Adding in coding changes nothing. In fact it helps relieve rote learning SPSS menus.
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The way teaching works here, although I coordinate two stats modules, major changes to the curriculum have to be approved, and they have knock-on effects on other modules. I was trying to introduce some simple coding at UG, but that was nixed. >
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> My PG intro stats module is only ten contact hours for *all* of intro stats. I introduce a little R (to introduce them to RDI plots, which SPSS just can't do) but there is just no time to teach coding, and no hope of expanding stats.
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I don't think you need to teach coding - just scripting. Generally people find out they are coding by accident if they keep using R. You can do this in SPSS (but almost no-one does, and it is harder) using syntax.
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For stats scripting is a good base, but not for other things: complex survey flows (need to understand loops, if-then-else logic, and variables) or experiments involving, e.g., display of stimuli on the screen. Coding is a core skill in psych but we teach *none*, and no plans to.
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Just purely due to time constraints?
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Partly time constraints and partly perceived difficulty (for us). A shame as simple coding is among the most useful transferable skills there is - and we are supposed to be supporting those.
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This argument does not seem persuasive to some. They're worried that UGs will simply choose not to come to Cardiff if we add any more "methods".
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What trash.

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