Organizations: University of California, Irvine · Massachusetts Institute of Technology
Abstract
Artificial intelligence (AI) is being increasingly integrated into human problem-solving, yet its effects on individual skill development remain unclear. We examine how both AI usage and informativeness can shape learning in the context of a controlled logical reasoning task with on-demand access to AI assistance. We find that greater AI usage is associated with weaker skill development: heavy AI users underperform relative to comparable peers, whereas light AI users perform similarly to matched users who do not use AI. We also find in our study that these patterns are mediated by AI informativeness. Low-information AI neither improves immediate performance nor preserves performance after AI assistance is removed, and is linked to weaker learning overall. On the other hand, high-information AI was found to improve short-run performance without reducing post-AI outcomes on average in our experiments, but with heterogeneous effects. Our findings in general suggest that AI can, depending on context, either complement human skill development by amplifying independent reasoning or can act as a substitute that undermines such reasoning, with the implication that regulating AI access and usage will be important for promoting skill development in the presence of AI assistance.
Generative Artificial Intelligence (AI) tools are rapidly adopted in the workplace and in education, yet the empirical evidence on AI's impact remains mixed. We propose a model of human-AI interaction to better understand and analyze several mechanisms by which AI affects productivity. In our setup, human agents with varying skill levels exert utility-maximizing effort to produce certain task outcomes with AI assistance. We find that incorporating either endogeneity in skill development or in AI unreliability can induce a productivity paradox: increased levels of AI assistance may degrade productivity, leading to potentially significant shortfalls. Moreover, we examine the long-term distributional effect of AI on skill, and demonstrate that skill polarization can emerge in steady state when accounting for heterogeneity in AI literacy -- the agent's capability to identify and adapt to inaccurate AI outputs. Our results elucidate several mechanisms that may explain the emergence of human-AI productivity paradoxes and skill polarization, and identify simple measures that characterize when they arise.
Reusable skills are becoming a standard interface for extending language agents with task procedures. Yet evaluators usually infer skill use from visible reasoning or the agent's own attribution. These signals show what the agent appears to use, not whether the skill changed its decision. We ask whether skill-augmented agents exhibit a \textbf{Reasoning Backroom}, a systematic gap between stated skill use and intervention-measured influence. We introduce BACKTRACE, an evaluation framework that pairs each skill-conditioned answer with a matched no-skill counterfactual, intervenes on skill meaning, wording, identity, content, and assignment, and elicits attribution only after the answer is committed. We instantiate the framework as BACKROOMBench, a verified testbed spanning controlled logic and competition mathematics, multiple skill conditions, single-agent and multi-agent settings, and diverse model families. Our evaluation reveals a pervasive provenance failure. Across models and domains, stated skill use often remains stable while causal reliance and signed utility vary, producing both silent uptake and performative use. Behavioral effects follow procedural content more reliably than displayed skill identity, whereas stated attributions respond strongly to artifact availability. Observational detectors based on direct skill-use claims, text mentions, trace similarity, and an LLM judge do not identify which decisions actually depend on the skill. In multi-agent systems, skill influence can survive communication even after its source is lost, while no-skill teams still name skills and sources that were never supplied. These findings establish the Reasoning Backroom as a general AI provenance problem whose audit requires intervention.
Reasoning LLMs often spend substantial tokens on long intermediate reasoning traces (e.g., chain-of-thought) when solving new problems. We propose to summarize and store reusable reasoning skills distilled from extensive deliberation and trial-and-error exploration, and to retrieve these skills at inference time to guide future reasoning. Unlike the prevailing \emph{reasoning from scratch} paradigm, our approach first recalls relevant skills for each query, helping the model avoid redundant detours and focus on effective solution paths. We evaluate our method on coding and mathematical reasoning tasks, and find that it significantly reduces reasoning tokens while improving overall performance. The resulting lower per-request cost indicates strong practical and economic potential for real-world deployment.