ChatGPT Annotated Bibliography

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Northeastern University *

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Philosophy

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Apr 3, 2024

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1 Annotated Bibliography Berghel, H. (2023, May). ChatGPT and AIChat Epistemology . CSDL | IEEE Computer Society. https://www.computer.org/csdl/magazine/co/2023/05/10109291/1MET7ThOuzK Berghel discusses the current obsession over artificial intelligence chat technology, illustrating its various dimensions, including economic, investment social and political perspectives. For the purposes of my paper, the focus Berghel discusses is the epistemology of AIChat. He recognizes that AIChat like ChatGPT rely heavily on internet data, raising concerns about the quality of the information that ChatGPT provides. For my article, this source is essential to my argument as it provides specific examples that challenge the epistemology of ChatGPT. Bogost, I. (2022, December 16). CHATGPT is dumber than you think . The Atlantic. https://www.theatlantic.com/technology/archive/2022/12/chatgpt-openai-artificial- intelligence-writing-ethics/672386/ Bogost is concerned about relying on a machine to have conversations and generate responses. In his article, he explains that ChatGPT is trained to generate words based on given input and does not have the ability to truly comprehend the meaning behind those words. While it can create convincing text, it often falls short on meaning and depth. Therefore, it is more of an aesthetic instrument rather than an epistemological one. For my article, I will argue that ChatGPT is mostly useless for obtaining actual knowledge, especially because it will often admit it is wrong when prompted.
2 Dai, Y., Liu, A., & Lim, C. P. (2023, July 8). Reconceptualizing Chatgpt and Generative AI as a student-driven innovation in Higher Education . Procedia CIRP. https://www.sciencedirect.com/science/article/pii/S2212827123004407 This article addresses the implications of ChatGPT and similar AI tools amidst the evolving landscape of higher education and modern society. By bridging the capabilities of technology with the demand of education, it is possible to envision ChatGPT as a tool used by students, holding substantial potential to enrich their educational experiences. However, this article also goes over challenges and recognizes that new direction for educational research and theories is necessary. For the purposes of my article, this source will reveal the potential benefits and drawbacks of ChatGPT in higher education, which is directly related to the epistemology of ChatGPT. Hoorn, J. F., & Chen, J. J.-Y. (2023, April 23). Epistemic considerations when AI answers questions for Us . arXiv.org. https://arxiv.org/abs/2304.14352 The authors of this article argue that careless reliance on AI like ChatGPT to answer our questions is a violation of numerable rules resulting in an authority fallacy. By accepting a conclusion from ChatGPT, we disregard our thought process and cannot explain our we come to our conclusions. In addition, this source explores the communication maxim, the Turing test, legal maxim, the reverse Turing test in relation to ChatGPT. My article will use this source to illustrate how reliance on ChatGPT is dangerous throughout the acquisition of knowledge.
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