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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Replying to @talyarkoni @richarddmorey and
Agreed, but I am not sure that combining these in a single course is wise, and I worry about students without coding experience feeling that they start with a handicap (because they do). In their first stats course, I like students to grasp the concepts, not "tapply".
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Replying to @EJWagenmakers @talyarkoni and
Olivia Guest | Ολίβια Γκεστ Retweeted Dale Barr
You might want to see what others do further down the thread:https://twitter.com/dalejbarr/status/1066431058764288000 …
Olivia Guest | Ολίβια Γκεστ added,
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Replying to @o_guest @EJWagenmakers and
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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Replying to @o_guest @EJWagenmakers and
Olivia Guest | Ολίβια Γκεστ Retweeted Olivia Guest | Ολίβια Γκεστ
That doesn't mean we don't teach students. As I said elsewhere:https://twitter.com/o_guest/status/1066649799875796992 …
Olivia Guest | Ολίβια Γκεστ added,
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Replying to @o_guest @EJWagenmakers and
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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Replying to @o_guest @EJWagenmakers and
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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Replying to @o_guest @EJWagenmakers and
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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Replying to @o_guest @EJWagenmakers and
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.
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Replying to @o_guest @EJWagenmakers and
Olivia Guest | Ολίβια Γκεστ Retweeted Olivia Guest | Ολίβια Γκεστ
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 …
Olivia Guest | Ολίβια Γκεστ added,
Olivia Guest | Ολίβια Γκεστ @o_guestReplying to @sTeamTraen @aeronlaffere and 5 othersWell, given this happens at UCL, at the MSc level (one year course p much everybody does before PhD, just to make sure USA ppl understand), we can know. The lecturer who teaches research methods teaches R, and same for the one who teaches coding for experiments (Python and JS).1 reply 1 retweet 1 like -
Replying to @o_guest @EJWagenmakers and
Haha did a load of typos because my battery is at 4% and I like to live dangerously.0 replies 0 retweets 1 like
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