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Spurious correlation #5,094 · View random

A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is Popularity of the 'y u no' meme and the second variable is The number of university philosophy and religion teachers in Georgia.  The chart goes from 2006 to 2022, and the two variables track closely in value over that time. Small Image
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AI explanation

The 'y u no' meme became a gateway joke for existential questioning, prompting individuals to ponder the meaning of life and the nature of existence. This led to a surge in interest in philosophy and religion, as people sought answers to the fundamental 'y u no' questions. Professors in Georgia found themselves in high demand, as students flocked to their classes, eager to delve into discussions about the 'y's' and 'u's' of human existence. It seems the meme's impact was far-reaching, sparking a Socratic revolution and Descartes-ian shift in the state's educational landscape.

Create a meme inspired by the y u no meme that in some way references The number of university philosophy and religion teachers in Georgia. Try to emulate the style of the meme - don’t violate the copyright, just make it look and feel like the original meme.
This image generation prompt was also generated by AI, using the following sequence:

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

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

Model: gpt-3.5-turbo-1106 (fine-tuned)
System prompt: You provide humorous responses in the form of plausible sounding explanations for correlations. You assume the correlation is causative for the purpose of the explanation even if it is ridiculous. You do not chat with the user, you only reply with the causal connection explanation and nothing else.
User prompt: Please make up a funny explanation for how increases in Popularity of the 'y u no' meme positively influenced The number of university philosophy and religion teachers in Georgia. Include one good pun.

AI academic paper

(Because p < 0.01)
Meme-taphysical Connections: Exploring the Relationship Between the 'y u no' Meme Popularity and the Number of University Philosophy and Religion Teachers in Georgia

The Journal of Internet Culture and Society

Jan 2024

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




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

Please draft the title and abstract of an academic research paper presenting the findings of the connection between Popularity of the 'y u no' meme and The number of university philosophy and religion teachers in Georgia. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Make the title punny if you can come up with clever pun. If not, make it sound serious.

Your research team used data from Google Trends and Bureau of Larbor Statistics to assess this nagging question. You found a correlation coefficient of 0.9284803 and p < 0.01 for 2006 to 2022.

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

[[TITLE]]
Lorem ipsum dolor sit

[[ABSTRACT]]
Lorem ipsum dolor sit



ChatGPT:
[[TITLE]]
Meme-taphysical Connections: Exploring the Relationship Between the 'y u no' Meme Popularity and the Number of University Philosophy and Religion Teachers in Georgia

[[ABSTRACT]]
In this paper, we delved into the intriguing yet often overlooked connection between internet meme culture and the academic realm of philosophy and religion in the state of Georgia. Utilizing data from Google Trends and the Bureau of Labor Statistics, we rigorously examined the correlation between the widespread popularity of the 'y u no' meme and the number of teaching roles in these disciplines. Our findings revealed a remarkably high correlation coefficient of 0.9284803 with a significance level of p < 0.01 for the years 2006 to 2022, providing compelling evidence for the influence of internet memes on academic disciplines.

The strong correlation observed in our study prompts us to ponder the possibility of philosophical discussions being flavored with a sprinkle of 'y u no' humor or the influence of meme-driven existential questioning on the expansion of academic staff. It seems that the 'y u no' meme has proven itself to be not only a popular internet phenomenon but also an unexpected driving force behind academic staffing trends. One might say it has become a real *philosomeme* in shaping the philosophic landscape.

On a less serious note, did you hear about the philosophy teacher who never got the 'y u no' meme? He just couldn't *meme-handle* it!


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

Please make up the introduction section of an academic research paper presenting the findings of the connection between Popularity of the 'y u no' meme and The number of university philosophy and religion teachers in Georgia. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Here is the title and abstract of the paper:
[[TITLE]]
Meme-taphysical Connections: Exploring the Relationship Between the 'y u no' Meme Popularity and the Number of University Philosophy and Religion Teachers in Georgia

[[ABSTRACT]]
In this paper, we delved into the intriguing yet often overlooked connection between internet meme culture and the academic realm of philosophy and religion in the state of Georgia. Utilizing data from Google Trends and the Bureau of Labor Statistics, we rigorously examined the correlation between the widespread popularity of the 'y u no' meme and the number of teaching roles in these disciplines. Our findings revealed a remarkably high correlation coefficient of 0.9284803 with a significance level of p < 0.01 for the years 2006 to 2022, providing compelling evidence for the influence of internet memes on academic disciplines.

The strong correlation observed in our study prompts us to ponder the possibility of philosophical discussions being flavored with a sprinkle of 'y u no' humor or the influence of meme-driven existential questioning on the expansion of academic staff. It seems that the 'y u no' meme has proven itself to be not only a popular internet phenomenon but also an unexpected driving force behind academic staffing trends. One might say it has become a real *philosomeme* in shaping the philosophic landscape.

On a less serious note, did you hear about the philosophy teacher who never got the 'y u no' meme? He just couldn't *meme-handle* it!

-------

Your response should start like this:

[[INTRODUCTION]]



ChatGPT:
[[INTRODUCTION]]

As the digital age continues to shape our cultural and intellectual landscape, the influence of internet memes on various facets of society becomes increasingly evident. From spreading humor to conveying social and political commentary, memes have transcended their status as mere online ephemera to become a pervasive and influential force. However, their impact on academic disciplines, particularly in the realm of philosophy and religion, remains a topic ripe for exploration. This study seeks to unravel the *enigmatic* relationship between the popularity of the 'y u no' meme and the number of university philosophy and religion teachers in Georgia.

The intriguing connection between internet memes and scholarly pursuits has given rise to a *philosomemical* inquiry into their potential influence on the academic labor market. The 'y u no' meme, characterized by its humorous and often existential nature, has captured the collective imagination of internet users worldwide. It raises the question: Could the widespread diffusion of this meme be shaping the philosophical and religious education landscape in Georgia, or is this correlation merely a *meme coincidence*?

The data utilized in this study draws from an interdisciplinary arsenal, including information extracted from Google Trends and the Bureau of Labor Statistics. By juxtaposing the seemingly *incongruous* realms of internet culture and academic employment, our investigation examines the extent to which the 'y u no' meme may be an *existential catalyst* for the academic staffing trends observed in Georgia. Indeed, the statistical analysis has unearthed a strong correlation, prompting us to consider the meme as a potential *meme-ntum* for the growth of teaching roles in philosophy and religion.

In the spirit of academic inquiry, the unexpected yet significant relationship between the 'y u no' meme and the academic labor market in Georgia invites us to engage in a *metaphysical meme-alysis* — a pursuit characterized by both scholarly rigor and an appreciation for the whimsy of internet culture. As we delve into the depths of this correlation, one cannot help but ponder, "Y u no consider the impact of internet memes on academic staffing?"

Speaking of *considering*, did you hear about the philosopher who couldn't stop thinking about the 'y u no' meme? He just couldn't *philosomeme*!

This unexpected convergence of internet humor and academic staffing trends challenges us to embrace a *meme-taphysical* approach to understanding the evolving dynamics of knowledge dissemination and cultural influence in the digital era.


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

Please make up a literature review section of an academic research paper presenting the findings of the connection between Popularity of the 'y u no' meme and The number of university philosophy and religion teachers in Georgia. 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 some movies that you watched that are tangentially related to the topic.

Here is the title and abstract of the paper:
[[TITLE]]
Meme-taphysical Connections: Exploring the Relationship Between the 'y u no' Meme Popularity and the Number of University Philosophy and Religion Teachers in Georgia

[[ABSTRACT]]
In this paper, we delved into the intriguing yet often overlooked connection between internet meme culture and the academic realm of philosophy and religion in the state of Georgia. Utilizing data from Google Trends and the Bureau of Labor Statistics, we rigorously examined the correlation between the widespread popularity of the 'y u no' meme and the number of teaching roles in these disciplines. Our findings revealed a remarkably high correlation coefficient of 0.9284803 with a significance level of p < 0.01 for the years 2006 to 2022, providing compelling evidence for the influence of internet memes on academic disciplines.

The strong correlation observed in our study prompts us to ponder the possibility of philosophical discussions being flavored with a sprinkle of 'y u no' humor or the influence of meme-driven existential questioning on the expansion of academic staff. It seems that the 'y u no' meme has proven itself to be not only a popular internet phenomenon but also an unexpected driving force behind academic staffing trends. One might say it has become a real *philosomeme* in shaping the philosophic landscape.

On a less serious note, did you hear about the philosophy teacher who never got the 'y u no' meme? He just couldn't *meme-handle* it!

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
As the digital age continues to shape our cultural and intellectual landscape, the influence of internet memes on various facets of society becomes increasingly evident. From spreading humor to conveying social and political commentary, memes have transcended their status as mere online ephemera to become a pervasive and influential force. However, their impact on academic disciplines, particularly in the realm of philosophy and religion, remains a topic ripe for exploration. This study seeks to unravel the *enigmatic* relationship between the popularity of the 'y u no' meme and the number of university philosophy and religion teachers in Georgia.
The intriguing connection between internet memes and scholarly pursuits has given rise to a *philosomemical* inquiry into their potential influence on the academic labor market. The 'y u no' meme, characterized by its humorous and often existential nature, has captured the collective imagination of internet users worldwide. It raises the question: Could the widespread diffusion of this meme be shaping the philosophical and religious education landscape in Georgia, or is this correlation merely a *meme coincidence*?
The data utilized in this study draws from an interdisciplinary arsenal, including information extracted from Google Trends and the Bureau of Labor Statistics. By juxtaposing the seemingly *incongruous* realms of internet culture and academic employment, our investigation examines the extent to which the 'y u no' meme may be an *existential catalyst* for the academic staffing trends observed in Georgia. Indeed, the statistical analysis has unearthed a strong correlation, prompting us to consider the meme as a potential *meme-ntum* for the growth of teaching roles in philosophy and religion.
In the spirit of academic inquiry, the unexpected yet significant relationship between the 'y u no' meme and the academic labor market in Georgia invites us to engage in a *metaphysical meme-alysis* — a pursuit characterized by both scholarly rigor and an appreciation for the whimsy of internet culture. As we delve into the depths of this correlation, one cannot help but ponder, "Y u no consider the impact of internet memes on academic staffing?"
Speaking of *considering*, did you hear about the philosopher who couldn't stop thinking about the 'y u no' meme? He just couldn't *philosomeme*!
This unexpected convergence of internet humor and academic staffing trends challenges us to embrace a *meme-taphysical* approach to understanding the evolving dynamics of knowledge dissemination and cultural influence in the digital era.

-------

Your response should start like this:

[[LITERATURE REVIEW]]



ChatGPT:
[[LITERATURE REVIEW]]
The influence of internet memes on various facets of society has been a topic of growing interest in academic inquiry. In "Memes in Modern Culture," Smith et al. analyze the impact of memes on cultural expression and the transmission of ideas, underlining the transformative potential of internet humor. Similarly, Doe's "The Semiotics of Memes" offers a semiotic perspective on the communicative power of memes, elucidating their capacity to convey complex concepts through concise and often humorous visual and textual elements.

On the philosomemical front, Jones' "Memes and Metaphysics" delves into the intersection of internet culture and philosophical inquiry, exploring the role of memes in shaping contemporary philosophical discourse. The work presents philosophical theories that seek to explicate the conceptual underpinnings of memes and their potential implications for the study of existentialism and epistemology.

Shifting to a more unconventional realm of literature, the fictional works "The Tao of Internet Memes" and "The Hitchhiker's Guide to Memes" humorously blend memes with philosophical and metaphysical themes. While these books are not empirical studies, they certainly add a whimsical layer to the consideration of memes in the context of academic disciplines.

In the realm of cinema, "The Matrix" and "Inception" offer thought-provoking narratives that touch upon existential and metaphysical themes, providing tangential relevance to our exploration of the 'y u no' meme and its potential influence on academic staffing. These movies, while not directly related to memes, invite viewers to contemplate the nature of reality and the workings of the mind, offering a point of departure for a *meme-taphysical* examination of internet culture's impact.

Now, speaking of the Tao of Internet Memes, did you hear about the philosophy teacher who couldn't stop referencing memes in class? His students told him to "meme less."


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

Please make up the methodology section of an academic research paper presenting the findings of the connection between Popularity of the 'y u no' meme and The number of university philosophy and religion teachers in Georgia. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences. 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 Google Trends and Bureau of Larbor Statistics . You used data from 2006 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]]
Meme-taphysical Connections: Exploring the Relationship Between the 'y u no' Meme Popularity and the Number of University Philosophy and Religion Teachers in Georgia

[[ABSTRACT]]
In this paper, we delved into the intriguing yet often overlooked connection between internet meme culture and the academic realm of philosophy and religion in the state of Georgia. Utilizing data from Google Trends and the Bureau of Labor Statistics, we rigorously examined the correlation between the widespread popularity of the 'y u no' meme and the number of teaching roles in these disciplines. Our findings revealed a remarkably high correlation coefficient of 0.9284803 with a significance level of p < 0.01 for the years 2006 to 2022, providing compelling evidence for the influence of internet memes on academic disciplines.

The strong correlation observed in our study prompts us to ponder the possibility of philosophical discussions being flavored with a sprinkle of 'y u no' humor or the influence of meme-driven existential questioning on the expansion of academic staff. It seems that the 'y u no' meme has proven itself to be not only a popular internet phenomenon but also an unexpected driving force behind academic staffing trends. One might say it has become a real *philosomeme* in shaping the philosophic landscape.

On a less serious note, did you hear about the philosophy teacher who never got the 'y u no' meme? He just couldn't *meme-handle* it!

[[INTRODUCTION]]
As the digital age continues to shape our cultural and intellectual landscape, the influence of internet memes on various facets of society becomes increasingly evident. From spreading humor to conveying social and political commentary, memes have transcended their status as mere online ephemera to become a pervasive and influential force. However, their impact on academic disciplines, particularly in the realm of philosophy and religion, remains a topic ripe for exploration. This study seeks to unravel the *enigmatic* relationship between the popularity of the 'y u no' meme and the number of university philosophy and religion teachers in Georgia.
The intriguing connection between internet memes and scholarly pursuits has given rise to a *philosomemical* inquiry into their potential influence on the academic labor market. The 'y u no' meme, characterized by its humorous and often existential nature, has captured the collective imagination of internet users worldwide. It raises the question: Could the widespread diffusion of this meme be shaping the philosophical and religious education landscape in Georgia, or is this correlation merely a *meme coincidence*?
The data utilized in this study draws from an interdisciplinary arsenal, including information extracted from Google Trends and the Bureau of Labor Statistics. By juxtaposing the seemingly *incongruous* realms of internet culture and academic employment, our investigation examines the extent to which the 'y u no' meme may be an *existential catalyst* for the academic staffing trends observed in Georgia. Indeed, the statistical analysis has unearthed a strong correlation, prompting us to consider the meme as a potential *meme-ntum* for the growth of teaching roles in philosophy and religion.
In the spirit of academic inquiry, the unexpected yet significant relationship between the 'y u no' meme and the academic labor market in Georgia invites us to engage in a *metaphysical meme-alysis* — a pursuit characterized by both scholarly rigor and an appreciation for the whimsy of internet culture. As we delve into the depths of this correlation, one cannot help but ponder, "Y u no consider the impact of internet memes on academic staffing?"
Speaking of *considering*, did you hear about the philosopher who couldn't stop thinking about the 'y u no' meme? He just couldn't *philosomeme*!
This unexpected convergence of internet humor and academic staffing trends challenges us to embrace a *meme-taphysical* approach to understanding the evolving dynamics of knowledge dissemination and cultural influence in the digital era.

-------

Your response should start like this:

[[METHODOLOGY]]



ChatGPT:

[[METHODOLOGY]]

To decode the 'meme-taphysical' relationship between the 'y u no' meme and the number of university philosophy and religion teachers in Georgia, we embarked on an eclectic *meme-sterious* journey delving into the depths of internet culture and scholarly pursuits. Our data collection process involved sophisticated methods often met with skepticism, colloquially referred to as "searching the web." Donning our *meme-ntal* hats, we scoured the internet, from the depths of Google Trends to the heights of the Bureau of Labor Statistics, tracing the contours of meme popularity and academic employment for the years 2006 to 2022.

We kicked off our investigation with some serious *meme-surement* business, extracting data on the search interest for the 'y u no' meme using Google Trends. This unparalleled tool allowed us to track the fluctuations in meme popularity over the years, capturing the zeitgeist of internet humor in all its *meme-niscient* glory. Meanwhile, our pursuit of the academic facet of our study led us to the Bureau of Labor Statistics, where we meticulously gathered data on the number of philosophy and religion teachers prowling the halls of Georgia's universities.

Our data wrangling prowess was brought to the forefront as we harmonized the disparate strands of internet meme culture and academic employment using the universal language of statistics. With a wink and a nod to good ol' mathematics, we calculated the Pearson correlation coefficient to quantify the relationship between meme interest and the number of university philosophy and religion teachers. Ah, the allure of *pear-son*, the fruit of statistical labor, yielding a correlation coefficient of 0.9284803, stirring the soul with its *fruity* associations.

In our quest for statistical enlightenment, we also wielded the mighty p-value, uncovering a significance level of p < 0.01. There's nothing quite like a *p-henomenally* low p-value to get the scientific pulses racing, signifying that our findings are not merely a *meme coincidence* but rather a robust observation worthy of scholarly contemplation.

To ensure the rigor and consistency of our findings, we subjected our data to a battery of durability checks, including trend analyses across different time periods and sensitivity analyses to assess the stability of our results. We also employed regression modeling techniques to tease apart the nuanced influence of meme popularity on the variations in academic staffing trends, navigating the statistical *meme-lstrom* with aplomb.

My attempt to come up with a stellar pun involving 'regression modeling' ended in failure. It seems I've hit a case of *regression to the pun*! Oh well, you can't *meme-trace* them all!

In summary, our methodological odyssey through the digital realms, guided by the compass of statistics and the spirit of scholarly inquiry, has shed light on the unexpected nexus between internet memes and academic labor trends. Our findings beckon us to embrace a *meme-taphysical* perspective and ponder the profound impact of internet humor on the hallowed halls of scholarly pursuit, lending new meaning to the age-old question, "Y u no consider the influence of memes on academic staffing?"

Speaking of *embracing*, did you hear about the philosophy teacher who greeted his students with a 'y u no' meme? He was truly *memorable*!


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

Please make up the results section of an academic research paper presenting the findings of the connection between Popularity of the 'y u no' meme and The number of university philosophy and religion teachers in Georgia. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences. 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 Google Trends and Bureau of Larbor Statistics .

For the time period 2006 to 2022, you found a correlation 0.9284803, r-squared of 0.8620757, 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]]
Meme-taphysical Connections: Exploring the Relationship Between the 'y u no' Meme Popularity and the Number of University Philosophy and Religion Teachers in Georgia

[[ABSTRACT]]
In this paper, we delved into the intriguing yet often overlooked connection between internet meme culture and the academic realm of philosophy and religion in the state of Georgia. Utilizing data from Google Trends and the Bureau of Labor Statistics, we rigorously examined the correlation between the widespread popularity of the 'y u no' meme and the number of teaching roles in these disciplines. Our findings revealed a remarkably high correlation coefficient of 0.9284803 with a significance level of p < 0.01 for the years 2006 to 2022, providing compelling evidence for the influence of internet memes on academic disciplines.

The strong correlation observed in our study prompts us to ponder the possibility of philosophical discussions being flavored with a sprinkle of 'y u no' humor or the influence of meme-driven existential questioning on the expansion of academic staff. It seems that the 'y u no' meme has proven itself to be not only a popular internet phenomenon but also an unexpected driving force behind academic staffing trends. One might say it has become a real *philosomeme* in shaping the philosophic landscape.

On a less serious note, did you hear about the philosophy teacher who never got the 'y u no' meme? He just couldn't *meme-handle* it!

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
As the digital age continues to shape our cultural and intellectual landscape, the influence of internet memes on various facets of society becomes increasingly evident. From spreading humor to conveying social and political commentary, memes have transcended their status as mere online ephemera to become a pervasive and influential force. However, their impact on academic disciplines, particularly in the realm of philosophy and religion, remains a topic ripe for exploration. This study seeks to unravel the *enigmatic* relationship between the popularity of the 'y u no' meme and the number of university philosophy and religion teachers in Georgia.
The intriguing connection between internet memes and scholarly pursuits has given rise to a *philosomemical* inquiry into their potential influence on the academic labor market. The 'y u no' meme, characterized by its humorous and often existential nature, has captured the collective imagination of internet users worldwide. It raises the question: Could the widespread diffusion of this meme be shaping the philosophical and religious education landscape in Georgia, or is this correlation merely a *meme coincidence*?
The data utilized in this study draws from an interdisciplinary arsenal, including information extracted from Google Trends and the Bureau of Labor Statistics. By juxtaposing the seemingly *incongruous* realms of internet culture and academic employment, our investigation examines the extent to which the 'y u no' meme may be an *existential catalyst* for the academic staffing trends observed in Georgia. Indeed, the statistical analysis has unearthed a strong correlation, prompting us to consider the meme as a potential *meme-ntum* for the growth of teaching roles in philosophy and religion.
In the spirit of academic inquiry, the unexpected yet significant relationship between the 'y u no' meme and the academic labor market in Georgia invites us to engage in a *metaphysical meme-alysis* — a pursuit characterized by both scholarly rigor and an appreciation for the whimsy of internet culture. As we delve into the depths of this correlation, one cannot help but ponder, "Y u no consider the impact of internet memes on academic staffing?"
Speaking of *considering*, did you hear about the philosopher who couldn't stop thinking about the 'y u no' meme? He just couldn't *philosomeme*!
This unexpected convergence of internet humor and academic staffing trends challenges us to embrace a *meme-taphysical* approach to understanding the evolving dynamics of knowledge dissemination and cultural influence in the digital era.

-------

Your response should start like this:

[[RESULTS]]



ChatGPT:

[[RESULTS]]

The statistical analysis of the data revealed a remarkably high correlation coefficient of 0.9284803 between the popularity of the 'y u no' meme and the number of university philosophy and religion teachers in Georgia for the period spanning from 2006 to 2022. With an r-squared value of 0.8620757 and a significance level of p < 0.01, the strength of the relationship between these seemingly disparate phenomena has emerged as quite compelling. This correlation suggests a strong association between the meme-taphysical world of internet humor and the scholarly domain of philosophical and religious education.

Figure 1 exhibits a scatterplot illustrating the robust correlation between the 'y u no' meme popularity and the number of university philosophy and religion teachers, showcasing the undeniable connection between these two peculiar variables.

Upon pondering this unexpected connection, one might wonder if this is evidence of a *memetaphysical* force at play, shaping not only internet humor but also the academic landscape. It appears that the 'y u no' meme has firmly established itself as a formidable influencer, leaving a profound imprint on the educational arena in Georgia. This unexpected link between internet culture and academic staffing raises questions about the interplay between online trends and the evolution of intellectual pursuits.

On a lighter note, have you heard the one about the philosophy teacher who was a big 'y u no' meme fan? He always enjoyed a good *existential meme-ning*!

These findings open the door to further explorations into the impact of internet memes on academic disciplines, inviting us to ponder the deeper implications of meme-driven cultural phenomena on educational trends. As we continue to unravel the enigmatic connection between internet memes and scholarly pursuits, one cannot help but indulge in a *meme-ntal* exercise of the mind, confronting the unexpected ways in which online humor intersects with the serious business of academia.

In concluding this results section, we emphasize the gravity of this *meme-taphysical* discovery, which beckons us to reconsider the influence of internet culture on the fabric of academic life. The 'y u no' meme, once merely a digital jest, has now become an unlikely muse for the academic landscape, leaving us with one lingering question: "Y u no take memes seriously in academia?"


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

Please make up the discussion section of an academic research paper presenting the findings of the connection between Popularity of the 'y u no' meme and The number of university philosophy and religion teachers in Georgia. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences. 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]]
Meme-taphysical Connections: Exploring the Relationship Between the 'y u no' Meme Popularity and the Number of University Philosophy and Religion Teachers in Georgia

[[ABSTRACT]]
In this paper, we delved into the intriguing yet often overlooked connection between internet meme culture and the academic realm of philosophy and religion in the state of Georgia. Utilizing data from Google Trends and the Bureau of Labor Statistics, we rigorously examined the correlation between the widespread popularity of the 'y u no' meme and the number of teaching roles in these disciplines. Our findings revealed a remarkably high correlation coefficient of 0.9284803 with a significance level of p < 0.01 for the years 2006 to 2022, providing compelling evidence for the influence of internet memes on academic disciplines.

The strong correlation observed in our study prompts us to ponder the possibility of philosophical discussions being flavored with a sprinkle of 'y u no' humor or the influence of meme-driven existential questioning on the expansion of academic staff. It seems that the 'y u no' meme has proven itself to be not only a popular internet phenomenon but also an unexpected driving force behind academic staffing trends. One might say it has become a real *philosomeme* in shaping the philosophic landscape.

On a less serious note, did you hear about the philosophy teacher who never got the 'y u no' meme? He just couldn't *meme-handle* it!

[[LITERATURE REVIEW]]
The influence of internet memes on various facets of society has been a topic of growing interest in academic inquiry. In "Memes in Modern Culture," Smith et al. analyze the impact of memes on cultural expression and the transmission of ideas, underlining the transformative potential of internet humor. Similarly, Doe's "The Semiotics of Memes" offers a semiotic perspective on the communicative power of memes, elucidating their capacity to convey complex concepts through concise and often humorous visual and textual elements.
On the philosomemical front, Jones' "Memes and Metaphysics" delves into the intersection of internet culture and philosophical inquiry, exploring the role of memes in shaping contemporary philosophical discourse. The work presents philosophical theories that seek to explicate the conceptual underpinnings of memes and their potential implications for the study of existentialism and epistemology.
Shifting to a more unconventional realm of literature, the fictional works "The Tao of Internet Memes" and "The Hitchhiker's Guide to Memes" humorously blend memes with philosophical and metaphysical themes. While these books are not empirical studies, they certainly add a whimsical layer to the consideration of memes in the context of academic disciplines.
In the realm of cinema, "The Matrix" and "Inception" offer thought-provoking narratives that touch upon existential and metaphysical themes, providing tangential relevance to our exploration of the 'y u no' meme and its potential influence on academic staffing. These movies, while not directly related to memes, invite viewers to contemplate the nature of reality and the workings of the mind, offering a point of departure for a *meme-taphysical* examination of internet culture's impact.
Now, speaking of the Tao of Internet Memes, did you hear about the philosophy teacher who couldn't stop referencing memes in class? His students told him to "meme less."

[[RESULTS]]
The statistical analysis of the data revealed a remarkably high correlation coefficient of 0.9284803 between the popularity of the 'y u no' meme and the number of university philosophy and religion teachers in Georgia for the period spanning from 2006 to 2022. With an r-squared value of 0.8620757 and a significance level of p < 0.01, the strength of the relationship between these seemingly disparate phenomena has emerged as quite compelling. This correlation suggests a strong association between the meme-taphysical world of internet humor and the scholarly domain of philosophical and religious education.
Figure 1 exhibits a scatterplot illustrating the robust correlation between the 'y u no' meme popularity and the number of university philosophy and religion teachers, showcasing the undeniable connection between these two peculiar variables.
Upon pondering this unexpected connection, one might wonder if this is evidence of a *memetaphysical* force at play, shaping not only internet humor but also the academic landscape. It appears that the 'y u no' meme has firmly established itself as a formidable influencer, leaving a profound imprint on the educational arena in Georgia. This unexpected link between internet culture and academic staffing raises questions about the interplay between online trends and the evolution of intellectual pursuits.
On a lighter note, have you heard the one about the philosophy teacher who was a big 'y u no' meme fan? He always enjoyed a good *existential meme-ning*!
These findings open the door to further explorations into the impact of internet memes on academic disciplines, inviting us to ponder the deeper implications of meme-driven cultural phenomena on educational trends. As we continue to unravel the enigmatic connection between internet memes and scholarly pursuits, one cannot help but indulge in a *meme-ntal* exercise of the mind, confronting the unexpected ways in which online humor intersects with the serious business of academia.
In concluding this results section, we emphasize the gravity of this *meme-taphysical* discovery, which beckons us to reconsider the influence of internet culture on the fabric of academic life. The 'y u no' meme, once merely a digital jest, has now become an unlikely muse for the academic landscape, leaving us with one lingering question: "Y u no take memes seriously in academia?"

-------

Your response should start like this:

[[DISCUSSION]]



ChatGPT:

[[DISCUSSION]]

Our study, delving into the correlation between the 'y u no' meme and the number of university philosophy and religion teachers in Georgia, has unveiled an unexpected connection with profound implications. The remarkably high correlation coefficient we observed aligns with prior research that has highlighted the influence of internet memes on cultural expression and the transmission of ideas. This further underscores the transformative potential of internet humor in shaping various facets of society, including academic staffing trends.

It seems the 'y u no' meme has merited its place in the philosophical and scholarly arena. The term "philosomeme" takes on a more literal meaning as it encapsulates the entanglement of internet humor with the academic discipline of philosophy. This confluence of seemingly incongruous domains provokes a *meme-ntal* exercise, challenging traditional perspectives on the influence of internet culture on intellectual pursuits.

Our findings, akin to Jones' exploration of the intersection of internet culture and philosophical inquiry, invite contemplation of the memetic underpinnings of academic trends and educational staff expansion. The notion of a *memetaphysical* force shaping the academic landscape, though seemingly whimsical, resonates with our unexpected discovery of the 'y u no' meme's influence on the educational realm in Georgia.

In a way, our research has unveiled a *higher education* of sorts – one that incorporates the whims of internet humor into the serious academic pursuit of philosophy and religion. This study prompts us to meditate on the *meme-orial* significance of this unanticipated connection, urging a reevaluation of the intricate dance between internet memes and intellectual domains within our ever-evolving society.

On a lighter note, one might say that our research has *memeorized* the unexpected foothold of internet humor in the corridors of academia. After all, who knew that memes could hold such *wit-ness* in scholarly contexts? Without a doubt, our findings have handed us a *philosomeme* to ponder – the *meme-ting* of internet culture with academic pursuits.

The unexpected link between the 'y u no' meme and the number of university philosophy and religion teachers in Georgia beckons us to reconsider not only society's embrace of internet humor but also the quirky ways in which online trends intersect with the scholarly sphere. As we continue to unravel the intricacies of this *meme-taphysical* influence, we are reminded of the profound impact of internet culture on the academic fabric, leaving us with one lingering question: "Y u no take memes seriously in academia?"


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

Please make up a short conclusion of an academic research paper presenting the findings of the connection between Popularity of the 'y u no' meme and The number of university philosophy and religion teachers in Georgia. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences. 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]]
Meme-taphysical Connections: Exploring the Relationship Between the 'y u no' Meme Popularity and the Number of University Philosophy and Religion Teachers in Georgia

[[ABSTRACT]]
In this paper, we delved into the intriguing yet often overlooked connection between internet meme culture and the academic realm of philosophy and religion in the state of Georgia. Utilizing data from Google Trends and the Bureau of Labor Statistics, we rigorously examined the correlation between the widespread popularity of the 'y u no' meme and the number of teaching roles in these disciplines. Our findings revealed a remarkably high correlation coefficient of 0.9284803 with a significance level of p < 0.01 for the years 2006 to 2022, providing compelling evidence for the influence of internet memes on academic disciplines.

The strong correlation observed in our study prompts us to ponder the possibility of philosophical discussions being flavored with a sprinkle of 'y u no' humor or the influence of meme-driven existential questioning on the expansion of academic staff. It seems that the 'y u no' meme has proven itself to be not only a popular internet phenomenon but also an unexpected driving force behind academic staffing trends. One might say it has become a real *philosomeme* in shaping the philosophic landscape.

On a less serious note, did you hear about the philosophy teacher who never got the 'y u no' meme? He just couldn't *meme-handle* it!

[[INTRDUCTION]]
As the digital age continues to shape our cultural and intellectual landscape, the influence of internet memes on various facets of society becomes increasingly evident. From spreading humor to conveying social and political commentary, memes have transcended their status as mere online ephemera to become a pervasive and influential force. However, their impact on academic disciplines, particularly in the realm of philosophy and religion, remains a topic ripe for exploration. This study seeks to unravel the *enigmatic* relationship between the popularity of the 'y u no' meme and the number of university philosophy and religion teachers in Georgia.
The intriguing connection between internet memes and scholarly pursuits has given rise to a *philosomemical* inquiry into their potential influence on the academic labor market. The 'y u no' meme, characterized by its humorous and often existential nature, has captured the collective imagination of internet users worldwide. It raises the question: Could the widespread diffusion of this meme be shaping the philosophical and religious education landscape in Georgia, or is this correlation merely a *meme coincidence*?
The data utilized in this study draws from an interdisciplinary arsenal, including information extracted from Google Trends and the Bureau of Labor Statistics. By juxtaposing the seemingly *incongruous* realms of internet culture and academic employment, our investigation examines the extent to which the 'y u no' meme may be an *existential catalyst* for the academic staffing trends observed in Georgia. Indeed, the statistical analysis has unearthed a strong correlation, prompting us to consider the meme as a potential *meme-ntum* for the growth of teaching roles in philosophy and religion.
In the spirit of academic inquiry, the unexpected yet significant relationship between the 'y u no' meme and the academic labor market in Georgia invites us to engage in a *metaphysical meme-alysis* — a pursuit characterized by both scholarly rigor and an appreciation for the whimsy of internet culture. As we delve into the depths of this correlation, one cannot help but ponder, "Y u no consider the impact of internet memes on academic staffing?"
Speaking of *considering*, did you hear about the philosopher who couldn't stop thinking about the 'y u no' meme? He just couldn't *philosomeme*!
This unexpected convergence of internet humor and academic staffing trends challenges us to embrace a *meme-taphysical* approach to understanding the evolving dynamics of knowledge dissemination and cultural influence in the digital era.

[[RESULTS]]
The statistical analysis of the data revealed a remarkably high correlation coefficient of 0.9284803 between the popularity of the 'y u no' meme and the number of university philosophy and religion teachers in Georgia for the period spanning from 2006 to 2022. With an r-squared value of 0.8620757 and a significance level of p < 0.01, the strength of the relationship between these seemingly disparate phenomena has emerged as quite compelling. This correlation suggests a strong association between the meme-taphysical world of internet humor and the scholarly domain of philosophical and religious education.
Figure 1 exhibits a scatterplot illustrating the robust correlation between the 'y u no' meme popularity and the number of university philosophy and religion teachers, showcasing the undeniable connection between these two peculiar variables.
Upon pondering this unexpected connection, one might wonder if this is evidence of a *memetaphysical* force at play, shaping not only internet humor but also the academic landscape. It appears that the 'y u no' meme has firmly established itself as a formidable influencer, leaving a profound imprint on the educational arena in Georgia. This unexpected link between internet culture and academic staffing raises questions about the interplay between online trends and the evolution of intellectual pursuits.
On a lighter note, have you heard the one about the philosophy teacher who was a big 'y u no' meme fan? He always enjoyed a good *existential meme-ning*!
These findings open the door to further explorations into the impact of internet memes on academic disciplines, inviting us to ponder the deeper implications of meme-driven cultural phenomena on educational trends. As we continue to unravel the enigmatic connection between internet memes and scholarly pursuits, one cannot help but indulge in a *meme-ntal* exercise of the mind, confronting the unexpected ways in which online humor intersects with the serious business of academia.
In concluding this results section, we emphasize the gravity of this *meme-taphysical* discovery, which beckons us to reconsider the influence of internet culture on the fabric of academic life. The 'y u no' meme, once merely a digital jest, has now become an unlikely muse for the academic landscape, leaving us with one lingering question: "Y u no take memes seriously in academia?"

-------

Your response should start like this:

[[CONCLUSION]]



ChatGPT:

[[CONCLUSION]]

In conclusion, our study has unveiled an astonishing connection between the 'y u no' meme's popularity and the number of university philosophy and religion teachers in Georgia. The substantial correlation coefficient of 0.9284803 and a significance level of p < 0.01 for the years 2006 to 2022 unearthed a *memetaphysical* relationship that challenges traditional notions of academic staffing trends. It seems that this internet phenomenon has become a true *philosomeme*, wielding unexpected influence in the realm of philosophical and religious education.

As we wrap up our findings, let me share a quick joke: Did you hear about the statistician who used 'y u no' memes in their data analysis? They had a *memerable* time uncovering correlations!

The implications of this research prompt us to pause and contemplate the *existential meme-ning* of internet culture on scholarly pursuits. However, the evidence uncovered is so convincing that it has left us with the resounding conclusion that no further research is necessary in this area. It seems the 'y u no' meme has spoken, and its impact on academia is clear. This unexpected connection has certainly provided ample *meme-ntum* for intellectual pondering, but it appears that we have reached the *statistical meme-nosine* of this avenue of inquiry.

In the words of the 'y u no' meme itself, "Y u no take memes seriously in academia?" Well, we certainly have, and the results speak for themselves. It's time to close the book on this particular *memestery*.

And remember, a good dad joke can always bring some *memerable* closure to any scholarly discussion. No more research is needed in this area – it seems we've *memed* our match!


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 Meme-taphysical Connections: Exploring the Relationship Between the 'y u no' Meme Popularity and the Number of University Philosophy and Religion Teachers in Georgia. Respond only with the name of a fictional academic journal.

ChatGPT:

The Journal of Internet Culture and Society


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 Meme-taphysical Connections: Exploring the Relationship Between the 'y u no' Meme Popularity and the Number of University Philosophy and Religion Teachers in Georgia. Respond only with the name of a fictional organization.

ChatGPT:

The Institute for Internet Culture 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 Meme-taphysical Connections: Exploring the Relationship Between the 'y u no' Meme Popularity and the Number of University Philosophy and Religion Teachers in Georgia with an abstract of In this paper, we delved into the intriguing yet often overlooked connection between internet meme culture and the academic realm of philosophy and religion in the state of Georgia. Utilizing data from Google Trends and the Bureau of Labor Statistics, we rigorously examined the correlation between the widespread popularity of the 'y u no' meme and the number of teaching roles in these disciplines. Our findings revealed a remarkably high correlation coefficient of 0.9284803 with a significance level of p < 0.01 for the years 2006 to 2022, providing compelling evidence for the influence of internet memes on academic disciplines.
The strong correlation observed in our study prompts us to ponder the possibility of philosophical discussions being flavored with a sprinkle of 'y u no' humor or the influence of meme-driven existential questioning on the expansion of academic staff. It seems that the 'y u no' meme has proven itself to be not only a popular internet phenomenon but also an unexpected driving force behind academic staffing trends. One might say it has become a real *philosomeme* in shaping the philosophic landscape.
On a less serious note, did you hear about the philosophy teacher who never got the 'y u no' meme? He just couldn't *meme-handle* it!

ChatGPT:

'Y u no' meme, meme culture, philosophy, religion, university teachers, Georgia, Google Trends, Bureau of Labor Statistics, correlation, academic disciplines, influence of internet memes, academic staffing trends, philosophic landscape

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



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Data details

Popularity of the 'y u no' meme
Detailed data title: Relative volume of Google searches for 'y u no meme' (without quotes, in the United States)
Source: Google Trends
Additional Info: Relative search volume is a unique Google thing; the shape of the chart is accurate but the actual numbers are meaningless.

See what else correlates with Popularity of the 'y u no' meme

The number of university philosophy and religion teachers in Georgia
Detailed data title: BLS estimate of philosophy and religion teachers, postsecondary in Georgia
Source: Bureau of Larbor Statistics
See what else correlates with The number of university philosophy and religion teachers in Georgia

Correlation r = 0.9284803 (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 = 0.8620757 (Coefficient of determination)
This means 86.2% of the change in the one variable (i.e., The number of university philosophy and religion teachers in Georgia) is predictable based on the change in the other (i.e., Popularity of the 'y u no' meme) over the 17 years from 2006 through 2022.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 7.6E-8. 0.0000000762411009114675400000
The p-value is a measure of how probable it is that we would randomly find a result this extreme. More specifically the p-value is a measure of how probable it is that we would randomly find a result this extreme if we had only tested one pair of variables one time.

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

Who is going to stop me? p-value reporting doesn't require me to report how many calculations I had to go through in order to find a low p-value!
On average, you will find a correaltion as strong as 0.93 in 7.6E-6% of random cases. Said differently, if you correlated 13,116,285 random variables You don't actually need 13 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 16 degrees of freedom, Degrees of freedom is a measure of how many free components we are testing. In this case it is 16 because we have two variables measured over a period of 17 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.

[ 0.81, 0.97 ] 95% correlation confidence interval (using the Fisher z-transformation)
The confidence interval is an estimate the range of the value of the correlation coefficient, using the correlation itself as an input. The values are meant to be the low and high end of the correlation coefficient with 95% confidence.

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


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

Still, sometimes one of the variables has more years of data available than the other. This page only shows the overlapping years. To see all the years, click on "See what else correlates with..." link above.
20062007200820092010201120122013201420152016201720182019202020212022
Popularity of the 'y u no' meme (Relative popularity)4.333332.571430.606.090914271.535.83331918.166713.66679.757.083334.753.833332.272732.36364
The number of university philosophy and religion teachers in Georgia (Laborers)340370340390380520630540380360380390360330280350320




Why this works

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




Try it yourself

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

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

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

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

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

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

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

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

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


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

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

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

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

    return correlation, r_squared, p_value

# These are the arrays for the variables shown on this page, but you can modify them to be any two sets of numbers
array_1 = np.array([4.33333,2.57143,0.6,0,6.09091,42,71.5,35.8333,19,18.1667,13.6667,9.75,7.08333,4.75,3.83333,2.27273,2.36364,])
array_2 = np.array([340,370,340,390,380,520,630,540,380,360,380,390,360,330,280,350,320,])
array_1_name = "Popularity of the 'y u no' meme"
array_2_name = "The number of university philosophy and religion teachers in Georgia"

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

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



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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.

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Correlation ID: 5094 · Black Variable ID: 25164 · Red Variable ID: 6763
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