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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The thing is all students have a "handicap" in some way or another. I am better than people who just speak Engish at using/naming Greek letters (because I am a native Greek speaking) or knowing prima facie what "prosopagnosia" means etc.
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That doesn't mean we don't teach students. As I said elsewhere:https://twitter.com/o_guest/status/1066649799875796992 …
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Those undergrads knew no coding (only two had coded before and not in Python). By the end, they knew how to do the tasks required for the module. And they all good really good grades.
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Every class introduces "handicaps". I did maths in both English and Greek (literally twice, once in high school and once in private A levels) which really helped when I moved to the UK. I didn't need to relearn all the maths terms in English in computer science.
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However, other Cypriots did need to learn all new vocabularies. Was that a "handicap"? Yes! I also had a huge handicap compared to English/home students. I literally had so much trouble coping with the UK system. That is life, sadly.
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My point is that you can learn a stats class and not teach everything to do with coding. Just like you can teach maths in English and not teach English grammar (even though it is useful for understanding the new maths concepts and native English speakers will have an advantage).
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In addition, I believe that as many others have said in this thread (
@djnavarro@dalejbarr@richarddmorey@aeronlaffere@morungos) UGs do want and enjoy coding classes as well as stats classes. -
The great thing is I have seen it first hand at UCL. And it has been described by many others herein too for both UG and masters levels. Very heartening.https://twitter.com/o_guest/status/1066396255864053760 …
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Haha did a load of typos because my battery is at 4% and I like to live dangerously.
End of conversation
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I have some experience in trying to teach students statistics with and without R. My students seem to understand the material better/sooner when the implementation is already in place (by Shiny, JASP, etc.).
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Of course you would say that.
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