ex1 <- read.csv("ex1.csv", header = T) plot(ex1$iv, ex2$dv) lm(dv ~ iv, data = ex1) Is the learning curve at that level really do high? (Genuine Q - I use it every day so can't judge!)
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Replying to @joejps84 @sTeamTraen and
Yes, there's a lot to unpack there. You first need to teach them what a variable is. You also need to teach them what a function is, and that code executes in order. I think a lot of people forget how hard it is to code if you have literally never done it before.
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Replying to @bradpwyble @joejps84 and
In the 1980s I taught a course for engineers using our CAD product which had a powerful programming language built into it. They understood sin(x) no problem, but the idea of writing your own fn(x, y, z) that returned a number was often really hard for them to understand.
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Replying to @sTeamTraen @bradpwyble and
Other issues: - Local variable scope (different in every language!) - Strings versus character vectors versus names - Vectors versus lists Many of these things require a "mathematical/logical" mind, which may be partly orthogonal to talent for statistics.
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Replying to @sTeamTraen @bradpwyble and
Example of the scope problem. > f<-function() {print(X); X<-X+1; print(X)} > f() Error in print(X) : object 'X' not found > X<-3 > f() [1] 3 [1] 4 > print(X) [1] 3 Now replace X<-X+1 with X<<-X+1. Think how much understanding you need to master this.
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Replying to @sTeamTraen @bradpwyble and
I've programmed in ~25 languages, ~15 of those for pay, and I found some R stuff a bit tricky at first. For example, imagining how the parser must work for constructs like formulas to be possible (as opposed to as.formula(string)) is a little mind-bending.
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Replying to @sTeamTraen @bradpwyble and
a context sensitive parser must be a nightmare to debug
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Replying to @sharoz @sTeamTraen and
When I taught a small class of undergraduates to do neural networks from scratch (no library, just for loops) we didn't do scoping and they coped.
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From a pedagogical perspective it's not ideal to introduce scoping straight away anyway.
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Also in high school & in computer science A level, I recall scoping was not introduced until much later. This is a common pedagogical principle. You teach, for example, about 3 states of matter (solid, liquid, gas). You don't go "oh, yeah, there's also Bose-Einstein condensate".
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I have the slides for the undergrads, if anybody is curious. They had zero programming experience in Python and only 2 of 15 had coded before.https://github.com/oliviaguest/connectionism …
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They all got a first or a two one, and not because I'm too nice.
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