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Spurious correlation #1,951 · View random

A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is Popularity of the first name Jack and the second variable is Number of public school students in 9th grade.  The chart goes from 1990 to 2022, and the two variables track closely in value over that time. Small Image
Download png
, svg

AI explanation

Every time someone yells, "Hi, Jack!" at school, poor 9th graders keep thinking there's an emergency. They just can't catch a break!

Model: dalle-3
Prompt: Generate an image that resembles a scene from 'Star Wars,' featuring a busy high school hallway. Depict a group of 9th-grade students surrounding a cheerful and sociable student named Jack, engaging in animated conversations and wearing genuine smiles. The scene should capture the energetic and bustling atmosphere of a public school, indicating Jack's popularity through the significant number of students gathered around him. Make sure the hallway is packed with numerous students, portraying the sheer scale of a 9th-grade public school environment. The depiction should include only scenes, people, and objects, it should not include text or speech bubbles.
This image generation prompt was also generated by AI, using the following sequence:

Model: gpt-3.5-turbo-1106
System prompt: You select one of a few potential scene descriptors that seems to go along with the variables described. You respond only with the scene descriptions provided and say nothing else.
User prompt: Here are two variables: Popularity of the first name Jack and Number of public school students in 9th grade. Given these, which of the following image style descriptions seems most appropriate? Pick the one that seems to be related to one of the variables at hand. Please respond with only one of the following potential descriptions: Hyper-realistic Minimalism An image that looks like it is a scene from 'Star Wars' Charcoal Cyberpunk
ChatGPT: An image that looks like it is a scene from 'Star Wars'

Model: gpt-3.5-turbo-1106
System prompt: You describe simple visual scenes that depict the two variables stated. You combine both variables into one scene.
User prompt: Please describe a visual scene that prominently depicts both Popularity of the first name Jack and Number of public school students in 9th grade together. Keep the description simple.
ChatGPT: In a bustling high school hallway, a group of 9th-grade students surrounds a friendly and outgoing student named Jack, smiling and chatting with him. The number of students crowding around him indicates his popularity, while the packed hallway reflects the sheer number of public school students in 9th grade.

Model: gpt-3.5-turbo-1106
System prompt: You write and improve image generation prompts for DALLE-3. You maintain the same subjects, but enhance the visuals.
User prompt: Please respond with an image generation prompt that would be likely to create an interesting visual using DALLE-3, using the following style: [ An image that looks like it is a scene from 'Star Wars' ] and depicting this scene: In a bustling high school hallway, a group of 9th-grade students surrounds a friendly and outgoing student named Jack, smiling and chatting with him. The number of students crowding around him indicates his popularity, while the packed hallway reflects the sheer number of public school students in 9th grade. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: Generate an image that resembles a scene from 'Star Wars,' featuring a busy high school hallway. Depict a group of 9th-grade students surrounding a cheerful and sociable student named Jack, engaging in animated conversations and wearing genuine smiles. The scene should capture the energetic and bustling atmosphere of a public school, indicating Jack's popularity through the significant number of students gathered around him. Make sure the hallway is packed with numerous students, portraying the sheer scale of a 9th-grade public school environment.

*Variations in the User Prompts from chart to chart are just the result of random number generation in Python. I wrote a few arrays of various styles and methods to ask questions to change up the results. Every time this site writes an explanation or generates an image, the script picks from each at random.

I sequence the requests into multiple prompts because I find GPT 3.5 to perform much better with short, well-managed contexts. Thus, I track the context directly in Python and only ask ChatGPT targeted questions.

Model: gpt-3.5-turbo-1106 (fine-tuned)
System prompt: You provide humorous responses in the form of plausible sounding explanations for correlations. You assume the correlation is causative for the purpose of the explanation even if it is ridiculous. You do not chat with the user, you only reply with the causal connection explanation and nothing else.
User prompt: Please make up a funny explanation for how an increase in Popularity of the first name Jack caused Number of public school students in 9th grade to increase.

AI academic paper

(Because p < 0.01)
Jack's Journey: A Jocular Jaunt into Junior High

The Journal of Adolescent Absurdity

Jan 2024

Reminder: This paper is AI-generated. Not real!
Quick note: This sequence is long and repetitive. That's how the prompt engineering works for this one. I manage the output in Python to format it into this PDF.




Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You write titles and abstracts of goofy academic research papers.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, and add unexpected twists in your writing.

Please draft the title and abstract of an academic research paper presenting the findings of the connection between Popularity of the first name Jack and Number of public school students in 9th grade. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Make the title an alliteration.

Your research team used data from US Social Security Administration and National Center for Education Statistics to assess this nagging question. You found a correlation coefficient of 0.9555817 and p < 0.01 for 1990 to 2022.

Please respond in this format (replace "Lorem ipsum dolor sit" with your title and abstract)

[[TITLE]]
Lorem ipsum dolor sit

[[ABSTRACT]]
Lorem ipsum dolor sit



ChatGPT:
[[TITLE]]
Jack's Journey: A Jocular Jaunt into Junior High

[[ABSTRACT]]
The present study delves into the correlation between the prevalence of the first name Jack and the enrollment of public school students in 9th grade. Drawing on data from the US Social Security Administration and National Center for Education Statistics from 1990 to 2022, our research team uncovered a remarkably high correlation coefficient of 0.9555817 and a p-value less than 0.01. This statistical relationship provided compelling evidence that the popularity of the name "Jack" is indeed linked to the number of 9th-grade students in public schools.

Our findings suggest that as the popularity of the name "Jack" waxes or wanes, there is a corresponding trajectory in the enrollment of 9th-grade students. This parallels the age-old anecdote of "Jack and the Beanstalk," where the growth of the beanstalk is symbolically analogous to the burgeoning number of students with the name "Jack" entering junior high.

We humorously refer to this phenomenon as the "Jackpot Effect," acknowledging the fortuitous alignment of naming trends and educational demographics. In conclusion, our research sheds light on the curious connection between nomenclature appeal and adolescent scholastic journey, allowing for a lighthearted exploration of this unanticipated correlation.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the introduction section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the introduction section of an academic research paper presenting the findings of the connection between Popularity of the first name Jack and Number of public school students in 9th grade. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Here is the title and abstract of the paper:
[[TITLE]]
Jack's Journey: A Jocular Jaunt into Junior High

[[ABSTRACT]]
The present study delves into the correlation between the prevalence of the first name Jack and the enrollment of public school students in 9th grade. Drawing on data from the US Social Security Administration and National Center for Education Statistics from 1990 to 2022, our research team uncovered a remarkably high correlation coefficient of 0.9555817 and a p-value less than 0.01. This statistical relationship provided compelling evidence that the popularity of the name "Jack" is indeed linked to the number of 9th-grade students in public schools.

Our findings suggest that as the popularity of the name "Jack" waxes or wanes, there is a corresponding trajectory in the enrollment of 9th-grade students. This parallels the age-old anecdote of "Jack and the Beanstalk," where the growth of the beanstalk is symbolically analogous to the burgeoning number of students with the name "Jack" entering junior high.

We humorously refer to this phenomenon as the "Jackpot Effect," acknowledging the fortuitous alignment of naming trends and educational demographics. In conclusion, our research sheds light on the curious connection between nomenclature appeal and adolescent scholastic journey, allowing for a lighthearted exploration of this unanticipated correlation.

-------

Your response should start like this:

[[INTRODUCTION]]



ChatGPT:
[[INTRODUCTION]]

The correlation between the popularity of first names and various societal trends has long fascinated researchers. When it comes to the name "Jack," the curiosity is particularly pronounced, not just because of its timeless appeal, but also due to its potential impact beyond mere nomenclature. As we embark on this jocular jaunt into junior high, we aim to unravel the whimsical connection between the prevalence of the moniker "Jack" and the enrollment of 9th-grade students in public schools.

It is often said that "every Jack has his Jill," and in the case of our study, it appears that every Jack may also have his fellow 9th graders. The correlations uncovered in our research illuminate a striking relationship that cannot be dismissed as mere coincidence or happenstance. It seems that the name "Jack" holds a certain sway over the number of adolescents navigating their way through the enigmatic realm of junior high.

While some may view this linkage as a mere lexical quirk, we are compelled to delve deeper and unravel the intertwined threads of nomenclature and educational dynamics. It is reminiscent of the old joke about the student named Jack who excelled in mathematics but struggled with fractions because, as the punchline goes, "He just couldn't 'count' on them!" So too, it seems, the count of "Jack"s has an uncanny influence on the academic trajectory of 9th graders.

As we venture into this exploration, it is our hope that this research will not only shed light on this unexpected correlation but also provide a lighthearted perspective on the entwined nature of names and numbers in the educational landscape. Our findings may indeed prompt a few chuckles and perhaps even elicit a wry smile from those diving into the delightful world of data-driven discovery.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft a literature review section of an academic research paper, that starts out dry for the first few sentences but then becomes hilarious and goofy.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up a literature review section of an academic research paper presenting the findings of the connection between Popularity of the first name Jack and Number of public school students in 9th grade. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Speak in the present tense for this section (the authors find...), as is common in academic research paper literature reviews. Name the sources in a format similar to this: In "Book," the authors find lorem and ipsum.

Make up the lorem and ipsum part, but make it sound related to the topic at hand.

Start by naming serious-sounding studies by authors like Smith, Doe, and Jones - but then quickly devolve. Name some real non-fiction books that would be related to the topic. Then name some real fiction books that sound like they could be related. Then devolve ever further, and mention something completely ridiculous, like you conducted literature review by reading CVS receipts.

Here is the title and abstract of the paper:
[[TITLE]]
Jack's Journey: A Jocular Jaunt into Junior High

[[ABSTRACT]]
The present study delves into the correlation between the prevalence of the first name Jack and the enrollment of public school students in 9th grade. Drawing on data from the US Social Security Administration and National Center for Education Statistics from 1990 to 2022, our research team uncovered a remarkably high correlation coefficient of 0.9555817 and a p-value less than 0.01. This statistical relationship provided compelling evidence that the popularity of the name "Jack" is indeed linked to the number of 9th-grade students in public schools.

Our findings suggest that as the popularity of the name "Jack" waxes or wanes, there is a corresponding trajectory in the enrollment of 9th-grade students. This parallels the age-old anecdote of "Jack and the Beanstalk," where the growth of the beanstalk is symbolically analogous to the burgeoning number of students with the name "Jack" entering junior high.

We humorously refer to this phenomenon as the "Jackpot Effect," acknowledging the fortuitous alignment of naming trends and educational demographics. In conclusion, our research sheds light on the curious connection between nomenclature appeal and adolescent scholastic journey, allowing for a lighthearted exploration of this unanticipated correlation.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
The correlation between the popularity of first names and various societal trends has long fascinated researchers. When it comes to the name "Jack," the curiosity is particularly pronounced, not just because of its timeless appeal, but also due to its potential impact beyond mere nomenclature. As we embark on this jocular jaunt into junior high, we aim to unravel the whimsical connection between the prevalence of the moniker "Jack" and the enrollment of 9th-grade students in public schools.
It is often said that "every Jack has his Jill," and in the case of our study, it appears that every Jack may also have his fellow 9th graders. The correlations uncovered in our research illuminate a striking relationship that cannot be dismissed as mere coincidence or happenstance. It seems that the name "Jack" holds a certain sway over the number of adolescents navigating their way through the enigmatic realm of junior high.
While some may view this linkage as a mere lexical quirk, we are compelled to delve deeper and unravel the intertwined threads of nomenclature and educational dynamics. It is reminiscent of the old joke about the student named Jack who excelled in mathematics but struggled with fractions because, as the punchline goes, "He just couldn't 'count' on them!" So too, it seems, the count of "Jack"s has an uncanny influence on the academic trajectory of 9th graders.
As we venture into this exploration, it is our hope that this research will not only shed light on this unexpected correlation but also provide a lighthearted perspective on the entwined nature of names and numbers in the educational landscape. Our findings may indeed prompt a few chuckles and perhaps even elicit a wry smile from those diving into the delightful world of data-driven discovery.

-------

Your response should start like this:

[[LITERATURE REVIEW]]



ChatGPT:
[[LITERATURE REVIEW]]

A comprehensive literature review in the field of first name popularity and its potential sociological implications reveals a wealth of scholarly investigations. Smith et al. (2015) examined the influence of first name trends on educational dynamics and found a substantial association between nomenclature appeal and school enrollment patterns. Similarly, Doe (2018) conducted an extensive analysis of first name prevalence and its correlation with societal phenomena, including educational trends, leading to intriguing insights into the impact of naming conventions.

In "The Baby Name Wizard" by Laura Wattenberg, the author provides a comprehensive exploration of naming trends and their societal significance, offering valuable insights into the intersection of nomenclature and cultural dynamics. Likewise, in "Freakonomics" by Steven D. Levitt and Stephen J. Dubner, the authors delve into unconventional correlations, prompting readers to reconsider seemingly unrelated connections, albeit without specific mention of first name popularity's impact on educational demographics.

Turning to fictional works, J.K. Rowling's "Harry Potter and the Sorcerer's Stone" introduces the character Jack Sloper, a minor figure in the magical universe. While the book does not directly address the correlation between first name popularity and 9th-grade enrollment, it exemplifies the pervasive presence of the name "Jack" in popular culture, potentially influencing societal trends in unexpected ways.

In a departure from conventional scholarly sources, the researcher also perused various fictional narratives, supermarket tabloids, and even scrutinized CVS receipts in a whimsical attempt to uncover any obscure references to the correlation under investigation. Alas, the findings from these unconventional sources proved elusive and largely irrelevant to the empirical investigation at hand, prompting a return to more reputable and empirical research sources.

It is evident that the implications of first name popularity extend beyond their immediate lexical significance, channeling their influence into diverse facets of societal structures. This literature review highlights the need for a comprehensive exploration of the nuanced connections between nomenclature trends and sociological dynamics, interspersed with occasional puns and whimsical findings.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the methodology section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the methodology section of an academic research paper presenting the findings of the connection between Popularity of the first name Jack and Number of public school students in 9th grade. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Your research team collected data from all across the internet, but mostly just used information from US Social Security Administration and National Center for Education Statistics . You used data from 1990 to 2022

Make up the research methods you don't know. Make them a bit goofy and convoluted.

Here is the title, abstract, and introduction of the paper:
[[TITLE]]
Jack's Journey: A Jocular Jaunt into Junior High

[[ABSTRACT]]
The present study delves into the correlation between the prevalence of the first name Jack and the enrollment of public school students in 9th grade. Drawing on data from the US Social Security Administration and National Center for Education Statistics from 1990 to 2022, our research team uncovered a remarkably high correlation coefficient of 0.9555817 and a p-value less than 0.01. This statistical relationship provided compelling evidence that the popularity of the name "Jack" is indeed linked to the number of 9th-grade students in public schools.

Our findings suggest that as the popularity of the name "Jack" waxes or wanes, there is a corresponding trajectory in the enrollment of 9th-grade students. This parallels the age-old anecdote of "Jack and the Beanstalk," where the growth of the beanstalk is symbolically analogous to the burgeoning number of students with the name "Jack" entering junior high.

We humorously refer to this phenomenon as the "Jackpot Effect," acknowledging the fortuitous alignment of naming trends and educational demographics. In conclusion, our research sheds light on the curious connection between nomenclature appeal and adolescent scholastic journey, allowing for a lighthearted exploration of this unanticipated correlation.

[[INTRODUCTION]]
The correlation between the popularity of first names and various societal trends has long fascinated researchers. When it comes to the name "Jack," the curiosity is particularly pronounced, not just because of its timeless appeal, but also due to its potential impact beyond mere nomenclature. As we embark on this jocular jaunt into junior high, we aim to unravel the whimsical connection between the prevalence of the moniker "Jack" and the enrollment of 9th-grade students in public schools.
It is often said that "every Jack has his Jill," and in the case of our study, it appears that every Jack may also have his fellow 9th graders. The correlations uncovered in our research illuminate a striking relationship that cannot be dismissed as mere coincidence or happenstance. It seems that the name "Jack" holds a certain sway over the number of adolescents navigating their way through the enigmatic realm of junior high.
While some may view this linkage as a mere lexical quirk, we are compelled to delve deeper and unravel the intertwined threads of nomenclature and educational dynamics. It is reminiscent of the old joke about the student named Jack who excelled in mathematics but struggled with fractions because, as the punchline goes, "He just couldn't 'count' on them!" So too, it seems, the count of "Jack"s has an uncanny influence on the academic trajectory of 9th graders.
As we venture into this exploration, it is our hope that this research will not only shed light on this unexpected correlation but also provide a lighthearted perspective on the entwined nature of names and numbers in the educational landscape. Our findings may indeed prompt a few chuckles and perhaps even elicit a wry smile from those diving into the delightful world of data-driven discovery.

-------

Your response should start like this:

[[METHODOLOGY]]



ChatGPT:

[[METHODOLOGY]]

To investigate the link between the prevalence of the first name "Jack" and the number of 9th-grade students in public schools, a quirky and convoluted methodological approach was crafted. Data from the US Social Security Administration and the National Center for Education Statistics spanning the years 1990 to 2022 were harnessed, integrating these sources to navigate the whimsical world of nomenclature and enrollment.

The first step in this entertaining expedition involved acquiring historical data on the frequency of the name "Jack" from the US Social Security Administration. This data was then juxtaposed with the enrollment figures for 9th-grade students from the National Center for Education Statistics to discern any jestingly juxtaposed patterns. With the advent of modern technology, the process of data collection was smoother than buttered corn, allowing for a thorough analysis without major hiccups.

Inevitably, statistical analyses were conducted to quantify the humorous correlation between Jack's popularity and 9th-grade enrollment, employing a variety of robust techniques to encapsulate the lighthearted nature of the research. A hearty chuckle echoed through the research lab upon uncovering the tantalizing correlation coefficient of 0.9555817 and a p-value less than 0.01, providing solid evidence to support the jocular hypothesis.

To ensure the reliability and validity of the results, a multitude of sensitivity analyses and robustness checks were employed to tickle the funny bone of every skeptical reader. This included amusingly manipulating the time frames, alternate data sources, and comical confounding variables to guarantee the robustness of the findings, earning a nod of approval from even the most stoic of peer reviewers.

Lastly, to pay homage to the spirit of lighthearted inquiry, the results were presented in a manner that reflected the jovial nature of the research. Utilizing colorful visual aids and engaging anecdotes, the findings were conveyed in a manner that would induce a few lighthearted guffaws from the scholarly community, as well as an appreciative eye-roll or two.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the results section of an academic research paper. You speak in the past tense (you found...).
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the results section of an academic research paper presenting the findings of the connection between Popularity of the first name Jack and Number of public school students in 9th grade. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Your research team collected data from all across the internet, but mostly just used information from US Social Security Administration and National Center for Education Statistics .

For the time period 1990 to 2022, you found a correlation 0.9555817, r-squared of 0.9131364, and p < 0.01.

One figure will be included. The figure (Fig. 1) is a scatterplot showing the strong correlation between the two variables. You don't need to specify where; I will add the figure.

Here is the title and abstract of the paper:
[[TITLE]]
Jack's Journey: A Jocular Jaunt into Junior High

[[ABSTRACT]]
The present study delves into the correlation between the prevalence of the first name Jack and the enrollment of public school students in 9th grade. Drawing on data from the US Social Security Administration and National Center for Education Statistics from 1990 to 2022, our research team uncovered a remarkably high correlation coefficient of 0.9555817 and a p-value less than 0.01. This statistical relationship provided compelling evidence that the popularity of the name "Jack" is indeed linked to the number of 9th-grade students in public schools.

Our findings suggest that as the popularity of the name "Jack" waxes or wanes, there is a corresponding trajectory in the enrollment of 9th-grade students. This parallels the age-old anecdote of "Jack and the Beanstalk," where the growth of the beanstalk is symbolically analogous to the burgeoning number of students with the name "Jack" entering junior high.

We humorously refer to this phenomenon as the "Jackpot Effect," acknowledging the fortuitous alignment of naming trends and educational demographics. In conclusion, our research sheds light on the curious connection between nomenclature appeal and adolescent scholastic journey, allowing for a lighthearted exploration of this unanticipated correlation.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
The correlation between the popularity of first names and various societal trends has long fascinated researchers. When it comes to the name "Jack," the curiosity is particularly pronounced, not just because of its timeless appeal, but also due to its potential impact beyond mere nomenclature. As we embark on this jocular jaunt into junior high, we aim to unravel the whimsical connection between the prevalence of the moniker "Jack" and the enrollment of 9th-grade students in public schools.
It is often said that "every Jack has his Jill," and in the case of our study, it appears that every Jack may also have his fellow 9th graders. The correlations uncovered in our research illuminate a striking relationship that cannot be dismissed as mere coincidence or happenstance. It seems that the name "Jack" holds a certain sway over the number of adolescents navigating their way through the enigmatic realm of junior high.
While some may view this linkage as a mere lexical quirk, we are compelled to delve deeper and unravel the intertwined threads of nomenclature and educational dynamics. It is reminiscent of the old joke about the student named Jack who excelled in mathematics but struggled with fractions because, as the punchline goes, "He just couldn't 'count' on them!" So too, it seems, the count of "Jack"s has an uncanny influence on the academic trajectory of 9th graders.
As we venture into this exploration, it is our hope that this research will not only shed light on this unexpected correlation but also provide a lighthearted perspective on the entwined nature of names and numbers in the educational landscape. Our findings may indeed prompt a few chuckles and perhaps even elicit a wry smile from those diving into the delightful world of data-driven discovery.

-------

Your response should start like this:

[[RESULTS]]



ChatGPT:

[[RESULTS]]

The examination of data collected from the US Social Security Administration and National Center for Education Statistics from 1990 to 2022 revealed a strong positive correlation between the prevalence of the first name Jack and the number of public school students in 9th grade. The correlation coefficient was found to be 0.9555817, with an r-squared value of 0.9131364, and a p-value less than 0.01, signifying a statistically significant relationship. This implies that the popularity of the name "Jack" is indeed associated with the enrollment of 9th-grade students in public schools.

It seems that the name "Jack" has more influence than simply being the titular character in various fairy tales. In fact, one could say that the name "Jack" has been "Jack of all trades" in its impact on the educational landscape.

Fig. 1 displays a scatterplot illustrating the strong correlation between the prevalence of the first name Jack and the number of public school students in 9th grade. The figure further bolsters the compelling statistical evidence of this unexpected relationship, proving that there is more to a name than meets the eye.

In essence, our research reaffirms the saying that "all work and no play make Jack a dull boy," as it uncovers the playful yet impactful connection between the eponymous name and the academic journey of 9th-grade students. This correlation not only provides a captivating lens through which to view educational demographics but also offers a refreshing dimension to the oftentimes serious world of statistical analysis.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the discussion section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the discussion section of an academic research paper presenting the findings of the connection between Popularity of the first name Jack and Number of public school students in 9th grade. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Limit your response to 500 tokens.

Here are the title, abstract, literature review, and results sections. Please harken back to 1-2 of the goofy items in the literature review, but pretend to take them completely seriously. Discuss how your results supported the prior research.

Do not write a conclusion. I will add a conclusion after this.

[[TITLE]]
Jack's Journey: A Jocular Jaunt into Junior High

[[ABSTRACT]]
The present study delves into the correlation between the prevalence of the first name Jack and the enrollment of public school students in 9th grade. Drawing on data from the US Social Security Administration and National Center for Education Statistics from 1990 to 2022, our research team uncovered a remarkably high correlation coefficient of 0.9555817 and a p-value less than 0.01. This statistical relationship provided compelling evidence that the popularity of the name "Jack" is indeed linked to the number of 9th-grade students in public schools.

Our findings suggest that as the popularity of the name "Jack" waxes or wanes, there is a corresponding trajectory in the enrollment of 9th-grade students. This parallels the age-old anecdote of "Jack and the Beanstalk," where the growth of the beanstalk is symbolically analogous to the burgeoning number of students with the name "Jack" entering junior high.

We humorously refer to this phenomenon as the "Jackpot Effect," acknowledging the fortuitous alignment of naming trends and educational demographics. In conclusion, our research sheds light on the curious connection between nomenclature appeal and adolescent scholastic journey, allowing for a lighthearted exploration of this unanticipated correlation.

[[LITERATURE REVIEW]]
A comprehensive literature review in the field of first name popularity and its potential sociological implications reveals a wealth of scholarly investigations. Smith et al. (2015) examined the influence of first name trends on educational dynamics and found a substantial association between nomenclature appeal and school enrollment patterns. Similarly, Doe (2018) conducted an extensive analysis of first name prevalence and its correlation with societal phenomena, including educational trends, leading to intriguing insights into the impact of naming conventions.
In "The Baby Name Wizard" by Laura Wattenberg, the author provides a comprehensive exploration of naming trends and their societal significance, offering valuable insights into the intersection of nomenclature and cultural dynamics. Likewise, in "Freakonomics" by Steven D. Levitt and Stephen J. Dubner, the authors delve into unconventional correlations, prompting readers to reconsider seemingly unrelated connections, albeit without specific mention of first name popularity's impact on educational demographics.
Turning to fictional works, J.K. Rowling's "Harry Potter and the Sorcerer's Stone" introduces the character Jack Sloper, a minor figure in the magical universe. While the book does not directly address the correlation between first name popularity and 9th-grade enrollment, it exemplifies the pervasive presence of the name "Jack" in popular culture, potentially influencing societal trends in unexpected ways.
In a departure from conventional scholarly sources, the researcher also perused various fictional narratives, supermarket tabloids, and even scrutinized CVS receipts in a whimsical attempt to uncover any obscure references to the correlation under investigation. Alas, the findings from these unconventional sources proved elusive and largely irrelevant to the empirical investigation at hand, prompting a return to more reputable and empirical research sources.
It is evident that the implications of first name popularity extend beyond their immediate lexical significance, channeling their influence into diverse facets of societal structures. This literature review highlights the need for a comprehensive exploration of the nuanced connections between nomenclature trends and sociological dynamics, interspersed with occasional puns and whimsical findings.

[[RESULTS]]
The examination of data collected from the US Social Security Administration and National Center for Education Statistics from 1990 to 2022 revealed a strong positive correlation between the prevalence of the first name Jack and the number of public school students in 9th grade. The correlation coefficient was found to be 0.9555817, with an r-squared value of 0.9131364, and a p-value less than 0.01, signifying a statistically significant relationship. This implies that the popularity of the name "Jack" is indeed associated with the enrollment of 9th-grade students in public schools.
It seems that the name "Jack" has more influence than simply being the titular character in various fairy tales. In fact, one could say that the name "Jack" has been "Jack of all trades" in its impact on the educational landscape.
Fig. 1 displays a scatterplot illustrating the strong correlation between the prevalence of the first name Jack and the number of public school students in 9th grade. The figure further bolsters the compelling statistical evidence of this unexpected relationship, proving that there is more to a name than meets the eye.
In essence, our research reaffirms the saying that "all work and no play make Jack a dull boy," as it uncovers the playful yet impactful connection between the eponymous name and the academic journey of 9th-grade students. This correlation not only provides a captivating lens through which to view educational demographics but also offers a refreshing dimension to the oftentimes serious world of statistical analysis.

-------

Your response should start like this:

[[DISCUSSION]]



ChatGPT:

[[DISCUSSION]]

The findings of the present study align with prior research, notably Smith et al. (2015) and Doe (2018), who established a significant association between first name trends and educational dynamics. Our results lend further support to the notion that nomenclature appeal is indeed linked to school enrollment patterns, highlighting the whimsical yet impactful nature of naming conventions in shaping societal phenomena. It appears that the influence of a name extends beyond individual identity, echoing the words of Shakespeare: "What's in a name? That which we call a rose by any other name would smell as sweet."

The "Jackpot Effect" identified in our study humorously underscores the fortuitous alignment of naming trends and educational demographics, akin to the unexpected windfall of a literal jackpot. This correlation, while seemingly fanciful, substantiates the notion that there is more than meets the eye in the realm of first name prevalence and its sociological implications. It's almost as if the name "Jack" holds the winning ticket in the lottery of educational demographics, leading one to ponder: "What's in a name? A whole lot, it seems!"

As evidenced by the strong positive correlation coefficient of 0.9555817, our research corroborates the idea put forth by Wattenberg in "The Baby Name Wizard" that naming trends can exert a profound influence on societal dynamics. The statistical relationship identified in our study reflects the intricate interplay between nomenclature appeal and educational trajectories, accentuating the fact that a name can indeed pave the way for unique sociological pathways. It's as if the name "Jack" holds the key to unlocking an educational treasure trove, echoing the legendary exploits of Jack of the beanstalk fame.

Furthermore, the presence of the first name "Jack" in a variety of cultural contexts, including fictional works such as "Harry Potter and the Sorcerer's Stone," as well as its prevalence in popular culture, underscores the widespread impact of nomenclature trends. Our study's findings underline the pervasive influence of the name "Jack," akin to the recurring motif of this moniker in diverse societal narratives. It's almost as if the name "Jack" has become the ace up the sleeve of educational demographics, shaping the scholastic landscape in unexpected and memorable ways.

In conclusion, our research contributes to the burgeoning body of literature examining the intricate connection between first name popularity and educational dynamics. The "Jackpot Effect" identified in our study invites further exploration into the whimsical yet substantial influence of naming trends on societal phenomena, paving the way for a lighthearted yet profound consideration of this unanticipated correlation. After all, as the saying goes, "A Jack of all trades is a master of none, but oftentimes better than a master of one!"


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the discussion section of goofy academic research papers that sounds like it belongs based on the title and abstract provided.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up a short conclusion of an academic research paper presenting the findings of the connection between Popularity of the first name Jack and Number of public school students in 9th grade. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Limit your response to 300 tokens. At the very end, assert that no more research is needed in this area.

Here are the title, abstract, introduction, and results sections.
[[TITLE]]
Jack's Journey: A Jocular Jaunt into Junior High

[[ABSTRACT]]
The present study delves into the correlation between the prevalence of the first name Jack and the enrollment of public school students in 9th grade. Drawing on data from the US Social Security Administration and National Center for Education Statistics from 1990 to 2022, our research team uncovered a remarkably high correlation coefficient of 0.9555817 and a p-value less than 0.01. This statistical relationship provided compelling evidence that the popularity of the name "Jack" is indeed linked to the number of 9th-grade students in public schools.

Our findings suggest that as the popularity of the name "Jack" waxes or wanes, there is a corresponding trajectory in the enrollment of 9th-grade students. This parallels the age-old anecdote of "Jack and the Beanstalk," where the growth of the beanstalk is symbolically analogous to the burgeoning number of students with the name "Jack" entering junior high.

We humorously refer to this phenomenon as the "Jackpot Effect," acknowledging the fortuitous alignment of naming trends and educational demographics. In conclusion, our research sheds light on the curious connection between nomenclature appeal and adolescent scholastic journey, allowing for a lighthearted exploration of this unanticipated correlation.

[[INTRDUCTION]]
The correlation between the popularity of first names and various societal trends has long fascinated researchers. When it comes to the name "Jack," the curiosity is particularly pronounced, not just because of its timeless appeal, but also due to its potential impact beyond mere nomenclature. As we embark on this jocular jaunt into junior high, we aim to unravel the whimsical connection between the prevalence of the moniker "Jack" and the enrollment of 9th-grade students in public schools.
It is often said that "every Jack has his Jill," and in the case of our study, it appears that every Jack may also have his fellow 9th graders. The correlations uncovered in our research illuminate a striking relationship that cannot be dismissed as mere coincidence or happenstance. It seems that the name "Jack" holds a certain sway over the number of adolescents navigating their way through the enigmatic realm of junior high.
While some may view this linkage as a mere lexical quirk, we are compelled to delve deeper and unravel the intertwined threads of nomenclature and educational dynamics. It is reminiscent of the old joke about the student named Jack who excelled in mathematics but struggled with fractions because, as the punchline goes, "He just couldn't 'count' on them!" So too, it seems, the count of "Jack"s has an uncanny influence on the academic trajectory of 9th graders.
As we venture into this exploration, it is our hope that this research will not only shed light on this unexpected correlation but also provide a lighthearted perspective on the entwined nature of names and numbers in the educational landscape. Our findings may indeed prompt a few chuckles and perhaps even elicit a wry smile from those diving into the delightful world of data-driven discovery.

[[RESULTS]]
The examination of data collected from the US Social Security Administration and National Center for Education Statistics from 1990 to 2022 revealed a strong positive correlation between the prevalence of the first name Jack and the number of public school students in 9th grade. The correlation coefficient was found to be 0.9555817, with an r-squared value of 0.9131364, and a p-value less than 0.01, signifying a statistically significant relationship. This implies that the popularity of the name "Jack" is indeed associated with the enrollment of 9th-grade students in public schools.
It seems that the name "Jack" has more influence than simply being the titular character in various fairy tales. In fact, one could say that the name "Jack" has been "Jack of all trades" in its impact on the educational landscape.
Fig. 1 displays a scatterplot illustrating the strong correlation between the prevalence of the first name Jack and the number of public school students in 9th grade. The figure further bolsters the compelling statistical evidence of this unexpected relationship, proving that there is more to a name than meets the eye.
In essence, our research reaffirms the saying that "all work and no play make Jack a dull boy," as it uncovers the playful yet impactful connection between the eponymous name and the academic journey of 9th-grade students. This correlation not only provides a captivating lens through which to view educational demographics but also offers a refreshing dimension to the oftentimes serious world of statistical analysis.

-------

Your response should start like this:

[[CONCLUSION]]



ChatGPT:

[[CONCLUSION]]

In conclusion, our study has humorously unraveled the curious correlation between the prevalence of the first name Jack and the enrollment of public school students in 9th grade. The statistical evidence presented here showcases that the popularity of the name "Jack" is indeed associated with the number of 9th-grade students in public schools, revealing a connection that is as undeniable as the urge to insert a dad joke in a serious academic discussion.

This unexpected correlation gives new meaning to the phrase "Jack of all trades," as it seems that the name "Jack" has been quite versatile in leaving a noteworthy imprint on the educational landscape. One might even say that the name "Jack" has won the ultimate jackpot in its influence on 9th-grade enrollment data!

As we reflect on these findings, one cannot help but be reminded of the old adage about "Jack be nimble, Jack be quick" - turns out, Jack's influence extends beyond nimbleness and quickness to educational statistics, too. It appears that Jack has been quite nimble indeed in leaving a lasting impression on the saga of 9th-grade enrollees.

Moving forward, it seems that no further research endeavors are needed in this area, as our study has effectively teased out the relationship between the name "Jack" and the enrollment of public school 9th-grade students, leaving us with an appreciation for both the lightheartedness and significance of unexpected correlations.


Model: gpt-3.5-turbo-1106
System prompt: You provide fictional names of academic journals. You say nothing else, and you do not chat with the user.
User prompt: Please provide the name of a funny but plausible sounding research, scientific, or academic journal that would publish a paper entited Jack's Journey: A Jocular Jaunt into Junior High. Respond only with the name of a fictional academic journal.

ChatGPT:

The Journal of Adolescent Absurdity


Model: gpt-3.5-turbo-1106
System prompt: You provide fictional names of nonprofit research organizations and associations. You say nothing else, and you do not chat with the user.
User prompt: Please provide the name of a funny but plausible sounding nonprofit, academic, or scientific association or organization that would sponsor research that resulted in a paper entited Jack's Journey: A Jocular Jaunt into Junior High. Respond only with the name of a fictional organization.

ChatGPT:

The Institute of Adolescent Antics Research


Model: gpt-3.5-turbo-1106
System prompt: You provide potential search keywords separated by commas. You say nothing else, and you do not chat with the user.
User prompt: Please provide potential search keywords for a paper titled Jack's Journey: A Jocular Jaunt into Junior High with an abstract of The present study delves into the correlation between the prevalence of the first name Jack and the enrollment of public school students in 9th grade. Drawing on data from the US Social Security Administration and National Center for Education Statistics from 1990 to 2022, our research team uncovered a remarkably high correlation coefficient of 0.9555817 and a p-value less than 0.01. This statistical relationship provided compelling evidence that the popularity of the name "Jack" is indeed linked to the number of 9th-grade students in public schools.
Our findings suggest that as the popularity of the name "Jack" waxes or wanes, there is a corresponding trajectory in the enrollment of 9th-grade students. This parallels the age-old anecdote of "Jack and the Beanstalk," where the growth of the beanstalk is symbolically analogous to the burgeoning number of students with the name "Jack" entering junior high.
We humorously refer to this phenomenon as the "Jackpot Effect," acknowledging the fortuitous alignment of naming trends and educational demographics. In conclusion, our research sheds light on the curious connection between nomenclature appeal and adolescent scholastic journey, allowing for a lighthearted exploration of this unanticipated correlation.

ChatGPT:

popularity of the name Jack, correlation between name popularity and school enrollment, Jack and the Beanstalk symbolism, "Jackpot Effect", public school enrollment trends, naming trends and educational demographics

*There is a bunch of Python happening behind the scenes to turn this prompt sequence into a PDF.



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Data details

Popularity of the first name Jack
Detailed data title: Babies of all sexes born in the US named Jack
Source: US Social Security Administration
See what else correlates with Popularity of the first name Jack

Number of public school students in 9th grade
Detailed data title: 9th grade enrollment in public elementary and secondary schools
Source: National Center for Education Statistics
See what else correlates with Number of public school students in 9th grade

Correlation r = 0.9555817 (Pearson correlation coefficient)
Correlation is a measure of how much the variables move together. If it is 0.99, when one goes up the other goes up. If it is 0.02, the connection is very weak or non-existent. If it is -0.99, then when one goes up the other goes down. If it is 1.00, you probably messed up your correlation function.

r2 = 0.9131364 (Coefficient of determination)
This means 91.3% of the change in the one variable (i.e., Number of public school students in 9th grade) is predictable based on the change in the other (i.e., Popularity of the first name Jack) over the 33 years from 1990 through 2022.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 5.3E-18. 0.0000000000000000052872335825
The p-value is a measure of how probable it is that we would randomly find a result this extreme. More specifically the p-value is a measure of how probable it is that we would randomly find a result this extreme if we had only tested one pair of variables one time.

But I am a p-villain. I absolutely did not test only one pair of variables one time. I correlated hundreds of millions of pairs of variables. I threw boatloads of data into an industrial-sized blender to find this correlation.

Who is going to stop me? p-value reporting doesn't require me to report how many calculations I had to go through in order to find a low p-value!
On average, you will find a correaltion as strong as 0.96 in 5.3E-16% of random cases. Said differently, if you correlated 189,134,825,310,131,840 random variables You don't actually need 189 quadrillion variables to find a correlation like this one. I don't have that many variables in my database. You can also correlate variables that are not independent. I do this a lot.

p-value calculations are useful for understanding the probability of a result happening by chance. They are most useful when used to highlight the risk of a fluke outcome. For example, if you calculate a p-value of 0.30, the risk that the result is a fluke is high. It is good to know that! But there are lots of ways to get a p-value of less than 0.01, as evidenced by this project.

In this particular case, the values are so extreme as to be meaningless. That's why no one reports p-values with specificity after they drop below 0.01.

Just to be clear: I'm being completely transparent about the calculations. There is no math trickery. This is just how statistics shakes out when you calculate hundreds of millions of random correlations.
with the same 32 degrees of freedom, Degrees of freedom is a measure of how many free components we are testing. In this case it is 32 because we have two variables measured over a period of 33 years. It's just the number of years minus ( the number of variables minus one ), which in this case simplifies to the number of years minus one.
you would randomly expect to find a correlation as strong as this one.

[ 0.91, 0.98 ] 95% correlation confidence interval (using the Fisher z-transformation)
The confidence interval is an estimate the range of the value of the correlation coefficient, using the correlation itself as an input. The values are meant to be the low and high end of the correlation coefficient with 95% confidence.

This one is a bit more complciated than the other calculations, but I include it because many people have been pushing for confidence intervals instead of p-value calculations (for example: NEJM. However, if you are dredging data, you can reliably find yourself in the 5%. That's my goal!


All values for the years included above: If I were being very sneaky, I could trim years from the beginning or end of the datasets to increase the correlation on some pairs of variables. I don't do that because there are already plenty of correlations in my database without monkeying with the years.

Still, sometimes one of the variables has more years of data available than the other. This page only shows the overlapping years. To see all the years, click on "See what else correlates with..." link above.
199019911992199319941995199619971998199920002001200220032004200520062007200820092010201120122013201420152016201720182019202020212022
Popularity of the first name Jack (Babies born)183519562078242027843453425049926385739481308160901193309607109161085810687991290418526818979498582875985178438848288959405894395638897
Number of public school students in 9th grade (Students)316863033132403351830348696036041203704460380122038188403856460393488039632904012350410472041902404281340428712042599104199830412255040800204007860395699039752603979520403253040194803986170399557040044404044230401373041685204139010




Why this works

  1. Data dredging: I have 25,153 variables in my database. I compare all these variables against each other to find ones that randomly match up. That's 632,673,409 correlation calculations! This is called “data dredging.” Instead of starting with a hypothesis and testing it, I instead abused the data to see what correlations shake out. It’s a dangerous way to go about analysis, because any sufficiently large dataset will yield strong correlations completely at random.
  2. Lack of causal connection: There is probably Because these pages are automatically generated, it's possible that the two variables you are viewing are in fact causually related. I take steps to prevent the obvious ones from showing on the site (I don't let data about the weather in one city correlate with the weather in a neighboring city, for example), but sometimes they still pop up. If they are related, cool! You found a loophole.
    no direct connection between these variables, despite what the AI says above. This is exacerbated by the fact that I used "Years" as the base variable. Lots of things happen in a year that are not related to each other! Most studies would use something like "one person" in stead of "one year" to be the "thing" studied.
  3. Observations not independent: For many variables, sequential years are not independent of each other. If a population of people is continuously doing something every day, there is no reason to think they would suddenly change how they are doing that thing on January 1. A simple Personally I don't find any p-value calculation to be 'simple,' but you know what I mean.
    p-value calculation does not take this into account, so mathematically it appears less probable than it really is.
  4. Y-axis doesn't start at zero: I truncated the Y-axes of the graph above. I also used a line graph, which makes the visual connection stand out more than it deserves. Nothing against line graphs. They are great at telling a story when you have linear data! But visually it is deceptive because the only data is at the points on the graph, not the lines on the graph. In between each point, the data could have been doing anything. Like going for a random walk by itself!
    Mathematically what I showed is true, but it is intentionally misleading. Below is the same chart but with both Y-axes starting at zero.




Try it yourself

You can calculate the values on this page on your own! Try running the Python code to see the calculation results. Step 1: Download and install Python on your computer.

Step 2: Open a plaintext editor like Notepad and paste the code below into it.

Step 3: Save the file as "calculate_correlation.py" in a place you will remember, like your desktop. Copy the file location to your clipboard. On Windows, you can right-click the file and click "Properties," and then copy what comes after "Location:" As an example, on my computer the location is "C:\Users\tyler\Desktop"

Step 4: Open a command line window. For example, by pressing start and typing "cmd" and them pressing enter.

Step 5: Install the required modules by typing "pip install numpy", then pressing enter, then typing "pip install scipy", then pressing enter.

Step 6: Navigate to the location where you saved the Python file by using the "cd" command. For example, I would type "cd C:\Users\tyler\Desktop" and push enter.

Step 7: Run the Python script by typing "python calculate_correlation.py"

If you run into any issues, I suggest asking ChatGPT to walk you through installing Python and running the code below on your system. Try this question:

"Walk me through installing Python on my computer to run a script that uses scipy and numpy. Go step-by-step and ask me to confirm before moving on. Start by asking me questions about my operating system so that you know how to proceed. Assume I want the simplest installation with the latest version of Python and that I do not currently have any of the necessary elements installed. Remember to only give me one step per response and confirm I have done it before proceeding."


# These modules make it easier to perform the calculation
import numpy as np
from scipy import stats

# We'll define a function that we can call to return the correlation calculations
def calculate_correlation(array1, array2):

    # Calculate Pearson correlation coefficient and p-value
    correlation, p_value = stats.pearsonr(array1, array2)

    # Calculate R-squared as the square of the correlation coefficient
    r_squared = correlation**2

    return correlation, r_squared, p_value

# These are the arrays for the variables shown on this page, but you can modify them to be any two sets of numbers
array_1 = np.array([1835,1956,2078,2420,2784,3453,4250,4992,6385,7394,8130,8160,9011,9330,9607,10916,10858,10687,9912,9041,8526,8189,7949,8582,8759,8517,8438,8482,8895,9405,8943,9563,8897,])
array_2 = np.array([3168630,3313240,3351830,3486960,3604120,3704460,3801220,3818840,3856460,3934880,3963290,4012350,4104720,4190240,4281340,4287120,4259910,4199830,4122550,4080020,4007860,3956990,3975260,3979520,4032530,4019480,3986170,3995570,4004440,4044230,4013730,4168520,4139010,])
array_1_name = "Popularity of the first name Jack"
array_2_name = "Number of public school students in 9th grade"

# Perform the calculation
print(f"Calculating the correlation between {array_1_name} and {array_2_name}...")
correlation, r_squared, p_value = calculate_correlation(array_1, array_2)

# Print the results
print("Correlation Coefficient:", correlation)
print("R-squared:", r_squared)
print("P-value:", p_value)



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For the record, I am just one person. Tyler Vigen, he/him/his. I do have degrees, but they should not go after my name unless you want to annoy my wife. If that is your goal, then go ahead and cite me as "Tyler Vigen, A.A. A.A.S. B.A. J.D." Otherwise it is just "Tyler Vigen."

When spoken, my last name is pronounced "vegan," like I don't eat meat.

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Correlation ID: 1951 · Black Variable ID: 2149 · Red Variable ID: 1307
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