Large language models (LLMs) offer new research possibilities for social scientists, but their potential as “synthetic data” is still largely unknown. In this paper, we investigate how accurately the popular LLM ChatGPT can recover public opinion, prompting the LLM to adopt different “personas” and then provide feeling thermometer scores for 11 sociopolitical groups. The average scores generated by ChatGPT correspond closely to the averages in our baseline survey, the 2016–2020 American National Election Study (ANES). Nevertheless, sampling by ChatGPT is not reliable for statistical inference: there is less variation in responses than in the real surveys, and regression coefficients often differ significantly from equivalent estimates obtained using ANES data. We also document how the distribution of synthetic responses varies with minor changes in prompt wording, and we show how the same prompt yields significantly different results over a 3-month period. Altogether, our findings raise serious concerns about the quality, reliability, and reproducibility of synthetic survey data generated by LLMs.

This study provides insights into the capabilities and performance of generative AI, specifically ChatGPT, in engineering design. ChatGPT participated in a 48-hour hackathon by instructing two participants who acted out its instructions, successfully designing and prototyping a NERF dart launcher that finished second among six teams. The paper highlights the potential and limitations of generative AI as a tool for ideation, decision-making, and optimization in engineering tasks, demonstrating the practical applicability of generating viable design solutions under real-world constraints.

The general public and scientific community alike are abuzz over the release of ChatGPT and GPT-4. Among many concerns being raised about the emergence and widespread use of tools based on large language models (LLMs) is the potential for them to propagate biases and inequities. We hope to open a conversation within the environmental data science community to encourage the circumspect and responsible use of LLMs. Here, we pose a series of questions aimed at fostering discussion and initiating a larger dialogue. To improve literacy on these tools, we provide background information on the LLMs that underpin tools like ChatGPT. We identify key areas in research and teaching in environmental data science where these tools may be applied, and discuss limitations to their use and points of concern. We also discuss ethical considerations surrounding the use of LLMs to ensure that as environmental data scientists, researchers, and instructors, we can make well-considered and informed choices about engagement with these tools. Our goal is to spark forward-looking discussion and research on how as a community we can responsibly integrate generative AI technologies into our work.

OpenAI is a research organization founded by, among others, Elon Musk, and supported by Microsoft. In November 2022, it released ChatGPT, an incredibly sophisticated chatbot, that is, a computer system with which humans can converse. The capability of this chatbot is astonishing: as well as conversing with human interlocutors, it can answer questions about history, explain almost anything you might think to ask it, and write poetry. This level of achievement has provoked interest in questions about whether a chatbot might have something similar to human intelligence and even whether one could be conscious. Given that the function of a chatbot is to process linguistic input and produce linguistic output, we consider that the most interesting question in this direction is whether a sophisticated chatbot might have inner speech. That is: might it talk to itself, internally? We explored this via a conversation with ‘Playground’, a chatbot which is very similar to ChatGPT but more flexible in certain respects. We put to it questions which, plausibly, can only be answered if one first produces some inner speech. Here, we present our findings and discuss their philosophical significance.

This article examines the idea of mind-reading technology by focusing on an interesting case of applying a large language model (LLM) to brain data. On the face of it, experimental results appear to show that it is possible to reconstruct mental contents directly from brain data by processing via a chatGPT-like LLM. However, the author argues that this apparent conclusion is not warranted. Through examining how LLMs work, it is shown that they are importantly different from natural language. The former operates on the basis of nonrational data transformations based on a large textual corpus. The latter has a rational dimension, being based on reasons. Using this as a basis, it is argued that brain data does not directly reveal mental content, but can be processed to ground predictions indirectly about mental content. The author concludes that this is impressive but different in principle from technology-mediated mind reading. The applications of LLM-based brain data processing are nevertheless promising for speech rehabilitation or novel communication methods.

Usage of large language models and chat bots will almost surely continue to grow, since they are so easy to use, and so (incredibly) credible. I would be more comfortable with this reality if we encouraged more evaluations with humans-in-the-loop to come up with a better characterization of when the machine can be trusted and when humans should intervene. This article will describe a homework assignment, where I asked my students to use tools such as chat bots and web search to write a number of essays. Even after considerable discussion in class on hallucinations, many of the essays were full of misinformation that should have been fact-checked. Apparently, it is easier to believe ChatGPT than to be skeptical. Fact-checking and web search are too much trouble.

This article explores the ability of ChatGPT to function as a virtual colleague in helping to design materials for higher education design students. Using a self-study methodology, two university educators attempted to collaborate with ChatGPT to create course materials targeted at higher education design students, before reflecting on its strengths and weaknesses during the process. Contextualising ChatGPT as the latest acute example of digital disruptors that design practices and processes have faced, the authors evaluated its current and potential threats and opportunities for the creation of design-focused learning content. The authors found that ChatGPT was a competent partner with regard to saving time, structuring textual content and documentation, and as a brainstorming tool. However, ChatGPT’s weaknesses included content generation that was often generic, usually requiring much human prompting, cajoling, and manual editing to produce desirable outcomes. Overall, ChatGPT was found to excel at its stated functionality as a language model, with some potentially useful functionality for the creation of higher education design course materials and outlines, as well as limitations. The reflections discussed can be used to inform design educators who may want to work with ChatGPT when designing course materials. However, acknowledging limitations and potential ethical challenges, the authors’ caution that educators may have to evaluate for themselves whether ChatGPT’s potential advantages outweigh its disadvantages.

Large language models (LLMs) have achieved amazing successes. They have done well on standardized tests in medicine and the law. That said, the bar has been raised so high that it could take decades to make good on expectations. To buy time for this long-term research program, the field needs to identify some good short-term applications for smooth-talking machines that are more fluent than trustworthy.

This article focuses on copyright issues pertaining to generative artificial intelligence (AI) systems, with particular emphasis on the ChatGPT case study as a primary exemplar. In order to generate high-quality outcomes, generative AI systems require substantial quantities of training data, which may frequently comprise copyright-protected information. This prompts inquiries into the legal principles of fair use, the creation of derivative works and the lawfulness of data gathering and utilisation. The utilisation of input data for the purpose of training and enhancing AI models presents significant concerns regarding potential violations of copyright. This paper offers suggestions for safeguarding the interests of copyright holders and competitors, while simultaneously addressing legal challenges and expediting the advancement of AI technologies. This study analyses the ChatGPT platform as a case example to explore the necessary modifications that copyright regulations must undergo to adequately tackle the intricacies of authorship and ownership in the realm of AI-generated creative content.

In November 2022, ChatGPT 3.5 was released on a public research preview, gaining notoriety for its ability to pull from a vast body of information to create coherent and digestible bodies of text that accurately respond to queries (OpenAI, 2022). It is able to recognise the grammar and vocabulary of ancient languages, translate passages, and compose texts at an alarmingly accurate and rapid rate. For teachers, this AI has had mixed reviews. Some fear its ability to produce well-written work effortlessly, while others are excited by its abilities to push the boundaries of current teaching practices. This paper explores how well ChatGPT explains grammatical concepts, parses inflected forms, and translates Classical Latin, Ancient Greek, and Classical Sanskrit. Overall, ChatGPT is rather good at working with Classical Latin and Sanskrit, but its abilities with Ancient Greek are deeply problematic. Although it is quite flawed at this time, ChatGPT, when used properly, could become a useful a tool for ancient language study. With proper guiding phrases, students could use this AI to practise vocabulary, check their translations, and rephrase grammatical concepts.