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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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 @talyarkoni and
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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Replying to @EJWagenmakers @o_guest and
I have the opposite experience: my undergrads show a much more robust understanding now that we code everything (2h conceptual lecture w examples and discussion, 2h coding stat exercises based on real studies)
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Replying to @fusaroli @EJWagenmakers and
to be fair, coding exercises of any decent complexity require feedback (and possibly re-coding post-feedback) and that is hugely time-consuming (but a profitable investment in terms of student future skills)
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Teaching well in general is hard.
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