The argument seems to be, I'm paraphrasing, "psych people can't deal with complex stuff" which really boils down to "I can't teach them complex stuff". Taken at face value the argument is psych researchers are not clever — reality of course is not aligned really with that view.
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Replying to @o_guest @djnavarro
I should underline that those proposing "psych people just can't code/whatever" are the most opportunistic in their negative take on students & whoever else in the field. They would never accept the same about themselves if stated bluntly: "you couldn't learn to code/do stats".
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Replying to @o_guest @djnavarro
It has been suggested to me - in the context of curriculum refresh - that psych undergraduate students just don't want to learn coding or stats. I don't think it's an accident that the people saying these things are older men, and the students are mostly women.
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I mean, this is clearly true of *a lot* of psych undergrads (men and women both), and I see no reason to deny it. but the fact that many students don't want to learn statistics is not a reason not to include statistics in the curriculum—and the same should be true for coding.
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I have talked to many students who, after having to learn more “techie” skills for a project, realised they *enjoyed* it and they needn’t have been anxious. We do our students a major disservice by indulging a bad cultural bias that they have internalised!
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I agree with this, but it isn't true if everyone, and it doesn't change the fact that a lot of students would preemptively opt out of the major if you added formal requirements
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Replying to @talyarkoni @richarddmorey and
I'm on the same page as you in that I think we should insist on these requirements anyway, but I don't think we should deny that there would be a nontrivial impact on enrollment at most schools
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Replying to @talyarkoni @richarddmorey and
Depending on where you are, some of the more famous institutions in the US require their psych undergrads to learn both stats and programming anyway. My own uni is thinking about doing the same to make the curriculum more worthwhile, although change is slow.
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Now calculus in secondary is much more common as well, so science undergrads should be learning stats, but the whole practitioner vs scientist distinction is still a cloud over psych undergrad programs.
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These things about teaching maths especially in other countries blows my mind. In Cyprus not having been taught calculus if you have been to highschool is impossible.
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Isn't it? In the US in my generation almost nobody took calculus in high school. Now maybe 20% of kids do.
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