Spurious correlation #1,605 · View random
A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is US kids in public school and the second variable is Global Box Office Revenue of UK Films. The chart goes from 2002 to 2022, 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 US kids in public school and the second variable is Global Box Office Revenue of UK Films. The chart goes from 2002 to 2022, and the two variables track closely in value over that time.

Download png, svg

AI explanation

As US kids in public schools increase, they are exposed to more British accents in literature and history classes, leading to a growing appreciation for UK culture. This newfound love for all things British prompts them to flock to cinemas, specifically those showing UK films, thus boosting the global box office revenue. Looks like these kids really put the "Brit" in box office hit!

^{Show image generation prompt} Model: dalle-3
Prompt: Generate an image that looks like it is a scene from a Pixar movie and depicts a group of diverse US kids in a public school classroom eagerly watching a popular UK film on a projector. A world map on the wall shows the global box office revenue of UK films soaring to new heights. The kids are smiling and engaged in the movie, and there's a sense of excitement and wonder in the air. The projector light casts a warm glow on their faces, and the map on the wall is illuminated, drawing attention to the worldwide impact of UK cinema. The scene captures the joy of cultural exchange and the power of storytelling to transcend borders and bring people together. 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: US kids in public school and Global Box Office Revenue of UK Films. 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: Art nouveau Psychedelic An image that looks like it is a scene from a Pixar movie Brutalism Photorealism
ChatGPT: An image that looks like it is a scene from a Pixar movie

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 US kids in public school and Global Box Office Revenue of UK Films together. Keep the description simple.
ChatGPT: A group of diverse US kids in a public school classroom eagerly watching a popular UK film on a projector, while a world map on the wall shows the global box office revenue of UK films soaring to new heights.

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 a Pixar movie ] and depicting this scene: A group of diverse US kids in a public school classroom eagerly watching a popular UK film on a projector, while a world map on the wall shows the global box office revenue of UK films soaring to new heights. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: Generate an image that looks like it is a scene from a Pixar movie and depicts a group of diverse US kids in a public school classroom eagerly watching a popular UK film on a projector. A world map on the wall shows the global box office revenue of UK films soaring to new heights. The kids are smiling and engaged in the movie, and there's a sense of excitement and wonder in the air. The projector light casts a warm glow on their faces, and the map on the wall is illuminated, drawing attention to the worldwide impact of UK cinema. The scene captures the joy of cultural exchange and the power of storytelling to transcend borders and bring people together.

*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 an increase in US kids in public school caused Global Box Office Revenue of UK Films to increase. Add a funny one-liner at the end.

AI academic paper

(Because p < 0.01)

Reeling Them In: The Box Office Lessons of British Films and American School Kids

The Journal of Cinematic Sociology

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 US kids in public school and Global Box Office Revenue of UK Films. 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 name a few real TV shows that sound like they might be relevant to the topic that you watched as research.

Here is the title and abstract of the paper:
[[TITLE]]
"Reeling Them In: The Box Office Lessons of British Films and American School Kids"

[[ABSTRACT]]
The relationship between US public school children and the global box office revenue of UK films has been a topic of debate and speculation for years. In this study, we dug deep into this reel mystery to see if a connection truly exists, looking for patterns that may shed light on this peculiar correlation. We hypothesized that there might be a significant link, and our findings are quite the reel deal.

The data sets we used were as comprehensive as a bag of popcorn at a blockbuster movie. We examined enrollment statistics of US public schools from the National Center for Education Statistics and global box office revenue of UK films from Statista, analyzing the period from 2002 to 2022. To our surprise, the correlation coefficient of 0.8545927 and p < 0.01 left us genuinely gobsmacked, hinting that there might be more to this quirky relationship than meets the eye.

*Knock knock*
-Who's there?
*Interdisciplinary research*
-Interdisciplinary research who?
*Exactly, the unexpected connections between US public education and UK film revenues can really tickle your funny bone!*

Our findings suggest that there might be a deeper link between the cultural influence of UK films and the behaviors of US school children, although we acknowledge the need for further investigation into the causality behind this correlation. As we delve into the depths of this unusual phenomenon, our hope is to shed light on how seemingly unrelated factors can actually intertwine like the plot twists of a blockbuster film.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
Cinema has long captivated audiences around the globe, drawing them in with its captivating narratives, compelling characters, and, of course, the tantalizing aroma of buttered popcorn. But amidst the excitement of the silver screen, there exists a peculiar connection between the box office success of UK films and the population of US public school children that has often been overlooked, much like when you're so engrossed in a movie that you miss the cameo appearance of a famous actor.
This study sets out to unravel this enigmatic relationship, akin to a plot twist that leaves audiences equal parts bewildered and intrigued. Our focus is on the proverbial reel and unexpected impact that UK films might have on the behavior of the US school-going population, a connection as surprising as finding a family of gummy bears hiding at the bottom of your popcorn bucket.
The hypothesis that there may be a substantial link between these seemingly disparate factors is as bold as a cinematic climax, leaving us with an expectation of revelations as satisfying as the perfect movie ending. Admittedly, this initial proposition was met with more skepticism than trying to pass off a dad joke as highbrow humor in an academic setting. Nonetheless, our findings reveal that there might be more to this conundrum than meets the eye, much like a cleverly disguised Easter egg in a film.
Before delving into the intricate web of data analysis and statistical scrutiny, it is essential to acknowledge the potential implications of this unexpected correlation. Much like the unexpected twists and turns of a suspenseful thriller, these findings could have significant implications for both the film industry and education sector, potentially reshaping how movies are marketed and challenging the assumptions about the influence of popular culture on young minds.
In the course of our investigation, we employed rigorous statistical methods to parse through the data, an approach as meticulous as scrutinizing every frame of a film for hidden clues. The correlation coefficient of 0.8545927 stood out like an oversized tub of soda at the movie concession stand, prompting us to reflect on the possibility of a genuine connection between US public school enrollment and the global box office revenue of UK films.
As we embark on this scholarly escapade, it is our sincere hope that this research will not only entertain but also inspire further exploration into the unexpected relationships that underpin our cultural and social landscape, much like the joy of discovering hidden symbolism in a thought-provoking film. So grab your metaphorical 3D glasses, suspend your disbelief, and join us as we delve into the reels of this mesmerizing cinematic journey.

-------

Your response should start like this:

[[LITERATURE REVIEW]]

ChatGPT:
[[LITERATURE REVIEW]]

The connection between US public school children and the global box office revenue of UK films has been a topic of intrigue and speculation for years. Various studies have attempted to unravel this enigmatic relationship, akin to a plot twist that leaves audiences equal parts bewildered and intrigued. In "Smith et al.'s Analysis of Cultural Phenomena," the authors find lorem and ipsum - and just when you thought you were delving into statistical analysis, here comes the punchline!

The influence of popular culture on young minds has been a subject of scholarly fascination, much like the ongoing debate about whether a hot dog is a sandwich (spoiler alert: it's a contentious issue). Understanding the impact of UK films on the behavioral patterns of US school children has proven to be a complex puzzle, reminiscent of trying to solve a jigsaw puzzle in the dark.

Moving beyond traditional academic sources, we must not overlook the potential insights that non-fiction literature can offer. Works such as "Culture and Media: The Mutual Influence of Cinema and Society" by Doe et al. and "The Silver Screen: Global Impact of British Cinema" by Jones provide valuable context for examining the intersection of film, culture, and societal norms. These texts serve as a reminder that the impact of cinema extends far beyond the confines of the movie theater, just like how your popcorn consumption extends far beyond what you initially intended.

In the realm of fiction, novels such as "The Secret Influence of Harry Potter on American Youth" by J.K. Rowling (just kidding!) and "The Chronicles of Narnia: A Hidden Force in School Dynamics" bring a whimsical perspective to the potential influence of British narratives on the behavior of young viewers. While these books may not pass as scholarly literature, they do add a dash of magic to our understanding of the complex relationship between UK films and US school children, much like sprinkling fairy dust on a statistical analysis.

In our pursuit of insight, we turn to popular TV shows that may offer indirect clues to this distinctive connection. Series such as "British Invasion: The Impact of UK Culture on American Audiences" and "Schoolyard Surprises: Unraveling the Mystery of American Education” provide a glimpse into the cultural exchange between the US and the UK, offering a valuable, if somewhat unconventional, lens through which to approach this research. It's like channel surfing through the depths of scholarly inquiry!

Stay tuned for the next chapter of academic antics and unexpected connections, where we won't just raise eyebrows, but potentially raise a few laughs as well!

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 US kids in public school and Global Box Office Revenue of UK Films. 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 National Center for Education Statistics and Statista . You used data from 2002 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]]
"Reeling Them In: The Box Office Lessons of British Films and American School Kids"

[[ABSTRACT]]
The relationship between US public school children and the global box office revenue of UK films has been a topic of debate and speculation for years. In this study, we dug deep into this reel mystery to see if a connection truly exists, looking for patterns that may shed light on this peculiar correlation. We hypothesized that there might be a significant link, and our findings are quite the reel deal.

The data sets we used were as comprehensive as a bag of popcorn at a blockbuster movie. We examined enrollment statistics of US public schools from the National Center for Education Statistics and global box office revenue of UK films from Statista, analyzing the period from 2002 to 2022. To our surprise, the correlation coefficient of 0.8545927 and p < 0.01 left us genuinely gobsmacked, hinting that there might be more to this quirky relationship than meets the eye.

*Knock knock*
-Who's there?
*Interdisciplinary research*
-Interdisciplinary research who?
*Exactly, the unexpected connections between US public education and UK film revenues can really tickle your funny bone!*

Our findings suggest that there might be a deeper link between the cultural influence of UK films and the behaviors of US school children, although we acknowledge the need for further investigation into the causality behind this correlation. As we delve into the depths of this unusual phenomenon, our hope is to shed light on how seemingly unrelated factors can actually intertwine like the plot twists of a blockbuster film.

[[INTRODUCTION]]
Cinema has long captivated audiences around the globe, drawing them in with its captivating narratives, compelling characters, and, of course, the tantalizing aroma of buttered popcorn. But amidst the excitement of the silver screen, there exists a peculiar connection between the box office success of UK films and the population of US public school children that has often been overlooked, much like when you're so engrossed in a movie that you miss the cameo appearance of a famous actor.
This study sets out to unravel this enigmatic relationship, akin to a plot twist that leaves audiences equal parts bewildered and intrigued. Our focus is on the proverbial reel and unexpected impact that UK films might have on the behavior of the US school-going population, a connection as surprising as finding a family of gummy bears hiding at the bottom of your popcorn bucket.
The hypothesis that there may be a substantial link between these seemingly disparate factors is as bold as a cinematic climax, leaving us with an expectation of revelations as satisfying as the perfect movie ending. Admittedly, this initial proposition was met with more skepticism than trying to pass off a dad joke as highbrow humor in an academic setting. Nonetheless, our findings reveal that there might be more to this conundrum than meets the eye, much like a cleverly disguised Easter egg in a film.
Before delving into the intricate web of data analysis and statistical scrutiny, it is essential to acknowledge the potential implications of this unexpected correlation. Much like the unexpected twists and turns of a suspenseful thriller, these findings could have significant implications for both the film industry and education sector, potentially reshaping how movies are marketed and challenging the assumptions about the influence of popular culture on young minds.
In the course of our investigation, we employed rigorous statistical methods to parse through the data, an approach as meticulous as scrutinizing every frame of a film for hidden clues. The correlation coefficient of 0.8545927 stood out like an oversized tub of soda at the movie concession stand, prompting us to reflect on the possibility of a genuine connection between US public school enrollment and the global box office revenue of UK films.
As we embark on this scholarly escapade, it is our sincere hope that this research will not only entertain but also inspire further exploration into the unexpected relationships that underpin our cultural and social landscape, much like the joy of discovering hidden symbolism in a thought-provoking film. So grab your metaphorical 3D glasses, suspend your disbelief, and join us as we delve into the reels of this mesmerizing cinematic journey.

-------

Your response should start like this:

[[METHODOLOGY]]

ChatGPT:

[[METHODOLOGY]]

To uncover the mysterious connection between US public school children and the global box office revenue of UK films, we embarked on a journey that was as ambitious as trying to watch the entire Marvel Cinematic Universe in a single sitting - a task that requires both patience and endurance. Our research team dove into the depths of digital archives like intrepid treasure hunters, sifting through data from the National Center for Education Statistics and Statista with the fervor of ardent film aficionados seeking the next blockbuster hit.

The collection of data was as meticulous as a film director's vision, with careful consideration given to the statistical rigour needed to illuminate this peculiar relationship. We selected a time frame spanning from 2002 to 2022, encompassing a period as rich in varied cinematic narratives as it was in educational developments. This allowed us to capture the nuances of changing trends and plot twists in both the educational and cinematic realms, akin to exploring the evolution of storytelling techniques from silent black-and-white films to the multi-sensory experiences of modern blockbusters.

Our research design navigated through the digital landscape like a protagonist in search of the ultimate truth, making use of advanced statistical analyses to draw out the patterns hidden within the data. We employed regression analyses with the dexterity of a seasoned actor delivering a compelling performance, teasing out the potential associations between the enrollment statistics of US public schools and the global box office revenue of UK films. Our methodologies navigated the twists and turns of statistical inference with the finesse of a skilled detective crackling with witty banter, peeling back layers of uncertainty to reveal the underlying narrative thread connecting these seemingly disparate elements.

*Why don't scientists trust atoms?*
-Because they make up everything!

Our team took the correlation coefficient by the horns, scrutinizing its nuances with the diligence of a historian dissecting pivotal moments in a film's plot. Through our analytical prowess, the correlation coefficient of 0.8545927 emerged as the proverbial leading actor, captivating our attention with its significant value (p < 0.01) and leading to a dazzling insight into the potential interplay between the behaviors of young learners and the cultural resonance of UK films. Much like the dramatic denouement of a well-crafted screenplay, this statistical revelation beckoned us into a world of unforeseen connections, unlocking the door to a realm of possibility as boundless as the imagination of a visionary filmmaker.

In the spirit of scholarly inquiry, we acknowledge the limitations of our study, akin to acknowledging the subtly integrated CGI effects in a visually stunning film. While our findings hint at a tantalizing correlation, the nature of causality remains enshrouded in mystery, much like the lingering ambiguity of an ambiguous ending that leaves audiences clamoring for a sequel. As we reflect on the implications of our research, our efforts stand as a testament to the enduring spirit of curiosity—an intrepid exploration into the uncharted territories where the worlds of education and cinema intersect, much like the timeless allure of a genre-defying epic.

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 US kids in public school and Global Box Office Revenue of UK Films. 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 National Center for Education Statistics and Statista .

For the time period 2002 to 2022, you found a correlation 0.8545927, r-squared of 0.7303286, 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]]
"Reeling Them In: The Box Office Lessons of British Films and American School Kids"

[[ABSTRACT]]
The relationship between US public school children and the global box office revenue of UK films has been a topic of debate and speculation for years. In this study, we dug deep into this reel mystery to see if a connection truly exists, looking for patterns that may shed light on this peculiar correlation. We hypothesized that there might be a significant link, and our findings are quite the reel deal.

The data sets we used were as comprehensive as a bag of popcorn at a blockbuster movie. We examined enrollment statistics of US public schools from the National Center for Education Statistics and global box office revenue of UK films from Statista, analyzing the period from 2002 to 2022. To our surprise, the correlation coefficient of 0.8545927 and p < 0.01 left us genuinely gobsmacked, hinting that there might be more to this quirky relationship than meets the eye.

*Knock knock*
-Who's there?
*Interdisciplinary research*
-Interdisciplinary research who?
*Exactly, the unexpected connections between US public education and UK film revenues can really tickle your funny bone!*

Our findings suggest that there might be a deeper link between the cultural influence of UK films and the behaviors of US school children, although we acknowledge the need for further investigation into the causality behind this correlation. As we delve into the depths of this unusual phenomenon, our hope is to shed light on how seemingly unrelated factors can actually intertwine like the plot twists of a blockbuster film.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
Cinema has long captivated audiences around the globe, drawing them in with its captivating narratives, compelling characters, and, of course, the tantalizing aroma of buttered popcorn. But amidst the excitement of the silver screen, there exists a peculiar connection between the box office success of UK films and the population of US public school children that has often been overlooked, much like when you're so engrossed in a movie that you miss the cameo appearance of a famous actor.
This study sets out to unravel this enigmatic relationship, akin to a plot twist that leaves audiences equal parts bewildered and intrigued. Our focus is on the proverbial reel and unexpected impact that UK films might have on the behavior of the US school-going population, a connection as surprising as finding a family of gummy bears hiding at the bottom of your popcorn bucket.
The hypothesis that there may be a substantial link between these seemingly disparate factors is as bold as a cinematic climax, leaving us with an expectation of revelations as satisfying as the perfect movie ending. Admittedly, this initial proposition was met with more skepticism than trying to pass off a dad joke as highbrow humor in an academic setting. Nonetheless, our findings reveal that there might be more to this conundrum than meets the eye, much like a cleverly disguised Easter egg in a film.
Before delving into the intricate web of data analysis and statistical scrutiny, it is essential to acknowledge the potential implications of this unexpected correlation. Much like the unexpected twists and turns of a suspenseful thriller, these findings could have significant implications for both the film industry and education sector, potentially reshaping how movies are marketed and challenging the assumptions about the influence of popular culture on young minds.
In the course of our investigation, we employed rigorous statistical methods to parse through the data, an approach as meticulous as scrutinizing every frame of a film for hidden clues. The correlation coefficient of 0.8545927 stood out like an oversized tub of soda at the movie concession stand, prompting us to reflect on the possibility of a genuine connection between US public school enrollment and the global box office revenue of UK films.
As we embark on this scholarly escapade, it is our sincere hope that this research will not only entertain but also inspire further exploration into the unexpected relationships that underpin our cultural and social landscape, much like the joy of discovering hidden symbolism in a thought-provoking film. So grab your metaphorical 3D glasses, suspend your disbelief, and join us as we delve into the reels of this mesmerizing cinematic journey.

-------

Your response should start like this:

[[RESULTS]]

ChatGPT:

[[RESULTS]]

The results of our investigation unveiled a remarkable correlation between the global box office revenue of UK films and the enrollment statistics of US public schools. From 2002 to 2022, our analysis revealed a correlation coefficient of 0.8545927, indicating a strong positive relationship between these two seemingly unrelated variables. This unexpected finding left us feeling as surprised as someone finding out they have a popcorn stuck in their teeth during a job interview - it's a bit awkward, but quite revealing!

In addition to the correlation coefficient, we calculated an r-squared value of 0.7303286, signifying that a substantial proportion of the variability in global box office revenue of UK films can be explained by the enrollment statistics of US public schools. It's almost like the plot of a classic underdog sports movie - against all odds, these variables are working together to create something unexpectedly compelling.

*Why don't we ever tell secrets on a farm? Because the potatoes have eyes and the corn has ears.*

Furthermore, the p-value of less than 0.01 indicates that the observed correlation is statistically significant, providing compelling evidence that this connection is not merely a fluke. It's as clear as the resolution of a high-definition film - this relationship is no blurred background, but a focal point demanding attention.

Fig. 1 illustrates this striking correlation with a scatterplot, showcasing the tight clustering of data points and the upward trend that solidifies the link between US public school enrollment and the global box office revenue of UK films. It's almost like these variables are starring in their own buddy comedy - unexpected chemistry that's impossible to ignore.

These findings challenge traditional notions of cause and effect, prompting us to peel back the layers of this intricate relationship much like unwrapping a DVD to see if there are any bonus features hidden within. As we move forward, it's clear that there's a plot twist waiting at every turn, a revelation that's as exhilarating as catching a movie plot twist before the big reveal.

In conclusion, our research has brought to light an unexpected yet substantial association between US public school children and the global box office revenue of UK films. As we peel back the layers of this peculiar connection, we are reminded that sometimes the most compelling narratives are those that surprise us the most, much like a dad joke that sneaks up on you when you least expect it.

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 US kids in public school and Global Box Office Revenue of UK Films. 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]]
"Reeling Them In: The Box Office Lessons of British Films and American School Kids"

[[ABSTRACT]]
The relationship between US public school children and the global box office revenue of UK films has been a topic of debate and speculation for years. In this study, we dug deep into this reel mystery to see if a connection truly exists, looking for patterns that may shed light on this peculiar correlation. We hypothesized that there might be a significant link, and our findings are quite the reel deal.

The data sets we used were as comprehensive as a bag of popcorn at a blockbuster movie. We examined enrollment statistics of US public schools from the National Center for Education Statistics and global box office revenue of UK films from Statista, analyzing the period from 2002 to 2022. To our surprise, the correlation coefficient of 0.8545927 and p < 0.01 left us genuinely gobsmacked, hinting that there might be more to this quirky relationship than meets the eye.

*Knock knock*
-Who's there?
*Interdisciplinary research*
-Interdisciplinary research who?
*Exactly, the unexpected connections between US public education and UK film revenues can really tickle your funny bone!*

Our findings suggest that there might be a deeper link between the cultural influence of UK films and the behaviors of US school children, although we acknowledge the need for further investigation into the causality behind this correlation. As we delve into the depths of this unusual phenomenon, our hope is to shed light on how seemingly unrelated factors can actually intertwine like the plot twists of a blockbuster film.

[[LITERATURE REVIEW]]
The connection between US public school children and the global box office revenue of UK films has been a topic of intrigue and speculation for years. Various studies have attempted to unravel this enigmatic relationship, akin to a plot twist that leaves audiences equal parts bewildered and intrigued. In "Smith et al.'s Analysis of Cultural Phenomena," the authors find lorem and ipsum - and just when you thought you were delving into statistical analysis, here comes the punchline!
The influence of popular culture on young minds has been a subject of scholarly fascination, much like the ongoing debate about whether a hot dog is a sandwich (spoiler alert: it's a contentious issue). Understanding the impact of UK films on the behavioral patterns of US school children has proven to be a complex puzzle, reminiscent of trying to solve a jigsaw puzzle in the dark.
Moving beyond traditional academic sources, we must not overlook the potential insights that non-fiction literature can offer. Works such as "Culture and Media: The Mutual Influence of Cinema and Society" by Doe et al. and "The Silver Screen: Global Impact of British Cinema" by Jones provide valuable context for examining the intersection of film, culture, and societal norms. These texts serve as a reminder that the impact of cinema extends far beyond the confines of the movie theater, just like how your popcorn consumption extends far beyond what you initially intended.
In the realm of fiction, novels such as "The Secret Influence of Harry Potter on American Youth" by J.K. Rowling (just kidding!) and "The Chronicles of Narnia: A Hidden Force in School Dynamics" bring a whimsical perspective to the potential influence of British narratives on the behavior of young viewers. While these books may not pass as scholarly literature, they do add a dash of magic to our understanding of the complex relationship between UK films and US school children, much like sprinkling fairy dust on a statistical analysis.
In our pursuit of insight, we turn to popular TV shows that may offer indirect clues to this distinctive connection. Series such as "British Invasion: The Impact of UK Culture on American Audiences" and "Schoolyard Surprises: Unraveling the Mystery of American Education” provide a glimpse into the cultural exchange between the US and the UK, offering a valuable, if somewhat unconventional, lens through which to approach this research. It's like channel surfing through the depths of scholarly inquiry!
Stay tuned for the next chapter of academic antics and unexpected connections, where we won't just raise eyebrows, but potentially raise a few laughs as well!

[[RESULTS]]
The results of our investigation unveiled a remarkable correlation between the global box office revenue of UK films and the enrollment statistics of US public schools. From 2002 to 2022, our analysis revealed a correlation coefficient of 0.8545927, indicating a strong positive relationship between these two seemingly unrelated variables. This unexpected finding left us feeling as surprised as someone finding out they have a popcorn stuck in their teeth during a job interview - it's a bit awkward, but quite revealing!
In addition to the correlation coefficient, we calculated an r-squared value of 0.7303286, signifying that a substantial proportion of the variability in global box office revenue of UK films can be explained by the enrollment statistics of US public schools. It's almost like the plot of a classic underdog sports movie - against all odds, these variables are working together to create something unexpectedly compelling.
*Why don't we ever tell secrets on a farm? Because the potatoes have eyes and the corn has ears.*
Furthermore, the p-value of less than 0.01 indicates that the observed correlation is statistically significant, providing compelling evidence that this connection is not merely a fluke. It's as clear as the resolution of a high-definition film - this relationship is no blurred background, but a focal point demanding attention.
Fig. 1 illustrates this striking correlation with a scatterplot, showcasing the tight clustering of data points and the upward trend that solidifies the link between US public school enrollment and the global box office revenue of UK films. It's almost like these variables are starring in their own buddy comedy - unexpected chemistry that's impossible to ignore.
These findings challenge traditional notions of cause and effect, prompting us to peel back the layers of this intricate relationship much like unwrapping a DVD to see if there are any bonus features hidden within. As we move forward, it's clear that there's a plot twist waiting at every turn, a revelation that's as exhilarating as catching a movie plot twist before the big reveal.
In conclusion, our research has brought to light an unexpected yet substantial association between US public school children and the global box office revenue of UK films. As we peel back the layers of this peculiar connection, we are reminded that sometimes the most compelling narratives are those that surprise us the most, much like a dad joke that sneaks up on you when you least expect it.

-------

Your response should start like this:

[[DISCUSSION]]

ChatGPT:

[[DISCUSSION]]

Our investigation into the relationship between the enrollment statistics of US public schools and the global box office revenue of UK films has uncovered a correlation that is as surprising as finding a hidden coin beneath cinema seats. Building upon the peculiar findings of previous studies, such as those of Smith et al., who also stumbled upon unexpected connections in their analysis of cultural phenomena, our research adds a significant contribution to the reel discourse on this perplexing topic.

The robust correlation coefficient of 0.8545927 and the associated p-value of less than 0.01 provide compelling evidence that the influence of UK films on the box office is intertwined with the enrollment dynamics of US public schools. This discovery may leave some scratching their heads, much like trying to solve a riddle while watching a suspenseful thriller, but it is a testament to the intricate complexity of cultural influences and viewership patterns.

*Dad joke alert!*
-Why did the film go to the dentist?
-Because it needed a little enamel discrimination!

Our results lend credence to the notion that the behavioral patterns of US school children may be influenced by the themes, characters, and narratives portrayed in UK films. The intrigue of how cultural products transcend geographical boundaries and impact societal dynamics is akin to an unexpected plot twist in an otherwise predictable storyline. The literature, including non-fiction works by Doe et al. and Jones, as well as the whimsical perspectives offered by fictional novels, underpin the multifaceted nature of this connection, just like how a good movie has layers beyond what meets the eye.

The significance of our findings cannot be overstated, much like the climactic scene in a blockbuster film that leaves audiences on the edge of their seats. Our results not only confirm the existence of a strong positive relationship between US public school enrollment and global box office revenue of UK films but also prompt a reevaluation of the interconnectedness of seemingly disparate cultural and educational factors. This unexpected correlation serves as a reminder that in the reel world, as in the real world, surprises are abound and assumptions should be approached with caution.

*Why don't scientists trust atoms? Because they make up everything.*

In light of these findings, it is imperative to delve deeper into the mechanisms underlying this association. Future research endeavors could explore the specific themes within UK films that resonate with US school children, as well as the potential implications for educational practices and cultural exchange. Just as a sequel often explores new dimensions of a captivating storyline, further investigations into this peculiar connection may unravel layers of insight that expand our understanding of the intricate interplay between film, education, and societal dynamics.

As we navigate the reel of academia and the unpredictability of research, our findings remind us that the scholarly pursuit is not merely an exercise in facts and figures but an avenue for illuminating the unexpected and challenging conventional wisdom. In this spirit, our study contributes a thread to the rich tapestry of interdisciplinary inquiry, weaving together the unlikeliest of subjects much like a cleverly crafted plot that intertwines disparate storylines.

We eagerly anticipate the next scene in this academic narrative, where unexpected connections continue to surprise and amuse, much like a well-timed punchline that catches us off guard. In the reel of scholarly exploration, as in a good comedy, the unexpected twists are what make the story truly compelling.

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 US kids in public school and Global Box Office Revenue of UK Films. 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]]
"Reeling Them In: The Box Office Lessons of British Films and American School Kids"

[[ABSTRACT]]
The relationship between US public school children and the global box office revenue of UK films has been a topic of debate and speculation for years. In this study, we dug deep into this reel mystery to see if a connection truly exists, looking for patterns that may shed light on this peculiar correlation. We hypothesized that there might be a significant link, and our findings are quite the reel deal.

The data sets we used were as comprehensive as a bag of popcorn at a blockbuster movie. We examined enrollment statistics of US public schools from the National Center for Education Statistics and global box office revenue of UK films from Statista, analyzing the period from 2002 to 2022. To our surprise, the correlation coefficient of 0.8545927 and p < 0.01 left us genuinely gobsmacked, hinting that there might be more to this quirky relationship than meets the eye.

*Knock knock*
-Who's there?
*Interdisciplinary research*
-Interdisciplinary research who?
*Exactly, the unexpected connections between US public education and UK film revenues can really tickle your funny bone!*

Our findings suggest that there might be a deeper link between the cultural influence of UK films and the behaviors of US school children, although we acknowledge the need for further investigation into the causality behind this correlation. As we delve into the depths of this unusual phenomenon, our hope is to shed light on how seemingly unrelated factors can actually intertwine like the plot twists of a blockbuster film.

[[INTRDUCTION]]
Cinema has long captivated audiences around the globe, drawing them in with its captivating narratives, compelling characters, and, of course, the tantalizing aroma of buttered popcorn. But amidst the excitement of the silver screen, there exists a peculiar connection between the box office success of UK films and the population of US public school children that has often been overlooked, much like when you're so engrossed in a movie that you miss the cameo appearance of a famous actor.
This study sets out to unravel this enigmatic relationship, akin to a plot twist that leaves audiences equal parts bewildered and intrigued. Our focus is on the proverbial reel and unexpected impact that UK films might have on the behavior of the US school-going population, a connection as surprising as finding a family of gummy bears hiding at the bottom of your popcorn bucket.
The hypothesis that there may be a substantial link between these seemingly disparate factors is as bold as a cinematic climax, leaving us with an expectation of revelations as satisfying as the perfect movie ending. Admittedly, this initial proposition was met with more skepticism than trying to pass off a dad joke as highbrow humor in an academic setting. Nonetheless, our findings reveal that there might be more to this conundrum than meets the eye, much like a cleverly disguised Easter egg in a film.
Before delving into the intricate web of data analysis and statistical scrutiny, it is essential to acknowledge the potential implications of this unexpected correlation. Much like the unexpected twists and turns of a suspenseful thriller, these findings could have significant implications for both the film industry and education sector, potentially reshaping how movies are marketed and challenging the assumptions about the influence of popular culture on young minds.
In the course of our investigation, we employed rigorous statistical methods to parse through the data, an approach as meticulous as scrutinizing every frame of a film for hidden clues. The correlation coefficient of 0.8545927 stood out like an oversized tub of soda at the movie concession stand, prompting us to reflect on the possibility of a genuine connection between US public school enrollment and the global box office revenue of UK films.
As we embark on this scholarly escapade, it is our sincere hope that this research will not only entertain but also inspire further exploration into the unexpected relationships that underpin our cultural and social landscape, much like the joy of discovering hidden symbolism in a thought-provoking film. So grab your metaphorical 3D glasses, suspend your disbelief, and join us as we delve into the reels of this mesmerizing cinematic journey.

[[RESULTS]]
The results of our investigation unveiled a remarkable correlation between the global box office revenue of UK films and the enrollment statistics of US public schools. From 2002 to 2022, our analysis revealed a correlation coefficient of 0.8545927, indicating a strong positive relationship between these two seemingly unrelated variables. This unexpected finding left us feeling as surprised as someone finding out they have a popcorn stuck in their teeth during a job interview - it's a bit awkward, but quite revealing!
In addition to the correlation coefficient, we calculated an r-squared value of 0.7303286, signifying that a substantial proportion of the variability in global box office revenue of UK films can be explained by the enrollment statistics of US public schools. It's almost like the plot of a classic underdog sports movie - against all odds, these variables are working together to create something unexpectedly compelling.
*Why don't we ever tell secrets on a farm? Because the potatoes have eyes and the corn has ears.*
Furthermore, the p-value of less than 0.01 indicates that the observed correlation is statistically significant, providing compelling evidence that this connection is not merely a fluke. It's as clear as the resolution of a high-definition film - this relationship is no blurred background, but a focal point demanding attention.
Fig. 1 illustrates this striking correlation with a scatterplot, showcasing the tight clustering of data points and the upward trend that solidifies the link between US public school enrollment and the global box office revenue of UK films. It's almost like these variables are starring in their own buddy comedy - unexpected chemistry that's impossible to ignore.
These findings challenge traditional notions of cause and effect, prompting us to peel back the layers of this intricate relationship much like unwrapping a DVD to see if there are any bonus features hidden within. As we move forward, it's clear that there's a plot twist waiting at every turn, a revelation that's as exhilarating as catching a movie plot twist before the big reveal.
In conclusion, our research has brought to light an unexpected yet substantial association between US public school children and the global box office revenue of UK films. As we peel back the layers of this peculiar connection, we are reminded that sometimes the most compelling narratives are those that surprise us the most, much like a dad joke that sneaks up on you when you least expect it.

-------

Your response should start like this:

[[CONCLUSION]]

ChatGPT:

[[CONCLUSION]]

In conclusion, our research has successfully unraveled the reel mystery surrounding the seemingly peculiar correlation between US public school children and the global box office revenue of UK films. It turns out this connection is as real as the leftover popcorn at the bottom of a movie theater seat – surprising yet undeniable.

We've shown a correlation coefficient that's stronger than the gravitational pull on a black hole, and a p-value lower than a limbo champion – statistically significant and metaphorically mind-blowing. It's almost as clear as the moral lesson in a family-friendly animated feature – what a revelation!

*Why did the scarecrow win an award? Because he was outstanding in his field!*

With these findings, it's safe to say that we've uncovered more twists than an M. Night Shyamalan movie, and our results are as illuminating as a high-powered projector in a dark theater. Our work suggests a substantial link between the cultural influence of UK films and the behavior of US school children, proving that sometimes the most unexpected connections can be as captivating as a well-crafted movie plot.

In light of these findings, it's quite evident that no more research is needed in this area. It's as conclusive as the ending credits of a film – the connection between US public school children and the global box office revenue of UK films is not just a passing fad, but a bona fide box office hit!

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 Reeling Them In: The Box Office Lessons of British Films and American School Kids. Respond only with the name of a fictional academic journal.

ChatGPT:

The Journal of Cinematic Sociology

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 Reeling Them In: The Box Office Lessons of British Films and American School Kids. Respond only with the name of a fictional organization.

ChatGPT:

The Center for Transatlantic Cinematic Studies

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 Reeling Them In: The Box Office Lessons of British Films and American School Kids with an abstract of The relationship between US public school children and the global box office revenue of UK films has been a topic of debate and speculation for years. In this study, we dug deep into this reel mystery to see if a connection truly exists, looking for patterns that may shed light on this peculiar correlation. We hypothesized that there might be a significant link, and our findings are quite the reel deal.
The data sets we used were as comprehensive as a bag of popcorn at a blockbuster movie. We examined enrollment statistics of US public schools from the National Center for Education Statistics and global box office revenue of UK films from Statista, analyzing the period from 2002 to 2022. To our surprise, the correlation coefficient of 0.8545927 and p < 0.01 left us genuinely gobsmacked, hinting that there might be more to this quirky relationship than meets the eye.
*Knock knock*
-Who's there?
*Interdisciplinary research*
-Interdisciplinary research who?
*Exactly, the unexpected connections between US public education and UK film revenues can really tickle your funny bone!*
Our findings suggest that there might be a deeper link between the cultural influence of UK films and the behaviors of US school children, although we acknowledge the need for further investigation into the causality behind this correlation. As we delve into the depths of this unusual phenomenon, our hope is to shed light on how seemingly unrelated factors can actually intertwine like the plot twists of a blockbuster film.

ChatGPT:

US public school children, global box office revenue, UK films, correlation, US public school enrollment, National Center for Education Statistics, UK film revenue statistics, Statista, interdisciplinary research, cultural influence, US school children behavior, causality, reeling them in, British films, American school kids

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

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Data details

US kids in public school
Detailed data title: Enrollment in public elementary and secondary schools
Source: National Center for Education Statistics
See what else correlates with US kids in public school

Global Box Office Revenue of UK Films
Source: Statista
See what else correlates with Global Box Office Revenue of UK Films

Correlation r = 0.8545927 (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 = 0.7303286 (Coefficient of determination)
This means 73% of the change in the one variable (i.e., Global Box Office Revenue of UK Films) is predictable based on the change in the other (i.e., US kids in public school) over the 21 years from 2002 through 2022.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 8.1E-7.^Show 0.0000008140827837367545000000
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 0.85 in 8.1E-5% of random cases. Said differently, if you correlated 1,228,376 random variables^Note You don't actually need 1 million 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 20 degrees of freedom, ^Note Degrees of freedom is a measure of how many free components we are testing. In this case it is 20 because we have two variables measured over a period of 21 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.

[ 0.67, 0.94 ] 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.

	2002	2003	2004	2005	2006	2007	2008	2009	2010	2011	2012	2013	2014	2015	2016	2017	2018	2019	2020	2021	2022
US kids in public school (Students)	48183100	48540200	48795500	49113300	49315800	49290600	49265600	49361000	49484200	49521700	49771100	50044500	50312600	50438000	50615200	50685600	50694100	50796400	49374800	49433100	49262300
Global Box Office Revenue of UK Films (Dollars)	1800000000000	1400000000000	2900000000000	3600000000000	2200000000000	3300000000000	4200000000000	2000000000000	4500000000000	5600000000000	5300000000000	4100000000000	4700000000000	9400000000000	6500000000000	8100000000000	9400000000000	10300000000000	1100000000000	3600000000000	3400000000000

Why this works

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.
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([48183100,48540200,48795500,49113300,49315800,49290600,49265600,49361000,49484200,49521700,49771100,50044500,50312600,50438000,50615200,50685600,50694100,50796400,49374800,49433100,49262300,])
array_2 = np.array([1800000000000,1400000000000,2900000000000,3600000000000,2200000000000,3300000000000,4200000000000,2000000000000,4500000000000,5600000000000,5300000000000,4100000000000,4700000000000,9400000000000,6500000000000,8100000000000,9400000000000,10300000000000,1100000000000,3600000000000,3400000000000,])
array_1_name = "US kids in public school"
array_2_name = "Global Box Office Revenue of UK Films"

# 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 US kids in public school
Line chart for only Global Box Office Revenue of UK Films
AI-generated correlation image
The spurious research paper: Reeling Them In: The Box Office Lessons of British Films and American School Kids

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Correlation ID: 1605 · Black Variable ID: 1296 · Red Variable ID: 459


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