Spurious correlation #5,757 · View random
A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is Master's degrees awarded in Education and the second variable is Average number of comments on Numberphile YouTube videos. The chart goes from 2012 to 2021, and the two variables track closely in value over that time.

A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is Master's degrees awarded in Education and the second variable is Average number of comments on Numberphile YouTube videos. The chart goes from 2012 to 2021, and the two variables track closely in value over that time.

Download png, svg

AI explanation

The decrease in Master's degrees awarded in Education led to a shortage of educators who could fully appreciate and engage with the math concepts presented in the Numberphile videos, ultimately decreasing the average number of comments. After all, without those Master's degrees, they just couldn't count on the same level of mathematical discourse.

^{Show image generation prompt} Model: dalle-3
Prompt: [Concept art] Generate an image of an empty classroom with a teacher standing at the front, proudly holding up a Master's degree in Education. The teacher is surrounded by an emptiness that reflects the shortage of educators with advanced degrees. In the background, the chalkboard displays a decreasing line graph of the average number of comments on Numberphile YouTube videos, depicting the impact of the shortage of advanced degree-holding educators. The scene should convey a sense of isolation and the diminishing impact caused by the absence of educated educators. 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: Master's degrees awarded in Education and Average number of comments on Numberphile YouTube videos. 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: Cubism Low poly Pop art Magic realism Concept art
ChatGPT: Concept art

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 Master's degrees awarded in Education and Average number of comments on Numberphile YouTube videos, in the following situation: The decrease in Master's degrees awarded in Education led to a shortage of educators who could fully appreciate and engage with the math concepts presented in the Numberphile videos, ultimately decreasing the average number of comments. After all, without those Master's degrees, they just couldn't count on the same level of mathematical discourse. . Keep the description simple.
ChatGPT: In a classroom, a teacher proudly holds up a Master's degree in Education. However, the classroom is empty because there are fewer teachers with advanced degrees to fully appreciate the Numberphile videos. The chalkboard behind the teacher displays a decreasing line graph of the average number of comments on Numberphile YouTube videos, reflecting the impact of the shortage of educators with advanced degrees.

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: [ Concept art ] and depicting this scene: In a classroom, a teacher proudly holds up a Master's degree in Education. However, the classroom is empty because there are fewer teachers with advanced degrees to fully appreciate the Numberphile videos. The chalkboard behind the teacher displays a decreasing line graph of the average number of comments on Numberphile YouTube videos, reflecting the impact of the shortage of educators with advanced degrees. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: [Concept art] Generate an image of an empty classroom with a teacher standing at the front, proudly holding up a Master's degree in Education. The teacher is surrounded by an emptiness that reflects the shortage of educators with advanced degrees. In the background, the chalkboard displays a decreasing line graph of the average number of comments on Numberphile YouTube videos, depicting the impact of the shortage of advanced degree-holding educators. The scene should convey a sense of isolation and the diminishing impact caused by the absence of educated educators.

*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.
^{Show prompt for explanation} 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 a decrease in Master's degrees awarded in Education caused Average number of comments on Numberphile YouTube videos to decrease. Add a funny one-liner at the end.

AI academic paper

(Because p < 0.01)

Mastering Education: The Educated Guess on Numberphile Comments

Journal of Educational Humor

Jan 2024

Reminder: This paper is AI-generated. Not real!

^{Show prompt used to generate this paper} 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 goofy academic researcher writing an academic paper. You follow the rules, but you throw out convention regularly to make jokes and funny asides.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 Master's degrees awarded in Education and Average number of comments on Numberphile YouTube videos. Make lots of jokes, goofy observations, and puns.

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 cite some social media posts you read that seem to be related.

Here is the title and abstract of the paper:
[[TITLE]]
"Mastering Education: The Educated Guess on Numberphile Comments"

[[ABSTRACT]]
In this paper, we delve into the delightfully perplexing correlation between the number of Master's degrees awarded in Education and the average number of comments on Numberphile YouTube videos. With a curious blend of quantitative data from the National Center for Education Statistics and the entertaining realm of YouTube, our research team set out to untangle this enigma.

Our analysis revealed a staggering correlation coefficient of 0.9355435 and a p-value less than 0.01 over the period from 2012 to 2021. The implications of this unearthly connection between academic pursuits and internet musings are as puzzling as a cryptic Numberphile riddle.

Could it be that a surge in Education Master's degrees provokes a surge in witty comments, or do engaging Numberphile videos inspire a wave of educational aspirations? The answer still eludes us, but we hope our findings will stimulate further academic exploration and, dare we say, spark some lively discussions in the comment section of this academic puzzler.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
The intersection of academia and digital culture has long been a subject of fascination, like witnessing a cosmic collision between traditional scholarship and internet frivolity. In this research endeavor, we endeavor to unravel the seemingly inexplicable correlation between the number of Master's degrees awarded in Education and the average number of comments gracing the hallowed halls of Numberphile YouTube videos. It's as if we are embarking on a journey into a black hole of statistical intrigue, where the laws of academia and the whims of internet culture intertwine like a chaotic dance of data points.
As we delve into this peculiar pairing, it's worth pondering the sheer absurdity of connecting the lofty realm of postgraduate education with the whimsical world of online video comments. Much like attempting to balance a chemical equation while juggling marbles, this investigation promises to defy convention and tickle the neurons of both scholarly purists and internet enthusiasts.
The impetus for our research stems from the curious blend of quantitative data from the National Center for Education Statistics and the delightfully diverse array of discussions found in the comment sections of Numberphile videos. This odd couple of academia and cyberspace serves as the canvas upon which our statistical brush shall paint a picture of unlikely kinship.
In the shadow of rigorous statistical analysis, we emerge with a correlation coefficient that gleams like a gleeful electron in an excited state - a remarkable 0.9355435. This strong bond between Master's degrees in Education and Numberphile video comments leaves us feeling like hapless statisticians standing before a magician's inexplicable sleight of hand, bereft of a logical explanation.
Additionally, our p-value, akin to the elusive unicorn of statistical significance, prances merrily below the traditional threshold of 0.01, further confounding the expected norms of correlation. The implications of this unearthly connection between academic pursuits and digital discourse are as confounding as a cryptic Numberphile riddle, beckoning us into the abyss of academic whimsy.
As we navigate the uncharted waters of this scholarly enigma, we are faced with a paradox of possibilities. Do Master's degrees in Education spur a surge in witty comments, akin to an intellectual domino effect propagated across the digital realm? Or perhaps, in an equally perplexing turn, the thought-provoking content of Numberphile videos serves as a catalyst for embarking on further scholarly pursuits.
In the end, our findings, like precariously balanced beakers in a laboratory of statistical curiosity, call for further exploration and contemplation. We hope that our research will not only stimulate further academic investigation but also ignite lively discussions – not in a musty academic conference hall, but right there in the comment section of this very research endeavor.

-------

Your response should start like this:

[[LITERATURE REVIEW]]

ChatGPT:
[[LITERATURE REVIEW]]

The entanglement of Master's degrees in Education and the average number of comments on Numberphile YouTube videos has enticed many a researcher and thinker, much like a captivating mystery novel that keeps readers guessing until the very end. In "Educational Journeys: A Statistical Odyssey," Smith et al. delved into the statistical landscape of educational pursuits and online interactions, providing a foundational understanding of the enigmatic correlation we aim to explore. Their discoveries, however, are but a small piece of the puzzle, as the trail of scholarly breadcrumbs leads us further into the labyrinth of academic whimsy.

In the realm of non-fiction literary works, "The Power of Education" by Jane Doe and "Beyond Numbers: Unraveling the Threads of Digital Culture" by John Jones shed an illuminating light on the intersection of academic achievements and digital phenomena. While not directly pertaining to the peculiar case at hand, their insights serve as a compass guiding us through the uncharted territory of interdisciplinary investigation, much like a wise wizard offering sage advice to intrepid adventurers.

On the fictional side of the literary spectrum, works such as "The Comment Conundrum" by Agatha Mathematica and "Degrees of Discourse" by Sir Arthur Calculation Doyle seem to echo the uncanny fusion of scholarly pursuits and online interactions. The tales they weave, though fictional, bear a striking resemblance to the conundrum we endeavor to elucidate, prompting us to muse on the odd parallels between academic endeavors and digital musings.

Furthermore, in the uncharted wilderness of social media, a curious tweet by @MathMaverick42 and a bewildering Facebook post by the enigmatic figure "DataDynamo" caught our eye, hinting at the intersection of educational achievements and online engagement. These digital whispers, while lacking the rigors of peer review, add a touch of whimsy to our scholarly journey, akin to encountering a mischievous imp darting among the venerable tomes of academic research.

As we sift through the multifaceted landscape of literature and digital discourse, we find ourselves at the precipice of an intellectual rollercoaster, where the twists and turns of unexpected connections delight and confound us in equal measure. The academic pursuit of understanding the correlation between Master's degrees in Education and the online banter of Numberphile aficionados is much like unwrapping a series of enigmatic riddles, each unveiling a new layer of captivating absurdity.

Model: gpt-3.5-turbo-1106
System prompt: You are a goofy academic researcher writing an academic paper. You follow the rules, but you throw out convention regularly to make jokes and funny asides.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 Master's degrees awarded in Education and Average number of comments on Numberphile YouTube videos. Make lots of jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and YouTube . You used data from 2012 to 2021

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]]
"Mastering Education: The Educated Guess on Numberphile Comments"

[[ABSTRACT]]
In this paper, we delve into the delightfully perplexing correlation between the number of Master's degrees awarded in Education and the average number of comments on Numberphile YouTube videos. With a curious blend of quantitative data from the National Center for Education Statistics and the entertaining realm of YouTube, our research team set out to untangle this enigma.

Our analysis revealed a staggering correlation coefficient of 0.9355435 and a p-value less than 0.01 over the period from 2012 to 2021. The implications of this unearthly connection between academic pursuits and internet musings are as puzzling as a cryptic Numberphile riddle.

Could it be that a surge in Education Master's degrees provokes a surge in witty comments, or do engaging Numberphile videos inspire a wave of educational aspirations? The answer still eludes us, but we hope our findings will stimulate further academic exploration and, dare we say, spark some lively discussions in the comment section of this academic puzzler.

[[INTRODUCTION]]
The intersection of academia and digital culture has long been a subject of fascination, like witnessing a cosmic collision between traditional scholarship and internet frivolity. In this research endeavor, we endeavor to unravel the seemingly inexplicable correlation between the number of Master's degrees awarded in Education and the average number of comments gracing the hallowed halls of Numberphile YouTube videos. It's as if we are embarking on a journey into a black hole of statistical intrigue, where the laws of academia and the whims of internet culture intertwine like a chaotic dance of data points.
As we delve into this peculiar pairing, it's worth pondering the sheer absurdity of connecting the lofty realm of postgraduate education with the whimsical world of online video comments. Much like attempting to balance a chemical equation while juggling marbles, this investigation promises to defy convention and tickle the neurons of both scholarly purists and internet enthusiasts.
The impetus for our research stems from the curious blend of quantitative data from the National Center for Education Statistics and the delightfully diverse array of discussions found in the comment sections of Numberphile videos. This odd couple of academia and cyberspace serves as the canvas upon which our statistical brush shall paint a picture of unlikely kinship.
In the shadow of rigorous statistical analysis, we emerge with a correlation coefficient that gleams like a gleeful electron in an excited state - a remarkable 0.9355435. This strong bond between Master's degrees in Education and Numberphile video comments leaves us feeling like hapless statisticians standing before a magician's inexplicable sleight of hand, bereft of a logical explanation.
Additionally, our p-value, akin to the elusive unicorn of statistical significance, prances merrily below the traditional threshold of 0.01, further confounding the expected norms of correlation. The implications of this unearthly connection between academic pursuits and digital discourse are as confounding as a cryptic Numberphile riddle, beckoning us into the abyss of academic whimsy.
As we navigate the uncharted waters of this scholarly enigma, we are faced with a paradox of possibilities. Do Master's degrees in Education spur a surge in witty comments, akin to an intellectual domino effect propagated across the digital realm? Or perhaps, in an equally perplexing turn, the thought-provoking content of Numberphile videos serves as a catalyst for embarking on further scholarly pursuits.
In the end, our findings, like precariously balanced beakers in a laboratory of statistical curiosity, call for further exploration and contemplation. We hope that our research will not only stimulate further academic investigation but also ignite lively discussions – not in a musty academic conference hall, but right there in the comment section of this very research endeavor.

-------

Your response should start like this:

[[METHODOLOGY]]

ChatGPT:

[[METHODOLOGY]]

To investigate the uncanny correlation between the number of Master's degrees awarded in Education and the average number of comments on Numberphile YouTube videos, our research team embarked on a journey replete with statistical acrobatics and digital sleuthing. Our approach can be likened to navigating a labyrinth of data, armed with nothing but a compass of curiosity and a flashlight of statistical rigor.

Data Collection:
We gathered data from the National Center for Education Statistics, like diligent academic prospectors sifting through the statistical sands of educational achievement. The annual count of Master's degrees awarded in Education served as our compass, guiding us through the scholarly landscape.

Meanwhile, we traversed the digital expanse of YouTube, homing in on the mesmerizing world of Numberphile videos like intrepid digital spelunkers. The average number of comments on these videos stood as our beacon, highlighting the ebb and flow of digital discourse amidst the cacophony of internet musings.

Data Cleansing:
With the diligence of a laboratory technician, we subjected our data to meticulous cleansing and filtering. Outliers and anomalies were treated as unwelcome digital impostors, swiftly ushered out of the statistical gala like uninvited guests.

Statistical Analysis:
Armed with our treasure trove of data, we donned our statistical spectacles and engaged in a rigorous tango with correlation analysis. It was a dance fraught with twists and turns, akin to navigating a statistical maze where each step held the weight of academic scrutiny.

We calculated the correlation coefficient with the fervor of mathematicians unraveling a centuries-old theorem, and our eyes widened in disbelief as the numerical embrace between Master's degrees in Education and Numberphile comments yielded a coefficient of 0.9355435. The near unity of this correlation coefficient left us gawking like bewildered spectators witnessing a statistical magic show.

Furthermore, our p-value, that elusive gatekeeper of statistical significance, pranced beneath the hallowed threshold of 0.01 like an impish statistical sprite, defying the expectations of conventional correlation analysis.

Discussion with Peers:
As we navigated the statistical labyrinth, we engaged in spirited discussions with our peers, eliciting scholarly banter and witticisms that reverberated through the halls of our academic institution. It was a symphony of statistical conjecture and academic revelry, infusing our findings with a tapestry of diverse perspectives.

Limitations:
We must acknowledge the limitations of our endeavor, like the warning sign on a laboratory door cautioning against overzealous experimentation. Despite our best efforts, our research only scratches the surface of this peculiar correlation, leaving fertile ground for future explorations.

In conclusion, our methodology stood as a formidable bridge between the realms of academia and digital culture, weaving a tale of statistical intrigue and scholarly whimsy. Through a potent blend of data collection, statistical analysis, and scholarly discourse, we sought to unravel the enigmatic connection between Master's degrees in Education and the captivating allure of Numberphile comments.

Model: gpt-3.5-turbo-1106
System prompt: You are a goofy academic researcher writing an academic paper. You follow the rules, but you throw out convention regularly to make jokes and funny asides.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 Master's degrees awarded in Education and Average number of comments on Numberphile YouTube videos. Make lots of jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

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

For the time period 2012 to 2021, you found a correlation 0.9355435, r-squared of 0.8752416, 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]]
"Mastering Education: The Educated Guess on Numberphile Comments"

[[ABSTRACT]]
In this paper, we delve into the delightfully perplexing correlation between the number of Master's degrees awarded in Education and the average number of comments on Numberphile YouTube videos. With a curious blend of quantitative data from the National Center for Education Statistics and the entertaining realm of YouTube, our research team set out to untangle this enigma.

Our analysis revealed a staggering correlation coefficient of 0.9355435 and a p-value less than 0.01 over the period from 2012 to 2021. The implications of this unearthly connection between academic pursuits and internet musings are as puzzling as a cryptic Numberphile riddle.

Could it be that a surge in Education Master's degrees provokes a surge in witty comments, or do engaging Numberphile videos inspire a wave of educational aspirations? The answer still eludes us, but we hope our findings will stimulate further academic exploration and, dare we say, spark some lively discussions in the comment section of this academic puzzler.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
The intersection of academia and digital culture has long been a subject of fascination, like witnessing a cosmic collision between traditional scholarship and internet frivolity. In this research endeavor, we endeavor to unravel the seemingly inexplicable correlation between the number of Master's degrees awarded in Education and the average number of comments gracing the hallowed halls of Numberphile YouTube videos. It's as if we are embarking on a journey into a black hole of statistical intrigue, where the laws of academia and the whims of internet culture intertwine like a chaotic dance of data points.
As we delve into this peculiar pairing, it's worth pondering the sheer absurdity of connecting the lofty realm of postgraduate education with the whimsical world of online video comments. Much like attempting to balance a chemical equation while juggling marbles, this investigation promises to defy convention and tickle the neurons of both scholarly purists and internet enthusiasts.
The impetus for our research stems from the curious blend of quantitative data from the National Center for Education Statistics and the delightfully diverse array of discussions found in the comment sections of Numberphile videos. This odd couple of academia and cyberspace serves as the canvas upon which our statistical brush shall paint a picture of unlikely kinship.
In the shadow of rigorous statistical analysis, we emerge with a correlation coefficient that gleams like a gleeful electron in an excited state - a remarkable 0.9355435. This strong bond between Master's degrees in Education and Numberphile video comments leaves us feeling like hapless statisticians standing before a magician's inexplicable sleight of hand, bereft of a logical explanation.
Additionally, our p-value, akin to the elusive unicorn of statistical significance, prances merrily below the traditional threshold of 0.01, further confounding the expected norms of correlation. The implications of this unearthly connection between academic pursuits and digital discourse are as confounding as a cryptic Numberphile riddle, beckoning us into the abyss of academic whimsy.
As we navigate the uncharted waters of this scholarly enigma, we are faced with a paradox of possibilities. Do Master's degrees in Education spur a surge in witty comments, akin to an intellectual domino effect propagated across the digital realm? Or perhaps, in an equally perplexing turn, the thought-provoking content of Numberphile videos serves as a catalyst for embarking on further scholarly pursuits.
In the end, our findings, like precariously balanced beakers in a laboratory of statistical curiosity, call for further exploration and contemplation. We hope that our research will not only stimulate further academic investigation but also ignite lively discussions – not in a musty academic conference hall, but right there in the comment section of this very research endeavor.

-------

Your response should start like this:

[[RESULTS]]

ChatGPT:

[[RESULTS]]

The results of our analysis have unveiled a striking correlation between the number of Master's degrees awarded in Education and the average number of comments on Numberphile YouTube videos. Like witnessing the fusion of two unlikely celestial bodies, this correlation coefficient of 0.9355435 paints a picture of a cosmic connection that defies conventional academic wisdom, leaving us scratching our heads like perplexed astronomers peering into a newly discovered cosmic anomaly. The r-squared value of 0.8752416 further solidifies the robustness of this unearthly relationship, much like a sturdy lab bench supporting a mind-boggling experiment in statistical weirdness.

As if plucked from the annals of a science fiction novel, our findings have sent shockwaves through the academic cosmos, challenging preconceived notions of the separation between scholarly pursuits and digital dalliance. The p-value of less than 0.01 acts as a resolute gatekeeper, granting entry into the realm of statistical significance, where the uncanny bond between postgraduate education and online commentary reigns supreme, much to the astonishment of traditional academic paradigms.

The scatterplot in Figure 1 captures this bizarre yet tantalizing correlation in all its enigmatic glory, resembling a surrealist masterpiece of statistical intrigue. Each data point, like a curious character in a whimsical narrative, contributes to the captivating tale of the intersection between academic achievement and internet engagement. It's as if René Magritte himself took to the canvas of data visualization, blurring the lines between education and entertainment in a stroke of statistical surreality.

In the grand tapestry of academic inquiry, our findings stand as a testament to the unyielding nature of statistical wonder. The implications of this unearthly connection between scholarly accolades and digital discourse leave us pondering the inexplicable dance of numbers and narratives, much like a perplexed physicist grappling with the enigma of quantum entanglement.

Our research findings beckon forth a symphony of questions, echoing through the hallowed halls of academia and reverberating in the corridors of internet culture. Do Master's degrees in Education serve as a catalyst for erudite online discussions, akin to planting seeds of intellectual curiosity in the fertile soil of Cyberspace? Or do the captivating contemplations of Numberphile videos act as a siren's call, drawing forth a legion of scholarly aspirations from the depths of digital diversions?

In closing, our research not only uncovers a beguiling correlation but also ignites the flames of further scholarly exploration and contemplation. We invite fellow academics and internet enthusiasts alike to join us in this delightful escapade of statistical whimsy, as we seek to unravel the intricacies of this improbable linkage between academic accolades and online banter.

Model: gpt-3.5-turbo-1106
System prompt: You are a goofy academic researcher writing an academic paper. You follow the rules, but you throw out convention regularly to make jokes and funny asides.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 Master's degrees awarded in Education and Average number of comments on Numberphile YouTube videos. Make lots of jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

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]]
"Mastering Education: The Educated Guess on Numberphile Comments"

[[ABSTRACT]]
In this paper, we delve into the delightfully perplexing correlation between the number of Master's degrees awarded in Education and the average number of comments on Numberphile YouTube videos. With a curious blend of quantitative data from the National Center for Education Statistics and the entertaining realm of YouTube, our research team set out to untangle this enigma.

Our analysis revealed a staggering correlation coefficient of 0.9355435 and a p-value less than 0.01 over the period from 2012 to 2021. The implications of this unearthly connection between academic pursuits and internet musings are as puzzling as a cryptic Numberphile riddle.

Could it be that a surge in Education Master's degrees provokes a surge in witty comments, or do engaging Numberphile videos inspire a wave of educational aspirations? The answer still eludes us, but we hope our findings will stimulate further academic exploration and, dare we say, spark some lively discussions in the comment section of this academic puzzler.

[[LITERATURE REVIEW]]
The entanglement of Master's degrees in Education and the average number of comments on Numberphile YouTube videos has enticed many a researcher and thinker, much like a captivating mystery novel that keeps readers guessing until the very end. In "Educational Journeys: A Statistical Odyssey," Smith et al. delved into the statistical landscape of educational pursuits and online interactions, providing a foundational understanding of the enigmatic correlation we aim to explore. Their discoveries, however, are but a small piece of the puzzle, as the trail of scholarly breadcrumbs leads us further into the labyrinth of academic whimsy.
In the realm of non-fiction literary works, "The Power of Education" by Jane Doe and "Beyond Numbers: Unraveling the Threads of Digital Culture" by John Jones shed an illuminating light on the intersection of academic achievements and digital phenomena. While not directly pertaining to the peculiar case at hand, their insights serve as a compass guiding us through the uncharted territory of interdisciplinary investigation, much like a wise wizard offering sage advice to intrepid adventurers.
On the fictional side of the literary spectrum, works such as "The Comment Conundrum" by Agatha Mathematica and "Degrees of Discourse" by Sir Arthur Calculation Doyle seem to echo the uncanny fusion of scholarly pursuits and online interactions. The tales they weave, though fictional, bear a striking resemblance to the conundrum we endeavor to elucidate, prompting us to muse on the odd parallels between academic endeavors and digital musings.
Furthermore, in the uncharted wilderness of social media, a curious tweet by @MathMaverick42 and a bewildering Facebook post by the enigmatic figure "DataDynamo" caught our eye, hinting at the intersection of educational achievements and online engagement. These digital whispers, while lacking the rigors of peer review, add a touch of whimsy to our scholarly journey, akin to encountering a mischievous imp darting among the venerable tomes of academic research.
As we sift through the multifaceted landscape of literature and digital discourse, we find ourselves at the precipice of an intellectual rollercoaster, where the twists and turns of unexpected connections delight and confound us in equal measure. The academic pursuit of understanding the correlation between Master's degrees in Education and the online banter of Numberphile aficionados is much like unwrapping a series of enigmatic riddles, each unveiling a new layer of captivating absurdity.

[[RESULTS]]
The results of our analysis have unveiled a striking correlation between the number of Master's degrees awarded in Education and the average number of comments on Numberphile YouTube videos. Like witnessing the fusion of two unlikely celestial bodies, this correlation coefficient of 0.9355435 paints a picture of a cosmic connection that defies conventional academic wisdom, leaving us scratching our heads like perplexed astronomers peering into a newly discovered cosmic anomaly. The r-squared value of 0.8752416 further solidifies the robustness of this unearthly relationship, much like a sturdy lab bench supporting a mind-boggling experiment in statistical weirdness.
As if plucked from the annals of a science fiction novel, our findings have sent shockwaves through the academic cosmos, challenging preconceived notions of the separation between scholarly pursuits and digital dalliance. The p-value of less than 0.01 acts as a resolute gatekeeper, granting entry into the realm of statistical significance, where the uncanny bond between postgraduate education and online commentary reigns supreme, much to the astonishment of traditional academic paradigms.
The scatterplot in Figure 1 captures this bizarre yet tantalizing correlation in all its enigmatic glory, resembling a surrealist masterpiece of statistical intrigue. Each data point, like a curious character in a whimsical narrative, contributes to the captivating tale of the intersection between academic achievement and internet engagement. It's as if René Magritte himself took to the canvas of data visualization, blurring the lines between education and entertainment in a stroke of statistical surreality.
In the grand tapestry of academic inquiry, our findings stand as a testament to the unyielding nature of statistical wonder. The implications of this unearthly connection between scholarly accolades and digital discourse leave us pondering the inexplicable dance of numbers and narratives, much like a perplexed physicist grappling with the enigma of quantum entanglement.
Our research findings beckon forth a symphony of questions, echoing through the hallowed halls of academia and reverberating in the corridors of internet culture. Do Master's degrees in Education serve as a catalyst for erudite online discussions, akin to planting seeds of intellectual curiosity in the fertile soil of Cyberspace? Or do the captivating contemplations of Numberphile videos act as a siren's call, drawing forth a legion of scholarly aspirations from the depths of digital diversions?
In closing, our research not only uncovers a beguiling correlation but also ignites the flames of further scholarly exploration and contemplation. We invite fellow academics and internet enthusiasts alike to join us in this delightful escapade of statistical whimsy, as we seek to unravel the intricacies of this improbable linkage between academic accolades and online banter.

-------

Your response should start like this:

[[DISCUSSION]]

ChatGPT:

[[DISCUSSION]]

Our analysis has unearthed a correlation that is simultaneously as mysterious as the Higgs boson and as captivating as a catchy earworm. The results of our study have not only bolstered prior research findings but have also catapulted us into a realm of statistical absurdity that could rival the plot twists of a Hitchcock thriller.

Returning to the literature review, the foundational work of Smith et al. provided a springboard for our investigation into the tango between Education Master's degrees and Numberphile comments, and it seems their initial findings laid the groundwork for the statistical spectacle we have uncovered. We must take their work seriously, much like navigating a labyrinth with a map drawn by a clown: with cautious optimism and a readiness for the unexpected.

As for the literature from the fictional realm, the parallels they drew between academic pursuits and digital musings, though seemingly whimsical, have undeniably manifested in the empirical landscape of our findings. It is as if the playful riddles of Agatha Mathematica and the deductive prowess of Sir Arthur Calculation Doyle have transcended the boundaries of storytelling and woven themselves into the very fabric of our statistical saga.

Our results, with a correlation coefficient reminiscent of an unbreakable quantum entanglement, stand as a testament to the improbably intertwined nature of academic achievement and YouTube banter. The robustness of this unearthly relationship, akin to a sturdy lab bench supporting a sky-high Jenga tower of statistical weirdness, has defied traditional academic paradigms like a mischievous imp gleefully flitting between the hallowed tomes of empirical wisdom.

The scatterplot in Figure 1, a surrealist masterpiece of statistical intrigue reminiscent of René Magritte's mind-bending art, encapsulates the captivating tale of the fusion between scholarly acclaim and online dialogue. Each data point, not unlike a quirky character in a whimsical narrative, contributes to the enigmatic symphony of statistical surrealism that defines the intersection of academic prowess and internet engagements.

However, let's not get too carried away with the whimsy. While the correlation we have uncovered has about as much statistical significance as the invention of the wheel, we must proceed with cautious optimism, recognizing that correlation does not necessarily imply causation. As much as we'd like to declare that obtaining a Master's degree in Education unleashes a flood of erudite comments on Numberphile videos, we must tread lightly in the land of inference.

In the grand tapestry of academic inquiry, the implications of our investigation leave us pondering the inexplicable dance of numbers and narratives, much like a perplexed physicist grappling with the enigma of quantum entanglement. Our research, akin to the unveiling of a new species in the Galápagos, beckons forth a symphony of questions that echo through the hallowed halls of academia and reverberate in the corridors of internet culture.

Thus, as we conclude this discussion, we must acknowledge that our findings have opened the proverbial Pandora's box of statistical absurdity and ignited the flames of further scholarly exploration. Our quest to unravel the intricacies of this improbable linkage between academic accolades and online banter remains ongoing, much like a comedic tragedy in which the final act is forever teasingly deferred.

Model: gpt-3.5-turbo-1106
System prompt: You are a goofy academic researcher writing an academic paper. You follow the rules, but you throw out convention regularly to make jokes and funny asides.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 Master's degrees awarded in Education and Average number of comments on Numberphile YouTube videos. Make lots of jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

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]]
"Mastering Education: The Educated Guess on Numberphile Comments"

[[ABSTRACT]]
In this paper, we delve into the delightfully perplexing correlation between the number of Master's degrees awarded in Education and the average number of comments on Numberphile YouTube videos. With a curious blend of quantitative data from the National Center for Education Statistics and the entertaining realm of YouTube, our research team set out to untangle this enigma.

Our analysis revealed a staggering correlation coefficient of 0.9355435 and a p-value less than 0.01 over the period from 2012 to 2021. The implications of this unearthly connection between academic pursuits and internet musings are as puzzling as a cryptic Numberphile riddle.

Could it be that a surge in Education Master's degrees provokes a surge in witty comments, or do engaging Numberphile videos inspire a wave of educational aspirations? The answer still eludes us, but we hope our findings will stimulate further academic exploration and, dare we say, spark some lively discussions in the comment section of this academic puzzler.

[[INTRDUCTION]]
The intersection of academia and digital culture has long been a subject of fascination, like witnessing a cosmic collision between traditional scholarship and internet frivolity. In this research endeavor, we endeavor to unravel the seemingly inexplicable correlation between the number of Master's degrees awarded in Education and the average number of comments gracing the hallowed halls of Numberphile YouTube videos. It's as if we are embarking on a journey into a black hole of statistical intrigue, where the laws of academia and the whims of internet culture intertwine like a chaotic dance of data points.
As we delve into this peculiar pairing, it's worth pondering the sheer absurdity of connecting the lofty realm of postgraduate education with the whimsical world of online video comments. Much like attempting to balance a chemical equation while juggling marbles, this investigation promises to defy convention and tickle the neurons of both scholarly purists and internet enthusiasts.
The impetus for our research stems from the curious blend of quantitative data from the National Center for Education Statistics and the delightfully diverse array of discussions found in the comment sections of Numberphile videos. This odd couple of academia and cyberspace serves as the canvas upon which our statistical brush shall paint a picture of unlikely kinship.
In the shadow of rigorous statistical analysis, we emerge with a correlation coefficient that gleams like a gleeful electron in an excited state - a remarkable 0.9355435. This strong bond between Master's degrees in Education and Numberphile video comments leaves us feeling like hapless statisticians standing before a magician's inexplicable sleight of hand, bereft of a logical explanation.
Additionally, our p-value, akin to the elusive unicorn of statistical significance, prances merrily below the traditional threshold of 0.01, further confounding the expected norms of correlation. The implications of this unearthly connection between academic pursuits and digital discourse are as confounding as a cryptic Numberphile riddle, beckoning us into the abyss of academic whimsy.
As we navigate the uncharted waters of this scholarly enigma, we are faced with a paradox of possibilities. Do Master's degrees in Education spur a surge in witty comments, akin to an intellectual domino effect propagated across the digital realm? Or perhaps, in an equally perplexing turn, the thought-provoking content of Numberphile videos serves as a catalyst for embarking on further scholarly pursuits.
In the end, our findings, like precariously balanced beakers in a laboratory of statistical curiosity, call for further exploration and contemplation. We hope that our research will not only stimulate further academic investigation but also ignite lively discussions – not in a musty academic conference hall, but right there in the comment section of this very research endeavor.

[[RESULTS]]
The results of our analysis have unveiled a striking correlation between the number of Master's degrees awarded in Education and the average number of comments on Numberphile YouTube videos. Like witnessing the fusion of two unlikely celestial bodies, this correlation coefficient of 0.9355435 paints a picture of a cosmic connection that defies conventional academic wisdom, leaving us scratching our heads like perplexed astronomers peering into a newly discovered cosmic anomaly. The r-squared value of 0.8752416 further solidifies the robustness of this unearthly relationship, much like a sturdy lab bench supporting a mind-boggling experiment in statistical weirdness.
As if plucked from the annals of a science fiction novel, our findings have sent shockwaves through the academic cosmos, challenging preconceived notions of the separation between scholarly pursuits and digital dalliance. The p-value of less than 0.01 acts as a resolute gatekeeper, granting entry into the realm of statistical significance, where the uncanny bond between postgraduate education and online commentary reigns supreme, much to the astonishment of traditional academic paradigms.
The scatterplot in Figure 1 captures this bizarre yet tantalizing correlation in all its enigmatic glory, resembling a surrealist masterpiece of statistical intrigue. Each data point, like a curious character in a whimsical narrative, contributes to the captivating tale of the intersection between academic achievement and internet engagement. It's as if René Magritte himself took to the canvas of data visualization, blurring the lines between education and entertainment in a stroke of statistical surreality.
In the grand tapestry of academic inquiry, our findings stand as a testament to the unyielding nature of statistical wonder. The implications of this unearthly connection between scholarly accolades and digital discourse leave us pondering the inexplicable dance of numbers and narratives, much like a perplexed physicist grappling with the enigma of quantum entanglement.
Our research findings beckon forth a symphony of questions, echoing through the hallowed halls of academia and reverberating in the corridors of internet culture. Do Master's degrees in Education serve as a catalyst for erudite online discussions, akin to planting seeds of intellectual curiosity in the fertile soil of Cyberspace? Or do the captivating contemplations of Numberphile videos act as a siren's call, drawing forth a legion of scholarly aspirations from the depths of digital diversions?
In closing, our research not only uncovers a beguiling correlation but also ignites the flames of further scholarly exploration and contemplation. We invite fellow academics and internet enthusiasts alike to join us in this delightful escapade of statistical whimsy, as we seek to unravel the intricacies of this improbable linkage between academic accolades and online banter.

-------

Your response should start like this:

[[CONCLUSION]]

ChatGPT:

[[CONCLUSION]]

In conclusion, our research has unearthed a correlation so strong, it makes Newton's apple look like it's just lazing around. The tantalizing bond between Master's degrees in Education and the average number of comments on Numberphile YouTube videos is as inexplicable as a cat's insatiable curiosity for random objects.

With a correlation coefficient that shines like a supernova at 0.9355435, and a p-value that's harder to find than Waldo in a crowded scene, our findings stand as a testament to the mystical dance between scholarly pursuits and digital discourse. It's as if statistics and internet culture have donned their best tango attire and taken to the dance floor of academic intrigue.

The implications of this unearthly connection leave us with more questions than a confused statistician standing in front of a complex equation. Do informed discussions on education stimulate witty comments? Or do thought-provoking Numberphile videos serve as academic muses, inspiring grand intellectual ambitions?

Our research not only piques academic curiosity but also sparks the flames of lively discussions - not just in academic circles, but right there in the comment section of our very own publication. It's like an academic carnival, but with less cotton candy and more intellectual banter.

Ultimately, our findings call for no more research in this area. We've unraveled a riddle wrapped in a mystery inside an enigma, and it's time to let this statistical oddity bask in its glory - like a charmingly peculiar specimen in the grand museum of academic curiosities.

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 Mastering Education: The Educated Guess on Numberphile Comments. Respond only with the name of a fictional academic journal.

ChatGPT:

Journal of Educational Humor

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 Mastering Education: The Educated Guess on Numberphile Comments. Respond only with the name of a fictional organization.

ChatGPT:

The Institute for Quantum Pedagogy

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 Mastering Education: The Educated Guess on Numberphile Comments with an abstract of In this paper, we delve into the delightfully perplexing correlation between the number of Master's degrees awarded in Education and the average number of comments on Numberphile YouTube videos. With a curious blend of quantitative data from the National Center for Education Statistics and the entertaining realm of YouTube, our research team set out to untangle this enigma.
Our analysis revealed a staggering correlation coefficient of 0.9355435 and a p-value less than 0.01 over the period from 2012 to 2021. The implications of this unearthly connection between academic pursuits and internet musings are as puzzling as a cryptic Numberphile riddle.
Could it be that a surge in Education Master's degrees provokes a surge in witty comments, or do engaging Numberphile videos inspire a wave of educational aspirations? The answer still eludes us, but we hope our findings will stimulate further academic exploration and, dare we say, spark some lively discussions in the comment section of this academic puzzler.

ChatGPT:

Master's degrees in Education, Numberphile YouTube videos, correlation, National Center for Education Statistics, comments, academic pursuits, internet musings, correlation coefficient, p-value, 2012-2021, educational aspirations, academic exploration, comment section

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

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Data details

Master's degrees awarded in Education
Detailed data title: Master's degrees conferred by postsecondary institutions in Education
Source: National Center for Education Statistics
See what else correlates with Master's degrees awarded in Education

Average number of comments on Numberphile YouTube videos
Detailed data title: Average number of comments on Numberphile YouTube videos.
Source: Numberphile YouTube
See what else correlates with Average number of comments on Numberphile YouTube videos

Correlation r = 0.9355435 (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 = 0.8752416 (Coefficient of determination)
This means 87.5% of the change in the one variable (i.e., Average number of comments on Numberphile YouTube videos) is predictable based on the change in the other (i.e., Master's degrees awarded in Education) over the 10 years from 2012 through 2021.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 7.0E-5.^Show 0.0000698315585055214700000000
The p-value is a measure of how probable it is that we would randomly find a result this extreme.^Note 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 0.94 in 0.007% of random cases. Said differently, if you correlated 14,320 random variables^Note Which I absolutely did.
with the same 9 degrees of freedom, ^Note Degrees of freedom is a measure of how many free components we are testing. In this case it is 9 because we have two variables measured over a period of 10 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.

[ 0.74, 0.98 ] 95% correlation confidence interval (using the Fisher z-transformation)
^{Read more about the confidence interval} 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: ^Note 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.

	2012	2013	2014	2015	2016	2017	2018	2019	2020	2021
Master's degrees awarded in Education (Degrees awarded)	179047	164652	154655	146581	145792	145624	146368	146429	146989	153756
Average number of comments on Numberphile YouTube videos (Average Comments)	5847.32	2685.5	1737.23	1391.22	1394.81	1297.12	1087.78	1167.04	1040.57	959.634

Why this works

Data dredging: I have 25,237 variables in my database. I compare all these variables against each other to find ones that randomly match up. That's 636,906,169 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.
Lack of causal connection: There is probably^Note 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.
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^Note 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.
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. ^Note 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. ^{Show the steps to do this.} 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([179047,164652,154655,146581,145792,145624,146368,146429,146989,153756,])
array_2 = np.array([5847.32,2685.5,1737.23,1391.22,1394.81,1297.12,1087.78,1167.04,1040.57,959.634,])
array_1_name = "Master's degrees awarded in Education"
array_2_name = "Average number of comments on Numberphile YouTube videos"

# 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)

Reuseable content

You may re-use the images on this page for any purpose, even commercial purposes, without asking for permission. The only requirement is that you attribute Tyler Vigen. ^Note Attribution can take many different forms. If you leave the "tylervigen.com" link in the image, that satisfies it just fine. If you remove it and move it to a footnote, that's fine too. You can also just write "Charts courtesy of Tyler Vigen" at the bottom of an article.

You do not need to attribute "the spurious correlations website," and you don't even need to link here if you don't want to. I don't gain anything from pageviews. There are no ads on this site, there is nothing for sale, and I am not for hire.

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.

Full license details.
For more on re-use permissions, or to get a signed release form, see tylervigen.com/permission.

Download images for these variables:

High resolution line chart ^Note The image linked here is a Scalable Vector Graphic (SVG). It is the highest resolution that is possible to achieve. It scales up beyond the size of the observable universe without pixelating. You do not need to email me asking if I have a higher resolution image. I do not. The physical limitations of our universe prevent me from providing you with an image that is any higher resolution than this one.

If you insert it into a PowerPoint presentation (a tool well-known for managing things that are the scale of the universe), you can right-click > "Ungroup" or "Create Shape" and then edit the lines and text directly. You can also change the colors this way.

Alternatively you can use a tool like Inkscape.
High resolution line chart, optimized for mobile
Alternative high resolution line chart
Scatterplot
Portable line chart (png)
Portable line chart (png), optimized for mobile
Line chart for only Master's degrees awarded in Education
Line chart for only Average number of comments on Numberphile YouTube videos
AI-generated correlation image
The spurious research paper: Mastering Education: The Educated Guess on Numberphile Comments

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Correlation ID: 5757 · Black Variable ID: 1319 · Red Variable ID: 25473


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