Understanding Human Intelligence Through AI-Mediated Language Learning: Cognitive Processes, Individual Differences, and Development

Dear Colleagues,

Artificial intelligence (AI) is increasingly participating in cognitive activities that, traditionally, were performed primarily by human learners, including reasoning, problem solving, evaluation, decision making, and strategy regulation. This development creates new opportunities to investigate how human intelligence is expressed, adapted, and developed when cognitive performance occurs in interaction with intelligent systems. AI-mediated language learning provides a particularly valuable task environment because learners must coordinate cognitive resources, monitor performance, evaluate AI-generated information, solve communicative problems, and adapt their strategies to changing demands.

This Special Issue, “Understanding Human Intelligence Through AI-Mediated Language Learning: Cognitive Processes, Individual Differences, and Development,” examines AI-mediated language learning not only as a pedagogical outcome domain but as a context for investigating human intelligence. We welcome theoretical and empirical research addressing cognitive and intellectual processes, metacognition, individual differences, intellectual development, and the assessment of human cognitive abilities in human–AI interaction. Particular attention will be given to how AI changes the expression, development, and measurement of human intelligence when observable performance increasingly reflects contributions from both human and artificial cognition.

This Special Issue welcomes original research articles, theoretical papers, and review articles. Topics of interest include, but are not limited to, the following:

• Human intelligence and intellectual development in AI-mediated language learning;
• Reasoning, problem solving, judgment, and other cognitive processes in human–AI interaction;
• Metacognition, cognitive monitoring, and self-regulation in relation to intelligence and intellectual performance in AI-mediated environments;
• Individual differences in cognitive abilities and AI-supported performance;
• Motivational and affective correlates and moderators of intelligence-related performance in human–AI interaction;
• Assessment and measurement of human cognitive abilities in AI-rich environments;
• The measurement and psychometric modeling of human intelligence and cognitive abilities in AI-supported tasks;
• Human–AI complementarity and the distinction between human cognitive ability and AI-supported task performance.

We sincerely invite researchers from intelligence research, cognitive psychology, psychometrics, cognitive science, educational psychology, applied linguistics, second language acquisition, AI in education, and related fields to submit their work. By using AI-mediated language learning as an applied context, this Special Issue seeks to advance understanding of how human intelligence is expressed, developed, and assessed in an era in which cognitive activity is increasingly conducted in interaction with artificial intelligence.

Dr. Lei Yang
Prof. Jijun Wang
Guest Editors

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