Cognitive dynamics are pivotal to advance human understanding of the world. Recent advancements in large language models (LLMs) reveal their potential for cognitive simulation. However, these LLM-based cognitive studies primarily focus on static modeling, overlooking the dynamic nature of cognition. To bridge this gap, we propose the concept of the cognitive dynamics of LLMs and present a corresponding task with the inspiration of longitudinal studies. Towards the task, we develop CogBench, a novel benchmark to assess the cognitive dynamics of LLMs and validate it through participant surveys. We also design two evaluation metrics for CogBench, including Authenticity and Rationality. Recognizing the inherent static nature of LLMs, we introduce CogGPT for the task, which features an innovative iterative cognitive mechanism aimed at enhancing lifelong cognitive dynamics. Empirical results demonstrate the superiority of CogGPT over existing methods, particularly in its ability to facilitate role-specific cognitive dynamics under continuous information flows.

In the post-pandemic era, the widespread adoption of remote work has prompted the educational sector to reassess conventional pedagogical methods. This paper is to scrutinize the underlying psychological principles of ChatGPT, delve into the factors that captivate user attention, and implicate its ramifications on the future of learning. The ultimate objective of this study is to instigate a scholarly discourse on the interplay between technological advancements in education and the evolution of human learning patterns, raising the question of whether technology is driving human evolution or vice versa. Keywords: Artificial intelligence (AI), Human-machine communication, COVID-19, Chat GPT, Learning 3.0, Critical Thinking 1.Introduction of ChatGPT ChatGPT, a chatbot developed by OpenAI, can interpret and respond to natural language input using the GPT-3 language model which has 175 billion parameters (Floridi & Chiriatti, 2020). The utilization of a word-driven dialogue system offers assistance in cross-domain problem resolution and the generation of content to answer users' inquiries.

On Artificial Minds Maria Odete Madeira 18-06-2016 "Sed hoc pacto, si quis tam minutum cerneret, ut in uermiculato pauimento nihil ultra unius tesserae modulum acies eius ualeret ambire…" ("De ordine", Augustine, Liber Primus, I, 2) …and if someone had a discernment so narrow that, in a mosaic pavement, could not encompass with the gaze nothing more than the surface of a single piece… Mēns, mentis, mente: spirit, soul, intellect, character, reason, pensamentum (thought) compose a semantic field with semiotic openings to interpretative superveniences for explicative reasons with postulated legitimacies, compatible with pragmatics of operative objectivity. Mente (Old Portuguese) radiculated in mentem (singular accusative of mēns), from the Proto-Indo-European *méntis with the meaning of pensamentum (thought). Mēns, mentis: mente (Old Portuguese): matrix of dispositional integrated order towards cognitive dynamics. We signalize the term dispositional (to put in order) and the term pensamentum: the result of the action of pensare (to think): "Pensare (Latin) means literally: to weigh, to analyze, to synthesize, to associate, to (dis)associate. In any of these definitions are synthesized cognitive dynamics of production of judgment, from the Latin judicium, term primitively connected to the senses of justice and of just, irrecusably linked to the senses of proportion and of measure, opening the term 1 pensare to semantic webs that connect it to the terms: to choose, to decide and to determine between available possibilities towards dynamics of action, in which it is included the action of pensare."