SPRC should properly educate social media users, particularly those with more influence (e.g., celebrities) on elements that boost negative contagion effects. While the veracity of these challenges is doubted by some, posting about the challenges in unsafe manners can contribute to contagion regardless of the challlenges’ true nature.more » « less
-
One hallmark of human reasoning is that we can bring to bear a diverse web of common-sense knowledge in any situation. The vastness of our knowledge poses a challenge for the practical implementation of reasoning systems as well as for our cognitive theories – how do people represent their common-sense knowledge? On the one hand, our best models of sophisticated reasoning are top-down, making use primarily of symbolically-encoded knowledge. On the other, much of our understanding of the statistical properties of our environment may arise in a bottom-up fashion, for example through asso- ciationist learning mechanisms. Indeed, recent advances in AI have enabled the development of billion-parameter language models that can scour for patterns in gigabytes of text from the web, picking up a surprising amount of common-sense knowledge along the way—but they fail to learn the structure of coherent reasoning. We propose combining these approaches, by embedding language-model-backed primitives into a state- of-the-art probabilistic programming language (PPL). On two open-ended reasoning tasks, we show that our PPL models with neural knowledge components characterize the distribution of human responses more accurately than the neural language models alone, raising interesting questions about how people might use language as an interface to common-sense knowledge, and suggesting that building probabilistic models with neural language-model components may be a promising approach for more human-like AI.more » « less
-
more » « less
As many as three million school age children between the ages of 5 and 14 years, live with severe to profound hearing loss in Nigeria. Many of these Deaf or Hard of Hearing (DHH) children developed their hearing loss later in life, non-congenitally, hence their parents are hearing. While their teachers in the Deaf schools they attend can often communicate effectively with them in dialects of American Sign Language (ASL), the unofficial sign lingua franca in Nigeria, communication at home with other family members is challenging and sometimes non-existent. This results in adverse social consequences including stigmatization, for the students.With the recent successes of AI in natural language understanding, the goal of automated sign language understanding is becoming more realistic using neural deep learning technologies. To this effect, the proposed project aims at co-designing and developing an ongoing AI-driven two-way sign language interpretation tool that can be deployed in homes, to improve language accessibility and communication between the DHH students and other family members. This ensures inclusive and equitable social interactions and can promote lifelong learning opportunities for them outside of the school environment.
