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Updated: Apr 21, 2026

Neurodevelopmental Reflex Testing in Neonatal Rat Pups
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Children's susceptibility to content generated by artificial intelligence.

Allison Langer1, Steven Martinez1, Peter J Marshall1

  • 1Department of Psychology and Neuroscience, Temple University, PA, USA.

Technology in Society
|April 20, 2026
PubMed
Summary
This summary is machine-generated.

Children struggle to differentiate artificial intelligence (AI)-generated content from human creations. Increased digital device use correlates with a higher risk of misidentifying AI content, emphasizing the need for early AI literacy education.

Keywords:
ChildrenDevelopmental psychologyGenerative AIHuman-computer interaction

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Last Updated: Apr 21, 2026

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Area of Science:

  • Cognitive Development
  • Human-Computer Interaction
  • Artificial Intelligence Literacy

Background:

  • Rapid advancements in AI tools blur the lines between real and artificial content.
  • Children increasingly engage with AI-generated materials in educational and entertainment contexts.
  • Limited research exists on children's ability to distinguish AI-generated information from human-created content.

Purpose of the Study:

  • To investigate children's capacity to discern AI-generated content from human-created content across various modalities.
  • To explore children's beliefs about artificial intelligence (AI) agents.
  • To examine the relationship between children's AI discernment, cognitive abilities, and home technology use.

Main Methods:

  • 37 children (6-10 years) and 49 adults (18-34 years) participated.
  • Children evaluated stimuli (text, images) created by a "SmartBot" (AI) versus a human teacher.
  • Cognitive measures (abstract reasoning, vocabulary) and parent surveys on technology use were administered.

Main Results:

  • Children performed at or below chance in discriminating AI from human content, significantly below adult accuracy.
  • Discernment ability varied among children and was negatively associated with reported at-home technology use.
  • Most children understood that AI agents are not alive, despite varied beliefs about AI agency.

Conclusions:

  • Children exhibit limited ability to distinguish AI-generated content, with higher technology use linked to increased susceptibility.
  • Findings underscore the critical need for early AI literacy education to help children navigate AI technologies.
  • Early intervention is crucial to mitigate risks associated with misattributing AI content as human.