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Spurious correlation #5,054 · View random

A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is Average views of LEMMiNO YouTube videos and the second variable is The number of college computer science teachers in District of Columbia.  The chart goes from 2012 to 2022, and the two variables track closely in value over that time. Small Image
Download png
, svg

AI explanation

As more people watched LEMMiNO's videos, they were unknowingly enrolled in a secret educational program. Through subliminal messages and hidden codes in the videos, viewers were becoming computer science experts overnight. With this surge in self-proclaimed expertise, the demand for college computer science teachers in District of Columbia skyrocketed, leading to an unexpected boom in the job market for tech-savvy educators. It's like The Matrix, but instead of learning kung fu, you suddenly know how to teach algorithms to college students in the capital!

Model: dalle-3
Prompt: Generate an image of a TIME magazine cover featuring a large auditorium filled with people in awe as they watch LEMMiNO's YouTube videos on a big screen. In the background, show a line of computer science teachers in the District of Columbia holding job offers, with eager students surrounding them and the line stretching out the door. Capture the atmosphere buzzing with excitement and anticipation as an unexpected surge of interest in computer science education takes hold. 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: Average views of LEMMiNO YouTube videos and The number of college computer science teachers in District of Columbia. 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: Cute cartoon Parallax art Realistic A TIME magazine cover image A comic-book-style illustration with muted colors and a dotted halftone pattern from the 1960s
ChatGPT: A TIME magazine cover image

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 Average views of LEMMiNO YouTube videos and The number of college computer science teachers in District of Columbia, in the following situation: As more people watched LEMMiNO's videos, they were unknowingly enrolled in a secret educational program. Through subliminal messages and hidden codes in the videos, viewers were becoming computer science experts overnight. With this surge in self-proclaimed expertise, the demand for college computer science teachers in District of Columbia skyrocketed, leading to an unexpected boom in the job market for tech-savvy educators. It's like The Matrix, but instead of learning kung fu, you suddenly know how to teach algorithms to college students in the capital!. Keep the description simple.
ChatGPT: A large auditorium filled with people watching LEMMiNO's YouTube videos on a big screen, their faces lit up in awe. Meanwhile, a line of computer science teachers in District of Columbia, holding job offers and surrounded by eager students, stretches out the door. The atmosphere buzzes with excitement and anticipation as an unexpected surge of interest in computer science education takes hold.

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: [ A TIME magazine cover image ] and depicting this scene: A large auditorium filled with people watching LEMMiNO's YouTube videos on a big screen, their faces lit up in awe. Meanwhile, a line of computer science teachers in District of Columbia, holding job offers and surrounded by eager students, stretches out the door. The atmosphere buzzes with excitement and anticipation as an unexpected surge of interest in computer science education takes hold. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: Generate an image of a TIME magazine cover featuring a large auditorium filled with people in awe as they watch LEMMiNO's YouTube videos on a big screen. In the background, show a line of computer science teachers in the District of Columbia holding job offers, with eager students surrounding them and the line stretching out the door. Capture the atmosphere buzzing with excitement and anticipation as an unexpected surge of interest in computer science education takes hold.

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

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

Model: gpt-3.5-turbo-1106 (fine-tuned)
System prompt: You provide humorous responses in the form of plausible sounding explanations for correlations. You assume the correlation is causative for the purpose of the explanation even if it is ridiculous. You do not chat with the user, you only reply with the causal connection explanation and nothing else.
User prompt: Please make up a funny explanation for how an increase in Average views of LEMMiNO YouTube videos caused The number of college computer science teachers in District of Columbia to increase.

AI academic paper

(Because p < 0.01)
Viewing the Binary Beat: Unraveling the Correlation Between LEMMiNO YouTube Video Views and Computer Science Educators in DC

The Journal of Digital Media Studies

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

Please draft the title and abstract of an academic research paper presenting the findings of the connection between Average views of LEMMiNO YouTube videos and The number of college computer science teachers in District of Columbia. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Include a pun in the title.

Your research team used data from YouTube and Bureau of Larbor Statistics to assess this nagging question. You found a correlation coefficient of 0.9151680 and p < 0.01 for 2012 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]]
"Viewing the Binary Beat: Unraveling the Correlation Between LEMMiNO YouTube Video Views and Computer Science Educators in DC"

[[ABSTRACT]]
In this study, we delved into the intriguing connection between the average views of LEMMiNO's captivating YouTube videos and the number of college computer science educators in the District of Columbia. Our research team set out on this quest with a hearty appetite for data analysis, and what we unearthed is nothing short of mesmerizing.

Poring over the numbers, we discovered a striking correlation coefficient of 0.9151680 and a p-value of less than 0.01 for the period spanning from 2012 to 2022. It seems that LEMMiNO's thought-provoking content on the enigmatic realms of science and technology has been a magnet for viewers, much like how a magnet can attract a computer science lecturer to the front of a classroom!

This correlation sheds light on the undeniable intertwining of online education and traditional academic pursuits, prompting us to ponder if LEMMiNO's videos hold the key to the algorithm of educational enthusiasm. As the data unveiled its secrets, we couldn't help but feel a sense of humor programming within us, much like a clever dad joke concealed within a line of code.


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

Please make up the introduction section of an academic research paper presenting the findings of the connection between Average views of LEMMiNO YouTube videos and The number of college computer science teachers in District of Columbia. 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]]
"Viewing the Binary Beat: Unraveling the Correlation Between LEMMiNO YouTube Video Views and Computer Science Educators in DC"

[[ABSTRACT]]
In this study, we delved into the intriguing connection between the average views of LEMMiNO's captivating YouTube videos and the number of college computer science educators in the District of Columbia. Our research team set out on this quest with a hearty appetite for data analysis, and what we unearthed is nothing short of mesmerizing.

Poring over the numbers, we discovered a striking correlation coefficient of 0.9151680 and a p-value of less than 0.01 for the period spanning from 2012 to 2022. It seems that LEMMiNO's thought-provoking content on the enigmatic realms of science and technology has been a magnet for viewers, much like how a magnet can attract a computer science lecturer to the front of a classroom!

This correlation sheds light on the undeniable intertwining of online education and traditional academic pursuits, prompting us to ponder if LEMMiNO's videos hold the key to the algorithm of educational enthusiasm. As the data unveiled its secrets, we couldn't help but feel a sense of humor programming within us, much like a clever dad joke concealed within a line of code.

-------

Your response should start like this:

[[INTRODUCTION]]



ChatGPT:
[[INTRODUCTION]]

Unraveling the mysteries of the digital realm, our research seeks to uncover the enthralling connection between the average views of LEMMiNO's intellectually stimulating YouTube videos and the number of college computer science educators in the District of Columbia. This study delves into the captivating interplay between online educational content and the professional landscape of computer science pedagogy, offering a glimpse into the intricate dance of views and educators. It's like a web of data, where each line of code is a step in the rhythm of discovery.

In the age of rapidly advancing technology and burgeoning online content, the influence of digital platforms on educational trends has become an area of compelling interest within the scholarly community. How fitting it is that, much like a well-crafted algorithm, this study seeks to reveal the underlying patterns and connections between the ubiquitous world of YouTube and the esteemed domain of academia.

As we embark on our data-driven odyssey, it's time for a quick moment to appreciate the delightful pun in this context: What do you get when you cross a computer with a musician? A keytar!

This investigation holds the promise of shedding light on the ever-evolving landscape of digital education, encapsulating the spirit of inquiry that propels us forward in the quest for knowledge. Just as a series of well-constructed data points can reveal meaningful correlations, each element of this research endeavor serves as a piece in the larger puzzle of understanding the impact of online content on the academic realm.

Speaking of puzzles, why did the computer go to art school? Because it wanted to become pixelated!

The correlation discovered not only offers a compelling statistical insight but also sparks contemplation on the broader implications of digital learning. It beckons us to ponder the dynamics of online engagement and its influence on academic disciplines, much like how a thought-provoking pun prompts an unexpected burst of laughter.


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

Please make up a literature review section of an academic research paper presenting the findings of the connection between Average views of LEMMiNO YouTube videos and The number of college computer science teachers in District of Columbia. 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. Perhaps you also got inspiration from some board games that are vaugely related.

Here is the title and abstract of the paper:
[[TITLE]]
"Viewing the Binary Beat: Unraveling the Correlation Between LEMMiNO YouTube Video Views and Computer Science Educators in DC"

[[ABSTRACT]]
In this study, we delved into the intriguing connection between the average views of LEMMiNO's captivating YouTube videos and the number of college computer science educators in the District of Columbia. Our research team set out on this quest with a hearty appetite for data analysis, and what we unearthed is nothing short of mesmerizing.

Poring over the numbers, we discovered a striking correlation coefficient of 0.9151680 and a p-value of less than 0.01 for the period spanning from 2012 to 2022. It seems that LEMMiNO's thought-provoking content on the enigmatic realms of science and technology has been a magnet for viewers, much like how a magnet can attract a computer science lecturer to the front of a classroom!

This correlation sheds light on the undeniable intertwining of online education and traditional academic pursuits, prompting us to ponder if LEMMiNO's videos hold the key to the algorithm of educational enthusiasm. As the data unveiled its secrets, we couldn't help but feel a sense of humor programming within us, much like a clever dad joke concealed within a line of code.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
Unraveling the mysteries of the digital realm, our research seeks to uncover the enthralling connection between the average views of LEMMiNO's intellectually stimulating YouTube videos and the number of college computer science educators in the District of Columbia. This study delves into the captivating interplay between online educational content and the professional landscape of computer science pedagogy, offering a glimpse into the intricate dance of views and educators. It's like a web of data, where each line of code is a step in the rhythm of discovery.
In the age of rapidly advancing technology and burgeoning online content, the influence of digital platforms on educational trends has become an area of compelling interest within the scholarly community. How fitting it is that, much like a well-crafted algorithm, this study seeks to reveal the underlying patterns and connections between the ubiquitous world of YouTube and the esteemed domain of academia.
As we embark on our data-driven odyssey, it's time for a quick moment to appreciate the delightful pun in this context: What do you get when you cross a computer with a musician? A keytar!
This investigation holds the promise of shedding light on the ever-evolving landscape of digital education, encapsulating the spirit of inquiry that propels us forward in the quest for knowledge. Just as a series of well-constructed data points can reveal meaningful correlations, each element of this research endeavor serves as a piece in the larger puzzle of understanding the impact of online content on the academic realm.
Speaking of puzzles, why did the computer go to art school? Because it wanted to become pixelated!
The correlation discovered not only offers a compelling statistical insight but also sparks contemplation on the broader implications of digital learning. It beckons us to ponder the dynamics of online engagement and its influence on academic disciplines, much like how a thought-provoking pun prompts an unexpected burst of laughter.

-------

Your response should start like this:

[[LITERATURE REVIEW]]



ChatGPT:
[[LITERATURE REVIEW]]

The relationship between the average views of LEMMiNO YouTube videos and the number of college computer science educators in the District of Columbia has been a topic of increasing interest in recent years. Initially, Smith and Doe (2015) conducted a comprehensive study on the digital content consumption habits of educators and how it correlates with their instructional methods. Their findings revealed a substantial association between educators who incorporate online video content into their lessons and an increase in student engagement. It's as if these educators have found the "key" to unlocking their students' interest in the subject matter.

Drawing a parallel to this inquiry, Jones (2017) delved into the impact of digital media on educational outcomes, focusing specifically on the realm of computer science education. His research highlighted a growing reliance on online resources, including video content, to supplement traditional educational materials. The allure of captivating YouTube videos in particular seemed to magnetize students towards deeper exploration of classroom topics, not unlike how a positive charge attracts a negative one.

However, as we journey deeper into the sea of literature, it becomes clear that these studies merely scratch the surface of the intricate relationship between LEMMiNO's YouTube content and the educational landscape. *The Codeless Code* by Qi (2014) and *The Art of Computer Programming* by Knuth (1997) shed light on the complexities of computer science pedagogy, complemented by their inherently engaging narratives that could almost be mistaken for the compelling story arcs of LEMMiNO's videos. Similarly, the fictional works of Arthur C. Clarke and Philip K. Dick, with their speculative explorations of technology and human interaction, offer a whimsical parallel to the intricate dance of online educational content and the scholarly pursuits of computer science educators.

In a twist of surprising thematic connection, the board game *Code Names* mirrors the intricacies of deciphering the correlation between YouTube viewership and educational staffing, much like how players must decipher their teammates' coded clues. Furthermore, the unorthodox strategies employed by characters in *The Da Vinci Code* by Dan Brown, though unrelated to the specifics of computer science education, resonate with the unconventional nature of our investigation, much like the unexpected but fitting inclusion of a dad joke in the midst of scholarly discourse.

As we continue our exploration, we invite the reader to appreciate the subtle humor intertwined with our findings, akin to the satisfaction derived from a well-timed dad joke. Just as laughter complements the pursuit of knowledge, our endeavor seeks to cast a light-hearted yet incisive gaze upon the intersection of digital content and academic engagement.


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

Please make up the methodology section of an academic research paper presenting the findings of the connection between Average views of LEMMiNO YouTube videos and The number of college computer science teachers in District of Columbia. 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 YouTube and Bureau of Larbor Statistics . You used data from 2012 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]]
"Viewing the Binary Beat: Unraveling the Correlation Between LEMMiNO YouTube Video Views and Computer Science Educators in DC"

[[ABSTRACT]]
In this study, we delved into the intriguing connection between the average views of LEMMiNO's captivating YouTube videos and the number of college computer science educators in the District of Columbia. Our research team set out on this quest with a hearty appetite for data analysis, and what we unearthed is nothing short of mesmerizing.

Poring over the numbers, we discovered a striking correlation coefficient of 0.9151680 and a p-value of less than 0.01 for the period spanning from 2012 to 2022. It seems that LEMMiNO's thought-provoking content on the enigmatic realms of science and technology has been a magnet for viewers, much like how a magnet can attract a computer science lecturer to the front of a classroom!

This correlation sheds light on the undeniable intertwining of online education and traditional academic pursuits, prompting us to ponder if LEMMiNO's videos hold the key to the algorithm of educational enthusiasm. As the data unveiled its secrets, we couldn't help but feel a sense of humor programming within us, much like a clever dad joke concealed within a line of code.

[[INTRODUCTION]]
Unraveling the mysteries of the digital realm, our research seeks to uncover the enthralling connection between the average views of LEMMiNO's intellectually stimulating YouTube videos and the number of college computer science educators in the District of Columbia. This study delves into the captivating interplay between online educational content and the professional landscape of computer science pedagogy, offering a glimpse into the intricate dance of views and educators. It's like a web of data, where each line of code is a step in the rhythm of discovery.
In the age of rapidly advancing technology and burgeoning online content, the influence of digital platforms on educational trends has become an area of compelling interest within the scholarly community. How fitting it is that, much like a well-crafted algorithm, this study seeks to reveal the underlying patterns and connections between the ubiquitous world of YouTube and the esteemed domain of academia.
As we embark on our data-driven odyssey, it's time for a quick moment to appreciate the delightful pun in this context: What do you get when you cross a computer with a musician? A keytar!
This investigation holds the promise of shedding light on the ever-evolving landscape of digital education, encapsulating the spirit of inquiry that propels us forward in the quest for knowledge. Just as a series of well-constructed data points can reveal meaningful correlations, each element of this research endeavor serves as a piece in the larger puzzle of understanding the impact of online content on the academic realm.
Speaking of puzzles, why did the computer go to art school? Because it wanted to become pixelated!
The correlation discovered not only offers a compelling statistical insight but also sparks contemplation on the broader implications of digital learning. It beckons us to ponder the dynamics of online engagement and its influence on academic disciplines, much like how a thought-provoking pun prompts an unexpected burst of laughter.

-------

Your response should start like this:

[[METHODOLOGY]]



ChatGPT:

[[METHODOLOGY]]

To unearth the tantalizing connection between the average views of LEMMiNO's thought-provoking YouTube videos and the number of college computer science educators in the District of Columbia, our research team engaged in a meticulously designed methodology that blended rigorous statistical analysis with a touch of whimsy. Much like a cunning algorithm, our methods were crafted to tease out the hidden patterns and interplay between these two seemingly disparate variables, making for an endeavor both intellectually stimulating and, we daresay, entertaining.

Our data collection process commenced with an extensive trawl through the digital ocean of YouTube, where we cast our net wide to capture viewership data on LEMMiNO's videos from the year 2012 to 2022. As we harnessed the power of web scraping techniques and database querying, it felt akin to mining for nuggets of statistical gold amidst the vast expanse of online content. It's almost as if we were panning for data in the digital river – talk about a 'byte'-sized adventure!

Simultaneously, we delved into the treasure trove of academic archives and employment records, delving into the Bureau of Labor Statistics to uncover the number of computer science educators employed in the hallowed halls of higher education within the District of Columbia. This phase of the data collection process compelled us to don our metaphorical explorer hats, venturing into the labyrinth of bureaucratic lingo and employment classifications to extract the nuggets of information we sought. It was a veritable quest for knowledge, not unlike a digital scavenger hunt through the corridors of academia.

With the data in hand, we strive to channel our inner data wizard and apply an arsenal of statistical models to unravel the relationship between LEMMiNO's captivating videos and the cohort of computer science instructors. Our analysis sought to illuminate the captivating interplay between viewership trends and the professional landscape of academia, constructing a statistical framework as elegant and robust as a well-designed algorithm.

In keeping with the spirit of scientific inquiry, we dabbled in a variety of statistical techniques including linear regression and correlation analysis, aiming to uncover the elusive threads of association between YouTube viewership and the number of educators. It was akin to solving a captivating puzzle, although disappointingly, not quite as fun as solving a Rubik's cube – no colorful twists to be found here, just a spectrum of numerical data.

To address potential sources of bias and confounding variables, we carefully controlled for the influence of external factors such as general trends in online viewership and the fluctuations in the job market for computer science educators. Our statistical modeling was meticulously fine-tuned, rather like adjusting the precision of a scientific instrument to ensure the authenticity of our findings.

And as we brought our analysis to fruition, the results shimmered before us, revealing a correlation coefficient of 0.9151680 with a p-value of less than 0.01. The statistical significance of our findings resonated with the assurance of a well-delivered punchline, leaving us in no doubt about the robustness of the relationship we uncovered. It's like the statistical equivalent of hitting the bullseye in a game of darts – a definitive strike at the heart of our research question.

All in all, our methodology sought to fuse the realms of statistical analysis and digital entertainment, weaving together a narrative of inquiry and discovery. It's as though we've conjured up a statistical magic trick, revealing the hidden connections between online viewership and academic professionals.


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

Please make up the results section of an academic research paper presenting the findings of the connection between Average views of LEMMiNO YouTube videos and The number of college computer science teachers in District of Columbia. 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 YouTube and Bureau of Larbor Statistics .

For the time period 2012 to 2022, you found a correlation 0.9151680, r-squared of 0.8375324, 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]]
"Viewing the Binary Beat: Unraveling the Correlation Between LEMMiNO YouTube Video Views and Computer Science Educators in DC"

[[ABSTRACT]]
In this study, we delved into the intriguing connection between the average views of LEMMiNO's captivating YouTube videos and the number of college computer science educators in the District of Columbia. Our research team set out on this quest with a hearty appetite for data analysis, and what we unearthed is nothing short of mesmerizing.

Poring over the numbers, we discovered a striking correlation coefficient of 0.9151680 and a p-value of less than 0.01 for the period spanning from 2012 to 2022. It seems that LEMMiNO's thought-provoking content on the enigmatic realms of science and technology has been a magnet for viewers, much like how a magnet can attract a computer science lecturer to the front of a classroom!

This correlation sheds light on the undeniable intertwining of online education and traditional academic pursuits, prompting us to ponder if LEMMiNO's videos hold the key to the algorithm of educational enthusiasm. As the data unveiled its secrets, we couldn't help but feel a sense of humor programming within us, much like a clever dad joke concealed within a line of code.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
Unraveling the mysteries of the digital realm, our research seeks to uncover the enthralling connection between the average views of LEMMiNO's intellectually stimulating YouTube videos and the number of college computer science educators in the District of Columbia. This study delves into the captivating interplay between online educational content and the professional landscape of computer science pedagogy, offering a glimpse into the intricate dance of views and educators. It's like a web of data, where each line of code is a step in the rhythm of discovery.
In the age of rapidly advancing technology and burgeoning online content, the influence of digital platforms on educational trends has become an area of compelling interest within the scholarly community. How fitting it is that, much like a well-crafted algorithm, this study seeks to reveal the underlying patterns and connections between the ubiquitous world of YouTube and the esteemed domain of academia.
As we embark on our data-driven odyssey, it's time for a quick moment to appreciate the delightful pun in this context: What do you get when you cross a computer with a musician? A keytar!
This investigation holds the promise of shedding light on the ever-evolving landscape of digital education, encapsulating the spirit of inquiry that propels us forward in the quest for knowledge. Just as a series of well-constructed data points can reveal meaningful correlations, each element of this research endeavor serves as a piece in the larger puzzle of understanding the impact of online content on the academic realm.
Speaking of puzzles, why did the computer go to art school? Because it wanted to become pixelated!
The correlation discovered not only offers a compelling statistical insight but also sparks contemplation on the broader implications of digital learning. It beckons us to ponder the dynamics of online engagement and its influence on academic disciplines, much like how a thought-provoking pun prompts an unexpected burst of laughter.

-------

Your response should start like this:

[[RESULTS]]



ChatGPT:

[[RESULTS]]

Upon conducting our analysis, we found a resounding correlation coefficient of 0.9151680 between the average views of LEMMiNO's YouTube videos and the number of college computer science teachers in the District of Columbia. This correlation is about as clear as the code of conduct in a coding class! The strong relationship we uncovered suggests that there's something about LEMMiNO's content that really clicks with viewers, much like how a well-written line of code clicks into place.

Furthermore, the r-squared value of 0.8375324 signifies that a substantial 83.75% of the variance in the number of computer science educators can be explained by the average views of LEMMiNO's videos. That's quite a high percentage, much like being pretty sure that your research is going in the right direction - statistically speaking, of course!

Importantly, the p-value of less than 0.01 indicates that the likelihood of observing such a strong correlation by random chance is highly improbable. It's so rare, it's almost as unlikely as finding a dad joke in a serious research paper—oh wait, never mind!

The scatterplot (Fig. 1) vividly displays the tight relationship between the variables, resembling a graph that's just as tightly knit as the tech community's love for puns. The trend line in the plot provides a visually compelling illustration of the strong positive correlation between LEMMiNO's captivating content and the presence of computer science educators in the hallowed halls of academia.

In essence, our findings not only emphasize the substantial link between online educational content and the professional landscape of computer science pedagogy but also underscore the need for further exploration into the intricate dynamics of digital learning. This correlation is as robust as a well-written algorithm and, much like a captivating YouTube video, promises to stimulate further interest and inquiry in the realm of online educational impact.

We can't help but wonder, could LEMMiNO's videos hold the secret key to igniting the spark of curiosity in the hearts of future computer scientists? After all, the lure of digital content is as magnetic as the appeal of a classic dad joke!


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

Please make up the discussion section of an academic research paper presenting the findings of the connection between Average views of LEMMiNO YouTube videos and The number of college computer science teachers in District of Columbia. 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]]
"Viewing the Binary Beat: Unraveling the Correlation Between LEMMiNO YouTube Video Views and Computer Science Educators in DC"

[[ABSTRACT]]
In this study, we delved into the intriguing connection between the average views of LEMMiNO's captivating YouTube videos and the number of college computer science educators in the District of Columbia. Our research team set out on this quest with a hearty appetite for data analysis, and what we unearthed is nothing short of mesmerizing.

Poring over the numbers, we discovered a striking correlation coefficient of 0.9151680 and a p-value of less than 0.01 for the period spanning from 2012 to 2022. It seems that LEMMiNO's thought-provoking content on the enigmatic realms of science and technology has been a magnet for viewers, much like how a magnet can attract a computer science lecturer to the front of a classroom!

This correlation sheds light on the undeniable intertwining of online education and traditional academic pursuits, prompting us to ponder if LEMMiNO's videos hold the key to the algorithm of educational enthusiasm. As the data unveiled its secrets, we couldn't help but feel a sense of humor programming within us, much like a clever dad joke concealed within a line of code.

[[LITERATURE REVIEW]]
The relationship between the average views of LEMMiNO YouTube videos and the number of college computer science educators in the District of Columbia has been a topic of increasing interest in recent years. Initially, Smith and Doe (2015) conducted a comprehensive study on the digital content consumption habits of educators and how it correlates with their instructional methods. Their findings revealed a substantial association between educators who incorporate online video content into their lessons and an increase in student engagement. It's as if these educators have found the "key" to unlocking their students' interest in the subject matter.
Drawing a parallel to this inquiry, Jones (2017) delved into the impact of digital media on educational outcomes, focusing specifically on the realm of computer science education. His research highlighted a growing reliance on online resources, including video content, to supplement traditional educational materials. The allure of captivating YouTube videos in particular seemed to magnetize students towards deeper exploration of classroom topics, not unlike how a positive charge attracts a negative one.
However, as we journey deeper into the sea of literature, it becomes clear that these studies merely scratch the surface of the intricate relationship between LEMMiNO's YouTube content and the educational landscape. *The Codeless Code* by Qi (2014) and *The Art of Computer Programming* by Knuth (1997) shed light on the complexities of computer science pedagogy, complemented by their inherently engaging narratives that could almost be mistaken for the compelling story arcs of LEMMiNO's videos. Similarly, the fictional works of Arthur C. Clarke and Philip K. Dick, with their speculative explorations of technology and human interaction, offer a whimsical parallel to the intricate dance of online educational content and the scholarly pursuits of computer science educators.
In a twist of surprising thematic connection, the board game *Code Names* mirrors the intricacies of deciphering the correlation between YouTube viewership and educational staffing, much like how players must decipher their teammates' coded clues. Furthermore, the unorthodox strategies employed by characters in *The Da Vinci Code* by Dan Brown, though unrelated to the specifics of computer science education, resonate with the unconventional nature of our investigation, much like the unexpected but fitting inclusion of a dad joke in the midst of scholarly discourse.
As we continue our exploration, we invite the reader to appreciate the subtle humor intertwined with our findings, akin to the satisfaction derived from a well-timed dad joke. Just as laughter complements the pursuit of knowledge, our endeavor seeks to cast a light-hearted yet incisive gaze upon the intersection of digital content and academic engagement.

[[RESULTS]]
Upon conducting our analysis, we found a resounding correlation coefficient of 0.9151680 between the average views of LEMMiNO's YouTube videos and the number of college computer science teachers in the District of Columbia. This correlation is about as clear as the code of conduct in a coding class! The strong relationship we uncovered suggests that there's something about LEMMiNO's content that really clicks with viewers, much like how a well-written line of code clicks into place.
Furthermore, the r-squared value of 0.8375324 signifies that a substantial 83.75% of the variance in the number of computer science educators can be explained by the average views of LEMMiNO's videos. That's quite a high percentage, much like being pretty sure that your research is going in the right direction - statistically speaking, of course!
Importantly, the p-value of less than 0.01 indicates that the likelihood of observing such a strong correlation by random chance is highly improbable. It's so rare, it's almost as unlikely as finding a dad joke in a serious research paper—oh wait, never mind!
The scatterplot (Fig. 1) vividly displays the tight relationship between the variables, resembling a graph that's just as tightly knit as the tech community's love for puns. The trend line in the plot provides a visually compelling illustration of the strong positive correlation between LEMMiNO's captivating content and the presence of computer science educators in the hallowed halls of academia.
In essence, our findings not only emphasize the substantial link between online educational content and the professional landscape of computer science pedagogy but also underscore the need for further exploration into the intricate dynamics of digital learning. This correlation is as robust as a well-written algorithm and, much like a captivating YouTube video, promises to stimulate further interest and inquiry in the realm of online educational impact.
We can't help but wonder, could LEMMiNO's videos hold the secret key to igniting the spark of curiosity in the hearts of future computer scientists? After all, the lure of digital content is as magnetic as the appeal of a classic dad joke!

-------

Your response should start like this:

[[DISCUSSION]]



ChatGPT:

[[DISCUSSION]]

Our study sought to untangle the enigmatic relationship between the average views of LEMMiNO's stimulating YouTube videos and the number of college computer science educators in the District of Columbia. The results of our analysis indicated a resoundingly strong correlation between these variables, reinforcing the notion that LEMMiNO's content serves as a beacon attracting both viewers and educators in the realm of computer science. It's as if LEMMiNO's videos have become the gravitational force that pulls both educational enthusiasts and professionals toward the digital cosmos of captivating content.

Our findings align closely with prior research by Smith and Doe, who emphasized the impact of digital content consumption habits on instructional methods. LEMMiNO's videos seem to serve as a "key" element in engaging both educators and students, creating an electrifying buzz within the educational landscape. This correlation is as clear as the lines of code in a well-structured program.

Moreover, the substantial association highlighted in Jones' work regarding the reliance on online resources, including video content, in computer science education is further substantiated by our results. It appears that LEMMiNO's captivating YouTube videos have emerged as a positive charge, attracting educators and students alike toward a deeper exploration of computer science concepts. It's as if the allure of online educational resources is sparking curiosity and igniting intellectual fervor similar to how a well-crafted dad joke sparks laughter and joy.

Our analysis echoed the sentiments expressed in *The Codeless Code* by Qi and *The Art of Computer Programming* by Knuth, underscoring the captivating narratives and engaging quality shared between YouTube content and scholarly pursuits. The delightful parallel between the intricacies of deciphering correlations and the challenge of decoding clues in the game *Code Names* reinforces the multifaceted nature of our investigation. Similarly, the unexpected yet fitting inclusion of a dad joke in the midst of scholarly discourse resonates with the unorthodox strategies observed in *The Da Vinci Code* by Dan Brown.

The robust correlation coefficient of 0.9151680 that we uncovered is as solid as a well-written algorithm, and the high explanatory power of 83.75% encapsulated by the r-squared value underscores the profound impact of LEMMiNO's videos on the presence of computer science educators. Our results are about as rare as finding a dad joke in a scholarly article – almost improbable – yet undoubtedly delightful!

As we reflect on these findings, it becomes apparent that our study has cemented the undeniable overlap between LEMMiNO's digital charisma and the scholarly pursuits of computer science educators. It's almost as if his videos possess a mysterious allure that captivates viewers and professionals alike, resonating with the appeal of a classic, well-timed dad joke.


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

Please make up a short conclusion of an academic research paper presenting the findings of the connection between Average views of LEMMiNO YouTube videos and The number of college computer science teachers in District of Columbia. 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]]
"Viewing the Binary Beat: Unraveling the Correlation Between LEMMiNO YouTube Video Views and Computer Science Educators in DC"

[[ABSTRACT]]
In this study, we delved into the intriguing connection between the average views of LEMMiNO's captivating YouTube videos and the number of college computer science educators in the District of Columbia. Our research team set out on this quest with a hearty appetite for data analysis, and what we unearthed is nothing short of mesmerizing.

Poring over the numbers, we discovered a striking correlation coefficient of 0.9151680 and a p-value of less than 0.01 for the period spanning from 2012 to 2022. It seems that LEMMiNO's thought-provoking content on the enigmatic realms of science and technology has been a magnet for viewers, much like how a magnet can attract a computer science lecturer to the front of a classroom!

This correlation sheds light on the undeniable intertwining of online education and traditional academic pursuits, prompting us to ponder if LEMMiNO's videos hold the key to the algorithm of educational enthusiasm. As the data unveiled its secrets, we couldn't help but feel a sense of humor programming within us, much like a clever dad joke concealed within a line of code.

[[INTRDUCTION]]
Unraveling the mysteries of the digital realm, our research seeks to uncover the enthralling connection between the average views of LEMMiNO's intellectually stimulating YouTube videos and the number of college computer science educators in the District of Columbia. This study delves into the captivating interplay between online educational content and the professional landscape of computer science pedagogy, offering a glimpse into the intricate dance of views and educators. It's like a web of data, where each line of code is a step in the rhythm of discovery.
In the age of rapidly advancing technology and burgeoning online content, the influence of digital platforms on educational trends has become an area of compelling interest within the scholarly community. How fitting it is that, much like a well-crafted algorithm, this study seeks to reveal the underlying patterns and connections between the ubiquitous world of YouTube and the esteemed domain of academia.
As we embark on our data-driven odyssey, it's time for a quick moment to appreciate the delightful pun in this context: What do you get when you cross a computer with a musician? A keytar!
This investigation holds the promise of shedding light on the ever-evolving landscape of digital education, encapsulating the spirit of inquiry that propels us forward in the quest for knowledge. Just as a series of well-constructed data points can reveal meaningful correlations, each element of this research endeavor serves as a piece in the larger puzzle of understanding the impact of online content on the academic realm.
Speaking of puzzles, why did the computer go to art school? Because it wanted to become pixelated!
The correlation discovered not only offers a compelling statistical insight but also sparks contemplation on the broader implications of digital learning. It beckons us to ponder the dynamics of online engagement and its influence on academic disciplines, much like how a thought-provoking pun prompts an unexpected burst of laughter.

[[RESULTS]]
Upon conducting our analysis, we found a resounding correlation coefficient of 0.9151680 between the average views of LEMMiNO's YouTube videos and the number of college computer science teachers in the District of Columbia. This correlation is about as clear as the code of conduct in a coding class! The strong relationship we uncovered suggests that there's something about LEMMiNO's content that really clicks with viewers, much like how a well-written line of code clicks into place.
Furthermore, the r-squared value of 0.8375324 signifies that a substantial 83.75% of the variance in the number of computer science educators can be explained by the average views of LEMMiNO's videos. That's quite a high percentage, much like being pretty sure that your research is going in the right direction - statistically speaking, of course!
Importantly, the p-value of less than 0.01 indicates that the likelihood of observing such a strong correlation by random chance is highly improbable. It's so rare, it's almost as unlikely as finding a dad joke in a serious research paper—oh wait, never mind!
The scatterplot (Fig. 1) vividly displays the tight relationship between the variables, resembling a graph that's just as tightly knit as the tech community's love for puns. The trend line in the plot provides a visually compelling illustration of the strong positive correlation between LEMMiNO's captivating content and the presence of computer science educators in the hallowed halls of academia.
In essence, our findings not only emphasize the substantial link between online educational content and the professional landscape of computer science pedagogy but also underscore the need for further exploration into the intricate dynamics of digital learning. This correlation is as robust as a well-written algorithm and, much like a captivating YouTube video, promises to stimulate further interest and inquiry in the realm of online educational impact.
We can't help but wonder, could LEMMiNO's videos hold the secret key to igniting the spark of curiosity in the hearts of future computer scientists? After all, the lure of digital content is as magnetic as the appeal of a classic dad joke!

-------

Your response should start like this:

[[CONCLUSION]]



ChatGPT:

[[CONCLUSION]]

In conclusion, our investigation into the correlation between the average views of LEMMiNO's intellectually stimulating YouTube videos and the number of college computer science educators in the District of Columbia has yielded compelling and statistically significant findings. The robust correlation coefficient of 0.9151680 paints a clear picture of how LEMMiNO's engaging content is akin to a powerful magnet, attracting viewers and computer science educators alike. It's as if LEMMiNO's videos have cracked the code to drawing in both online audiences and academic professionals – truly an impressive feat, as rare as encountering a bug-free software on the first try!

The substantial r-squared value of 0.8375324 underscores the substantial influence of LEMMiNO's videos on the variance in the number of computer science educators, much like how a well-structured research study can illuminate the vast majority of statistical variance. The tight relationship between these variables, as demonstrated by the scatterplot, is as tightly woven as a complex algorithm, highlighting the captivating allure of LEMMiNO's content in the educational landscape.

As the data speaks for itself, we can confidently assert that no further research is needed in this area. Our study has shed light on the captivating interplay between online educational content and the professional world of computer science pedagogy, offering a robust understanding of the powerful influence of LEMMiNO's videos. This correlation is as clear as a well-constructed line of code - and as entertaining as a classic dad joke!

In essence, our research has unraveled an enthralling connection that adds a dash of humor to the serious world of statistics and academia. After all, who knew that the allure of analyzing data could be as captivating as the lure of a well-timed dad joke? Our findings pave the way for a deeper exploration into the impact of digital content on educational trends, and perhaps, a moment to appreciate the unexpected humor that can be uncovered in the world of research.


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 Viewing the Binary Beat: Unraveling the Correlation Between LEMMiNO YouTube Video Views and Computer Science Educators in DC. Respond only with the name of a fictional academic journal.

ChatGPT:

The Journal of Digital Media Studies


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 Viewing the Binary Beat: Unraveling the Correlation Between LEMMiNO YouTube Video Views and Computer Science Educators in DC. Respond only with the name of a fictional organization.

ChatGPT:

The Institute for Algorithmic Entertainment Research


Model: gpt-3.5-turbo-1106
System prompt: You provide potential search keywords separated by commas. You say nothing else, and you do not chat with the user.
User prompt: Please provide potential search keywords for a paper titled Viewing the Binary Beat: Unraveling the Correlation Between LEMMiNO YouTube Video Views and Computer Science Educators in DC with an abstract of In this study, we delved into the intriguing connection between the average views of LEMMiNO's captivating YouTube videos and the number of college computer science educators in the District of Columbia. Our research team set out on this quest with a hearty appetite for data analysis, and what we unearthed is nothing short of mesmerizing.
Poring over the numbers, we discovered a striking correlation coefficient of 0.9151680 and a p-value of less than 0.01 for the period spanning from 2012 to 2022. It seems that LEMMiNO's thought-provoking content on the enigmatic realms of science and technology has been a magnet for viewers, much like how a magnet can attract a computer science lecturer to the front of a classroom!
This correlation sheds light on the undeniable intertwining of online education and traditional academic pursuits, prompting us to ponder if LEMMiNO's videos hold the key to the algorithm of educational enthusiasm. As the data unveiled its secrets, we couldn't help but feel a sense of humor programming within us, much like a clever dad joke concealed within a line of code.

ChatGPT:

LEMMiNO, YouTube video views, computer science educators, DC, correlation, data analysis, correlation coefficient, p-value, online education, academic pursuits, algorithm, educational enthusiasm

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



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Data details

Average views of LEMMiNO YouTube videos
Detailed data title: Average views of LEMMiNO YouTube videos.
Source: YouTube
Additional Info: Current total views of videos released that year.

See what else correlates with Average views of LEMMiNO YouTube videos

The number of college computer science teachers in District of Columbia
Detailed data title: BLS estimate of computer science teachers, postsecondary in District of Columbia
Source: Bureau of Larbor Statistics
See what else correlates with The number of college computer science teachers in District of Columbia

Correlation r = 0.9151680 (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 = 0.8375324 (Coefficient of determination)
This means 83.8% of the change in the one variable (i.e., The number of college computer science teachers in District of Columbia) is predictable based on the change in the other (i.e., Average views of LEMMiNO YouTube videos) over the 11 years from 2012 through 2022.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 7.8E-5. 0.0000780422949195280700000000
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 0.92 in 0.0078% of random cases. Said differently, if you correlated 12,814 random variables Which I absolutely did.
with the same 10 degrees of freedom, Degrees of freedom is a measure of how many free components we are testing. In this case it is 10 because we have two variables measured over a period of 11 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.

[ 0.7, 0.98 ] 95% correlation confidence interval (using the Fisher z-transformation)
The confidence interval is an estimate the range of the value of the correlation coefficient, using the correlation itself as an input. The values are meant to be the low and high end of the correlation coefficient with 95% confidence.

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


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

Still, sometimes one of the variables has more years of data available than the other. This page only shows the overlapping years. To see all the years, click on "See what else correlates with..." link above.
20122013201420152016201720182019202020212022
Average views of LEMMiNO YouTube videos (Average views)882957128510042195103785080367801044387801103560071052001381880045809004585230
The number of college computer science teachers in District of Columbia (Laborers)140150190160160160210200230160190




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. Confounding variable: 2020 is particularly different from the other years on this graph. Confounding variables (like global pandemics) will cause two variables to look connected when in fact a "sneaky third" variable is influencing both of them behind the scenes.
  5. 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([882957,1285100,4219510,3785080,3678010,4438780,11035600,7105200,13818800,4580900,4585230,])
array_2 = np.array([140,150,190,160,160,160,210,200,230,160,190,])
array_1_name = "Average views of LEMMiNO YouTube videos"
array_2_name = "The number of college computer science teachers in District of Columbia"

# 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. 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.

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Correlation ID: 5054 · Black Variable ID: 25585 · Red Variable ID: 6286
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