THE RELATIONSHIP BETWEEN HUMAN COGNITION, SPEECH PERCEPTION, AND AI TECHNOLOGIES

The rapid development of artificial intelligence (AI) has transformed the ways in which language is generated, processed, interpreted, and used in educational communication. This article examines human speech and language perception from a psycholinguistic perspective, focusing on the cognitive mechanisms underlying speech production, comprehension, contextual interpretation, and meaning construction. It compares major principles of human linguistic activity with the text-generation capabilities of large language models and discusses the implications of AI-assisted communication for higher education. Particular attention is given to critical thinking, independent writing, cognitive engagement, linguistic competence, and academic integrity. The study employs a theoretical and analytical methodology based on established psycholinguistic theories and international guidance on generative AI in education. It argues that AI-generated linguistic output should not automatically be equated with human understanding and that educational applications should be designed to support rather than replace learners' cognitive and communicative activities.

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