Dr Helena Paterson

A *huge* vaccine victory. I've been writing on this for years; Australia has seen remarkable progress in cervical cancer prevention with the HPV vaccine. I love seeing science triumph like this.

Really pleased with this chapter showing our teaching of reproducible workflows as a core skill for our students at all levels of study.

my first ever research study is public! In a study designed with the amazing @drhelenapaterson.bsky.social, I replicated the mere exposure effect with human sentences reading voices, uncovering an unexpected state of "familiarly unfamiliar" voices processed differently to familiar and unknown voices

Our argument is that you *can* embed reproducible research skills in every degree; you just need the right support in place. Your students might just surprise you in what they're capable of learning and valuing.

@debruine.bsky.social
@philmcaleer.bsky.social
@drhelenapaterson.bsky.social

How professional cycling can teach Higher Education to navigate AI Phil McAleer and Helena Paterson, School of Psychology and Neuroscience, University of Glasgow Reading Time: Approximately 5-10 minutes. In the 1990s the world of cycling finally woke up to the realis...

If you've ever wondered what 1990s #cycling can teach us, in 2025, about incorporating #AI into #HigherEducation, this article on LinkedIn from @drhelenapaterson.bsky.social & myself is the very one for you! All comments welcome!

🔗 www.linkedin.com/pulse/how-pr...

Please spread the word!

Psych Science is recruiting volunteers to help conduct computational reproducibility checks.
If you have experience writing reproducible analysis scripts in psychology, and want to join the team, please apply!

www.psychologicalscience.org/publications...

Very lucky to have some posts to fill @uofgpsychneuro.bsky.social. Come join the team.

Psych Stats Instructors: please consider participating in a 15-min anonymous survey about best practice and teaching methods. Closes May 31st. For details see: ryersonpsych.co1.qualtrics.com/jfe/form/SV_...
Sharing appreciated!

Great Q&A-type resource to reveal the hidden curriculum behind doing an MSc in the UK @uofgpsychneuro.bsky.social's @philmcaleer.bsky.social

Fantastic resource for understanding and calculating effect sizes. ⭐️⭐️

✨ ✏️ The final meerkat sketches are ready!
Straight from the Open Science Retreat #OSR25 in 🇨🇭
1/8

We wanted to create a series of .Rmd files based on a spreadsheet. This will be passed to a Quarto book/blog, but we wanted to generate entries based on responses to an online form. It took a surprisi... We wanted to create a series of .Rmd files based on a spreadsheet. This will be passed to a Quarto book/blog, but we wanted to generate entries based on responses to an online form. It took a surpr...

@philmcaleer.bsky.social @drhelenapaterson.bsky.social and I working on a project and went down the rabbit hole of working out how to get R to generate .Rmd file to use elsewhere. Here is a reproducible test case if you need this niche solution too!

gist.github.com/BartlettJE/6...

In our MSc stats course, we changed the feedback approach this year. We usually just give students a grade and class-level feedback. However, we used the great markr package by @debruine.bsky.social and I've shared a little example to supplement the package vignette: github.com/BartlettJE/m...

UNESCO compendium of practices promoting open and inclusive science https://www.unesco.org/en/open-science/inclusive-science/grid?hub=178646

In this article we share practical and evidence-based advice on framing assessment feedback around student development. The practices that we share are centred on two aspects of framing feedback. The first is in how feedback is generated and how the teacher can author effective feedback by making it personal, situated within the student’s learning journey and by providing actionable points for the next assignment. The second aspect that we share is the framing of feedback in relation to student reflection and use of the feedback, scaffolding the development of a dialogue between student and teacher, and helping the student to situate their assignment and feedback within their own wider learning journey. Ultimately, we want students to find feedback useful and for feedback to represent a positive interaction between teacher and student, but both teachers and students need tools that help them to create usable feedback.

On feedback for students: Even a top-graded student needs to know where to go next. There is always more up unless you're a mountaineer, but then the next thing is getting home safely.

Sharing my & @philmcaleer.bsky.social's words on feedback and the student's learning journey.
tinyurl.com/56dj45z8

All in the mind? The surprising truth about brain rot Is screen use really sapping our ability to focus and lowering our IQs? The scientists who have actually analysed the data give their verdict

Refreshing piece by Amy Fleming in The Guardian, where I joined scholars to unpack misconceptions that disempower parents & young people around tech. Evidence doesn’t support fear—our approach shouldn’t either. Let’s pause panic & do better for families in 2025!

www.theguardian.com/lifeandstyle...

Add me, please!!

Trying to compile a list of people with active pedagogic interests in teaching statistics go.bsky.app/Qg6YSq6

This is a fantastic set of resources to build flashcards for better learning. Includes flashcards for some of our @psyteachr.bsky.social books.

When I have 5 minutes there will be some playing...

#PsyTeachR

News! #PsyTeachR is now on Bluesky. Find us for links to our Open Educational Resources, software and news about what we're up to.
@psyteachr.bsky.social

Gif of a talk for the Edinburgh Winter School. Discussing how psychology students are capable of learning programming skills - even on an accelerated one-year MSc conversion programme. Walks through the course overview, support available, and what's worked well vs not so well.

On my way to Edinburgh where I'm doing a very short talk on teaching programming/reproducible research practices rapidly. We hear in psychology that students can't learn to programme or there's no time. I argue psychology students absolutely can providing the might support and content is available.

Winter gathering to celebrate MSc students. Eight people stood in a line with Christmas jumpers on.

A little gathering for students across all of our MSc programmes to celebrate the end of the first semester! Including a speech by me for our group work prize, mince pies, and Christmas jumpers🎄

On Day 3 of the Advent calendar, we look at Peer Support and Assessment, with a blog post on peer support for postgraduate dissertations and a poster exploring peer assessment in a first-year chemistry lab: uofgsotl.blog/day-3-peer-a...

On Day 2 of the SoTL Advent Calendar we turn our attention to Podcasting and a reflective piece on insights gained from a group podcast project conducted by some of our UoG economics students. For our Christmas song, we go with Ella Fitzgerald and White Christmas... ❄️☃️
uofgsotl.blog/day-2-podcas...

Welcome to Day 1 of our SoTL Advent Calendar: uofgsotl.blog/12-days-of-s...

We kick things off with a blog post on 'Illuminating the Intersections of Generative AI, Gender, Race, and Ethnicity'. And a calming version of 'Silent Night' by The King's Singers. 🎄🕯️

New ManyBabies large scale replication study fails to find support for a classic finding by Hamlin and colleagues from 2007 that babies prefer characters that show prosocial behavior. onlinelibrary.wiley.com/doi/10.1111/...

#OpenScience promotes transparency, collaboration & accessibility in #research by making publications, data, methods & tools openly available, fostering public engagement & evidence-based policy-making to drive global knowledge sharing & innovation. 🤝

🌐 Open Science will revolutionize research.

Hellooo, I'm here. Nice to find you on bluesky :)

Yellow autumnal light with cloudy blue skies over the University of Glasgow Tower and Kelvingrove Park. The scene is reflected in the River Kelvin in the foreground.

Gorgeous November light captured by UofG School of Psychology & Neuroscience's Dr Helena Paterson! 🍂 🤩

Happy Friday everyone! 💙

Very pleased that this paper is now officially published. We worked to make it as practical as possible so we added resources on the OSF osf.io/du6gy/ including a
Pre-reg template, code & coding manual.

Already using it to teach my project students transparent methods for their open-ended data.