For this first question, spend just a minute or so thinking about how to prompt an AI platform to use what is known from cognitive psychology research to help you come up with a plan for your semester. Feel free to include anything you think would be helpful in generating a helpful plan. If the platform asks you a question, answer it to get better responses.

Consider whether your prompt was successful in creating a plan. If you don't have much experience creating prompts that allow interaction and personalization / customization of the response, you might want to try again with the example prompt below (and respond to the AI as needed). If your experience did provide a good back-and-forth experience with success in generating a plan, you might prefer to respond to the second prompt. It's your choice, only do one.  

In our Sep 24th class, we will hold a debate on the Sapir-Whorf Hypothesis, which posits that the structure of a language influences its speakers' thought processes and worldview. You will be divided into two groups: one supporting the hypothesis (the “linguistic determinists”) and one opposing it (the “cognitive universalists”).

To prepare for this debate, you will need to research arguments, evidence, and examples supporting your assigned position. In this process, you are encouraged to use AI tools to assist with your research, analysis, and organization of ideas. The debate will be your opportunity to present and defend your position using data, studies, and real-world examples.

A donut plot is VERY similar to a nested pie chart. In the diamonds dataset in R, there are five different levels of the _cut_ variable. For the first 30 minutes of class, use a generative AI tool (Microsoft Copilot, ChatGPT, or another of your choosing) to attempt to get code to make a nested pie chart where the inner pie is based on whether a diamond’s carat weight is greater than 1 and the outer pie is based on the cut of the diamond, as shown below.

You must make sure that the AI tool only uses the tidyverse package. No other packages are necessary. Upload the plot you create that is CLOSEST to the target plot, but make use green and purple instead of the colors used here.

Kiera Allison: "What students learn very quickly is what AI is actually capable of and what it's not capable of. And in that context, they learn how to pivot and adapt. So they can try a thing and see if AI helps them achieve it. And if it doesn't, they pivot and try something else. So it was, I think, a good way for students to get a feel for the technology in the context of what they were learning, which specifically was persuasion, how to be persuasive, and also to understand what AI could do to fill out their capabilities. So they're learning about AI and they're also learning about themselves and how those two agents can converge to do something hopefully bigger than either of them could do alone."