The Pseudo-Confidence Paradox: The Epistemic Gap in Everyday AI Use

This study examines the phenomenon of pseudoconfident knowledge in the context of the everyday use of generative artificial intelligence. By pseudoconfident knowledge, we mean a response that is substantively plausible, rhetorically coherent, and outwardly persuasive but is treated and understood as knowledge before its actual reliability has been established. Of course, we do not use the term “pseudoconfident knowledge” to denote knowledge in the strict epistemological sense. Rather, it denotes a special form of AI-generated content that acquires the status of knowledge in the user’s perception before its reliability, source-based justification, or factual correctness have been established. The problem here is not that such an answer is already knowledge but that it is prematurely accepted as knowledge because of its coherence, completeness, and rhetorical confidence. The aim of the study is to identify the epistemic gap between the everyday operational integration of artificial intelligence and the user’s critical ability to distinguish between persuasiveness and justification. The theoretical framework combines approaches to AI literacy, epistemic vigilance, and contemporary forms of digital mediation in the circulation of knowledge. The empirical basis of the study is an online survey of AI users. The analysis was conducted using descriptive statistics, contingency tables, and methods for testing associations between categorical variables. The results show that the key differentiating factor is not the frequency of AI use but the strategy used in handling its responses. More epistemically robust positions are associated with practices of comparison, editing, and verification, whereas uncritical acceptance of the answer is associated with greater vulnerability to pseudoconfident knowledge. We conclude that the spread of generative artificial intelligence is producing a new socioepistemic problem that calls for a shift in emphasis from simple instrumental literacy toward a culture of verification, doubt, and epistemic responsibility.