Children read at a bookstore in Beijing. Photo: Fang Ke/CSST

Generative AI and short videos are reshaping both the production of knowledge and the allocation of attention. Information now appears to be delivered “automatically,” yet people increasingly struggle to quiet their minds. Reading is not obsolete; on the contrary, it is evolving from a means of acquiring knowledge into an “underlying technology” for maintaining mental order. From a psychological perspective, reading is not a simple input process but rather a “slow system” that activates executive functions, reorganizes structures of meaning, and stabilizes one’s sense of self. In this fast-paced era, it remains a crucial way to safeguard mental sovereignty.

‘Fast system’ vs. ‘slow system’

Dual-process theory divides the human mind into a “fast system,” which prioritizes speed and minimal effort, and a “slow system,” responsible for deliberate reflection. Short videos and other forms of fragmented information continuously reinforce the former, drawing us in by the allure of instant feedback. In contrast, deep reading deliberately engages the “slow system,” compelling us to slow down, immerse ourselves in a passage of text or a line of reasoning, and refine our perspectives and establish connections through repeated contemplation. While AI undoubtedly amplifies individual capabilities, it primarily magnifies the existing mental structures—if the mind itself is hollow, even the most powerful tool will only accelerate hollow activity.

The underlying logic of short-video platforms lies in their precise manipulation of the brain’s reward system through intermittent reinforcement, variable-duration rewards, and endless scrolling. Each moment of stimulation feels like drawing a small winning ticket, prompting users to try again. Over time, this erodes one’s ability to delay gratification. Behavioral psychology has long established that intermittent reinforcement is the most effective mechanism for cultivating highly addictive behavior patterns. Consequently, attention is split into countless fragments, making it difficult to sustain focus on any single task. For adolescents in the critical stage of habit formation, daily immersion in high-stimulation media can allow “scrolling for instant gratification” to quietly replace the capacity for deep reading, rendering long texts an increasingly heavy burden.

Core function of reading

In an era of information abundance, the most vital function of reading is no longer merely “knowing more” but rather “organizing what is known.” First, reading trains executive functions. Engaging with long texts requires suppressing distractions, maintaining focus on reading goals, and continuously updating comprehension. This process exercises attention control, working memory, and cognitive flexibility. With repeated practice, neural pathways associated with concentration, planning, and self-monitoring are strengthened, allowing the ability to settle the mind to evolve from a fleeting state into a relatively stable disposition.

Second, reading constructs meaning and theory. Humans are not passive vessels for storing information but active “meaning-makers” who rely on existing schemas to interpret new information and refine those schemas through cognitive conflicts. By comparing, synthesizing, and drawing analogies across multiple books and articles, fragmented facts are integrated into relatively stable “mental models,” which in turn become increasingly comprehensive frameworks for understanding society, others, and oneself.

Finally, reading regulates emotions and expands empathy. Narrative reading allows us to experience different lives from a safe distance, practicing emotional recognition, perspective-taking, and moral judgment. Research in social neuroscience shows that this immersive form of reading activates brain regions associated with empathy and mentalization, helping individuals transcend narrow, self-centered perspectives.

Reading strategies in AI age

Rather than treating reading as a task, it is more productive to regard it as a form of conscious psychological training. While reading, one can envision practicing four key abilities: the ability to maintain focus, the capacity to comprehend complex material, the skill to think critically and thoroughly, and the capacity to translate insights into practice. Equally important is cultivating a self-aware mind—constantly aware and capable of self-regulation.

In the age of AI, what truly demands vigilance is not AI itself, but the excessive outsourcing of mental functions. In reading and research, AI can assist with information retrieval, glossary building, or the creation of mind maps. However, mental space must be deliberately preserved for deep cognitive processing: Critical chapters should be read meticulously, and important arguments personally reasoned through. Only in this way can we avoid confining our understanding to the “layer of conclusions” generated by others, and instead develop our own chain of comprehension through thinking itself.

In writing and expression, AI can help refine structure and distill key points, but the final perspective must be one’s own. Writing is not merely about faithfully conveying ideas—it is a process of refining and correcting the self through language. AI should be regarded as an accelerator or a training partner, not a substitute. Within this dynamic, humans are responsible for direction and depth, while technology lends its strength to these efforts.

The capacity for deep reading is never acquired overnight; it grows more like a tree, taking root slowly over time. Each sustained reading experience in childhood and adolescence leaves subtle yet lasting traces in the brain.

Motivation psychology reminds us that when a reading context simultaneously satisfies needs for autonomy, competence, and relatedness, individuals are more likely to develop intrinsic motivation to read.

Zhu Chai is a librarian at the Lingnan Normal University Library; Fu Anguo is a professor of psychology at Yunnan Normal University.