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Spurious correlation #5,224 · View random

A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is Associates degrees awarded in Social sciences and history and the second variable is Total likes of Tom Scott's YouTube videos.  The chart goes from 2011 to 2021, and the two variables track closely in value over that time. Small Image
Download png
, svg

AI explanation

As more individuals became knowledgeable in social sciences and history, they developed a deeper appreciation for the fascinating content presented by Tom Scott. This led to an uptick in engagement and liking of his videos as viewers found themselves better able to connect with the topics and references discussed.

Model: dalle-3
Prompt: Generate an image portraying a vibrant college graduation ceremony, with a focus on rows of enthusiastic students showcasing their Associate's degrees in Social Sciences and History. In the background, depict a large screen displaying Tom Scott's YouTube channel, with rapidly increasing likes, as his viewers, now armed with a deeper understanding of historical and social concepts, engage enthusiastically with his videos. Capture the energy and pride of the graduates alongside the digital influence of knowledge dissemination through social media. Emphasize the intersection of academic achievement and the broad impact of digital platforms in spreading educational content. 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: Associates degrees awarded in Social sciences and history and Total likes of Tom Scott YouTube videos. Given these, which of the following image style descriptions seems most appropriate? Pick the one that seems to be related to one of the variables at hand. Please respond with only one of the following potential descriptions: Cubism A Discovery magazine cover image Photorealism An image that looks like it is a scene from a Pixar movie Parallax art
ChatGPT: A Discovery 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 Associates degrees awarded in Social sciences and history and Total likes of Tom Scott YouTube videos, in the following situation: As more individuals became knowledgeable in social sciences and history, they developed a deeper appreciation for the fascinating content presented by Tom Scott. This led to an uptick in engagement and liking of his videos as viewers found themselves better able to connect with the topics and references discussed.. Keep the description simple.
ChatGPT: In a bustling college graduation ceremony, rows of students proudly hold up their Associate's degrees in Social Sciences and History. In the background, a large screen displays Tom Scott's YouTube channel gaining a rapidly increasing number of likes, as his viewers, now armed with a deeper understanding of historical and social concepts, engage enthusiastically with his videos.

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 Discovery magazine cover image ] and depicting this scene: In a bustling college graduation ceremony, rows of students proudly hold up their Associate's degrees in Social Sciences and History. In the background, a large screen displays Tom Scott's YouTube channel gaining a rapidly increasing number of likes, as his viewers, now armed with a deeper understanding of historical and social concepts, engage enthusiastically with his videos. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: Generate an image portraying a vibrant college graduation ceremony, with a focus on rows of enthusiastic students showcasing their Associate's degrees in Social Sciences and History. In the background, depict a large screen displaying Tom Scott's YouTube channel, with rapidly increasing likes, as his viewers, now armed with a deeper understanding of historical and social concepts, engage enthusiastically with his videos. Capture the energy and pride of the graduates alongside the digital influence of knowledge dissemination through social media. Emphasize the intersection of academic achievement and the broad impact of digital platforms in spreading educational content.

*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 Associates degrees awarded in Social sciences and history caused Total likes of Tom Scott YouTube videos to increase.

AI academic paper

(Because p < 0.01)
Associating Associates: Exploring the Correlation Between Social Sciences and History Degrees Awarded and Total Likes of Tom Scott YouTube Videos

The Journal of Interdisciplinary Social 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 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 Associates degrees awarded in Social sciences and history and Total likes of Tom Scott YouTube videos. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Make the title a clever pun.

Your research team used data from National Center for Education Statistics and YouTube to assess this nagging question. You found a correlation coefficient of 0.9496051 and p < 0.01 for 2011 to 2021.

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]]
"Associating Associates: Exploring the Correlation Between Social Sciences and History Degrees Awarded and Total Likes of Tom Scott YouTube Videos"

[[ABSTRACT]]
In this research paper, we delve into the peculiar relationship between the number of associates degrees awarded in social sciences and history and the total likes garnered by Tom Scott's YouTube videos. This study aims to unravel the mysterious connection between these seemingly unrelated phenomena, employing rigorous statistical analysis to reveal the underlying patterns.

Our research team gathered and analyzed data from the National Center for Education Statistics and YouTube, meticulously scrutinizing the educational and YouTube realms to uncover any link between the two. Surprisingly, our findings revealed a striking correlation coefficient of 0.9496051 and p < 0.01 for the period spanning from 2011 to 2021. It seems that as the number of associates degrees in social sciences and history rises, so does the popularity of Tom Scott's YouTube content. It looks like Tom's videos are truly a hit among the intellectual crowd!

On a lighter note, this correlation certainly gives new meaning to the phrase "history in the making" – it turns out to include YouTube likes! Our research provides a platform for pondering the quirky and delightful connections that exist within our world, shedding light on the unexpectedly intertwined nature of seemingly disparate domains.


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 Associates degrees awarded in Social sciences and history and Total likes of Tom Scott YouTube videos. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Here is the title and abstract of the paper:
[[TITLE]]
"Associating Associates: Exploring the Correlation Between Social Sciences and History Degrees Awarded and Total Likes of Tom Scott YouTube Videos"

[[ABSTRACT]]
In this research paper, we delve into the peculiar relationship between the number of associates degrees awarded in social sciences and history and the total likes garnered by Tom Scott's YouTube videos. This study aims to unravel the mysterious connection between these seemingly unrelated phenomena, employing rigorous statistical analysis to reveal the underlying patterns.

Our research team gathered and analyzed data from the National Center for Education Statistics and YouTube, meticulously scrutinizing the educational and YouTube realms to uncover any link between the two. Surprisingly, our findings revealed a striking correlation coefficient of 0.9496051 and p < 0.01 for the period spanning from 2011 to 2021. It seems that as the number of associates degrees in social sciences and history rises, so does the popularity of Tom Scott's YouTube content. It looks like Tom's videos are truly a hit among the intellectual crowd!

On a lighter note, this correlation certainly gives new meaning to the phrase "history in the making" – it turns out to include YouTube likes! Our research provides a platform for pondering the quirky and delightful connections that exist within our world, shedding light on the unexpectedly intertwined nature of seemingly disparate domains.

-------

Your response should start like this:

[[INTRODUCTION]]



ChatGPT:
[[INTRODUCTION]]

As the famous saying goes, "history never repeats itself, but it often rhymes." Similarly, our research endeavors to uncover the melodious harmony between the number of associates degrees awarded in social sciences and history and the ebullient applause received by Tom Scott's video creations on YouTube. The uncanny correlation we unveil between these seemingly incongruent realms of academia and online content consumption is sure to "like" no other.

Speaking of likes, let's tackle the perplexing question: what could possibly connect the pursuit of knowledge in social sciences and history with the digital resonance of a YouTuber's videos? It seems we are embarking on a journey of "associating Associates," where the plots thicken and data intertwines like it's straight out of a Dan Brown novel.

With our research, we aim to bridge the gap and connect the dots between these intriguing phenomena, exploring the intersection of scholarly pursuits and modern infotainment. It's like mixing salt and caramel - a delightful blend that defies convention and surprises the taste buds of academia.

Our investigation will employ meticulous analysis of data from the National Center for Education Statistics and YouTube, unearthing the symbiosis between intellectual enrichment and digital engagement. Perhaps, in these findings, we will discover the missing piece of the puzzle and finally answer the age-old question: "What do you call an ancient Greek historian who enjoys YouTube? A fan of Tom Scott-icles!"


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 Associates degrees awarded in Social sciences and history and Total likes of Tom Scott YouTube videos. 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 cite some social media posts you read that seem to be related.

Here is the title and abstract of the paper:
[[TITLE]]
"Associating Associates: Exploring the Correlation Between Social Sciences and History Degrees Awarded and Total Likes of Tom Scott YouTube Videos"

[[ABSTRACT]]
In this research paper, we delve into the peculiar relationship between the number of associates degrees awarded in social sciences and history and the total likes garnered by Tom Scott's YouTube videos. This study aims to unravel the mysterious connection between these seemingly unrelated phenomena, employing rigorous statistical analysis to reveal the underlying patterns.

Our research team gathered and analyzed data from the National Center for Education Statistics and YouTube, meticulously scrutinizing the educational and YouTube realms to uncover any link between the two. Surprisingly, our findings revealed a striking correlation coefficient of 0.9496051 and p < 0.01 for the period spanning from 2011 to 2021. It seems that as the number of associates degrees in social sciences and history rises, so does the popularity of Tom Scott's YouTube content. It looks like Tom's videos are truly a hit among the intellectual crowd!

On a lighter note, this correlation certainly gives new meaning to the phrase "history in the making" – it turns out to include YouTube likes! Our research provides a platform for pondering the quirky and delightful connections that exist within our world, shedding light on the unexpectedly intertwined nature of seemingly disparate domains.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
As the famous saying goes, "history never repeats itself, but it often rhymes." Similarly, our research endeavors to uncover the melodious harmony between the number of associates degrees awarded in social sciences and history and the ebullient applause received by Tom Scott's video creations on YouTube. The uncanny correlation we unveil between these seemingly incongruent realms of academia and online content consumption is sure to "like" no other.
Speaking of likes, let's tackle the perplexing question: what could possibly connect the pursuit of knowledge in social sciences and history with the digital resonance of a YouTuber's videos? It seems we are embarking on a journey of "associating Associates," where the plots thicken and data intertwines like it's straight out of a Dan Brown novel.
With our research, we aim to bridge the gap and connect the dots between these intriguing phenomena, exploring the intersection of scholarly pursuits and modern infotainment. It's like mixing salt and caramel - a delightful blend that defies convention and surprises the taste buds of academia.
Our investigation will employ meticulous analysis of data from the National Center for Education Statistics and YouTube, unearthing the symbiosis between intellectual enrichment and digital engagement. Perhaps, in these findings, we will discover the missing piece of the puzzle and finally answer the age-old question: "What do you call an ancient Greek historian who enjoys YouTube? A fan of Tom Scott-icles!"

-------

Your response should start like this:

[[LITERATURE REVIEW]]



ChatGPT:
[[LITERATURE REVIEW]]

The connection between academic disciplines and popular culture has long been a subject of intrigue, but none quite like the link we endeavor to unveil in this review. Beginning with the seminal work of Smith and Doe, which delves into the societal impact of social sciences and history education, we shift our focus to the unexpected twist of fate – or should we say statistical significance – that binds these disciplines with the digital domain of YouTube.

In "Smith and Doe's comprehensive study on Educational Trends," the authors find the profound influence of social sciences and history education on societal development, providing a solid foundation for our exploration. The interplay between educational attainment and societal markers undoubtedly sets the stage for our investigation. It's almost as if the path to academic enlightenment leads straight to the land of YouTube fame – talk about a plot twist!

Moving towards a more unconventional approach, let's consider the compelling parallels found in "History Lessons: What Business and Management can learn from Ancient Civilizations." While the context may differ, the underlying mechanisms of influence bear a striking resemblance to our unexpected association. Who would have thought that the secrets of success in ancient civilizations can shed light on the correlation between associates degrees and YouTube likes? It's like uncovering an ancient artifact in the digital age!

Shifting gears momentarily, let's delve into the fictitious realm of literature with "The Social Science of Middle-Earth." While J.R.R. Tolkien's epic may seem unrelated, the underlying themes of history and societal development offer an uncanny parallel. Much like the correlation we seek to elucidate, the intricate tapestry of Middle-Earth holds hidden connections waiting to be uncovered – not unlike our own web of statistical relations. It's almost as if Frodo's journey is a metaphor for our quest to unveil the mysteries of academic and digital convergence. One does not simply analyze statistical data without a hint of whimsy!

On a more contemporary note, we turn to the digital realm with a series of social media posts that caught our attention. In a tweet by @EduEnthusiast, the author posits, "The number of history enthusiasts pursuing associate degrees and the popularity of educational YouTube content seem to share an intriguing dance. Could there be an unspoken synergy in bridging these realms?" The resonance of this observation with our own findings only adds to the intrigue. It seems the digital space is abuzz with whispers of our peculiar correlation – talk about a social media plot twist!

As we progress through this literature review, it becomes increasingly evident that the unexpected convergence of academic pursuits and digital engagement holds a treasure trove of amusement. Such is the curious nature of scholarly exploration – where statistical significance meets delightful surprises and dad jokes are never too far away.


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 Associates degrees awarded in Social sciences and history and Total likes of Tom Scott YouTube videos. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and YouTube . You used data from 2011 to 2021

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

Here is the title, abstract, and introduction of the paper:
[[TITLE]]
"Associating Associates: Exploring the Correlation Between Social Sciences and History Degrees Awarded and Total Likes of Tom Scott YouTube Videos"

[[ABSTRACT]]
In this research paper, we delve into the peculiar relationship between the number of associates degrees awarded in social sciences and history and the total likes garnered by Tom Scott's YouTube videos. This study aims to unravel the mysterious connection between these seemingly unrelated phenomena, employing rigorous statistical analysis to reveal the underlying patterns.

Our research team gathered and analyzed data from the National Center for Education Statistics and YouTube, meticulously scrutinizing the educational and YouTube realms to uncover any link between the two. Surprisingly, our findings revealed a striking correlation coefficient of 0.9496051 and p < 0.01 for the period spanning from 2011 to 2021. It seems that as the number of associates degrees in social sciences and history rises, so does the popularity of Tom Scott's YouTube content. It looks like Tom's videos are truly a hit among the intellectual crowd!

On a lighter note, this correlation certainly gives new meaning to the phrase "history in the making" – it turns out to include YouTube likes! Our research provides a platform for pondering the quirky and delightful connections that exist within our world, shedding light on the unexpectedly intertwined nature of seemingly disparate domains.

[[INTRODUCTION]]
As the famous saying goes, "history never repeats itself, but it often rhymes." Similarly, our research endeavors to uncover the melodious harmony between the number of associates degrees awarded in social sciences and history and the ebullient applause received by Tom Scott's video creations on YouTube. The uncanny correlation we unveil between these seemingly incongruent realms of academia and online content consumption is sure to "like" no other.
Speaking of likes, let's tackle the perplexing question: what could possibly connect the pursuit of knowledge in social sciences and history with the digital resonance of a YouTuber's videos? It seems we are embarking on a journey of "associating Associates," where the plots thicken and data intertwines like it's straight out of a Dan Brown novel.
With our research, we aim to bridge the gap and connect the dots between these intriguing phenomena, exploring the intersection of scholarly pursuits and modern infotainment. It's like mixing salt and caramel - a delightful blend that defies convention and surprises the taste buds of academia.
Our investigation will employ meticulous analysis of data from the National Center for Education Statistics and YouTube, unearthing the symbiosis between intellectual enrichment and digital engagement. Perhaps, in these findings, we will discover the missing piece of the puzzle and finally answer the age-old question: "What do you call an ancient Greek historian who enjoys YouTube? A fan of Tom Scott-icles!"

-------

Your response should start like this:

[[METHODOLOGY]]



ChatGPT:

[[METHODOLOGY]]

To commence our research, we ventured into the labyrinth of data mining, employing a concoction of sophisticated algorithms and Sherlockian intuition to navigate the maze of information. With our trusty electronic magnifying glass, aka the computer, we scoured the National Center for Education Statistics' treasure trove of educational statistics and YouTube's virtual repository of video gold.

Upon donning our scholarly deerstalker hats (metaphorically, of course), we meticulously selected the relevant variables for our analysis. The number of associates degrees awarded in social sciences and history was our academic compass, guiding us through the intricate corridors of academia. Meanwhile, the total number of likes garnered by Tom Scott's YouTube videos served as the modern-day oracle, illuminating the path to digital stardom.

In a bid to decode this enigmatic association, we employed the formidable power of statistical analysis. Our calculator (with the occasional nostalgic longing for an abacus) performed acrobatics as we crunched the numbers, conducting a robust correlation analysis to unveil the hidden link between these disparate domains. As we dove into the depths of regression analysis, we marveled at the serendipitous dance of data points, akin to the synchronized footwork of Ginger Rogers and Fred Astaire.

To ensure the reliability of our findings, we scrutinized data spanning from 2011 to 2021, capturing a decade's worth of educational accolades and digital thumbs-ups. We meticulously filtered out any extraneous noise and anomalies, akin to separating the wheat from the digital chaff, to unveil the pure essence of the relationship between academic conquests and YouTube adoration.

In a twist of quaint fate, our statistical pursuits led us to a striking correlation coefficient of 0.9496051, signaling a robust connection that leaves little room for doubt. The p-value of less than 0.01 further solidified our stance, painting a picture of resonance between the pursuit of knowledge and the digital ovation received by Tom Scott's informative escapades.

Amidst our data-driven odyssey, we couldn't resist the quip: "What do you call a history enthusiast on YouTube? A time-ly subscriber to Tom Scott's tales!"

This overview of our whimsical yet rigorous methodology ensures the exploration of this peculiar association has been conducted with the utmost rigour and wit (a dash of the latter definitely).


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 Associates degrees awarded in Social sciences and history and Total likes of Tom Scott YouTube videos. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

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

For the time period 2011 to 2021, you found a correlation 0.9496051, r-squared of 0.9017499, 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]]
"Associating Associates: Exploring the Correlation Between Social Sciences and History Degrees Awarded and Total Likes of Tom Scott YouTube Videos"

[[ABSTRACT]]
In this research paper, we delve into the peculiar relationship between the number of associates degrees awarded in social sciences and history and the total likes garnered by Tom Scott's YouTube videos. This study aims to unravel the mysterious connection between these seemingly unrelated phenomena, employing rigorous statistical analysis to reveal the underlying patterns.

Our research team gathered and analyzed data from the National Center for Education Statistics and YouTube, meticulously scrutinizing the educational and YouTube realms to uncover any link between the two. Surprisingly, our findings revealed a striking correlation coefficient of 0.9496051 and p < 0.01 for the period spanning from 2011 to 2021. It seems that as the number of associates degrees in social sciences and history rises, so does the popularity of Tom Scott's YouTube content. It looks like Tom's videos are truly a hit among the intellectual crowd!

On a lighter note, this correlation certainly gives new meaning to the phrase "history in the making" – it turns out to include YouTube likes! Our research provides a platform for pondering the quirky and delightful connections that exist within our world, shedding light on the unexpectedly intertwined nature of seemingly disparate domains.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
As the famous saying goes, "history never repeats itself, but it often rhymes." Similarly, our research endeavors to uncover the melodious harmony between the number of associates degrees awarded in social sciences and history and the ebullient applause received by Tom Scott's video creations on YouTube. The uncanny correlation we unveil between these seemingly incongruent realms of academia and online content consumption is sure to "like" no other.
Speaking of likes, let's tackle the perplexing question: what could possibly connect the pursuit of knowledge in social sciences and history with the digital resonance of a YouTuber's videos? It seems we are embarking on a journey of "associating Associates," where the plots thicken and data intertwines like it's straight out of a Dan Brown novel.
With our research, we aim to bridge the gap and connect the dots between these intriguing phenomena, exploring the intersection of scholarly pursuits and modern infotainment. It's like mixing salt and caramel - a delightful blend that defies convention and surprises the taste buds of academia.
Our investigation will employ meticulous analysis of data from the National Center for Education Statistics and YouTube, unearthing the symbiosis between intellectual enrichment and digital engagement. Perhaps, in these findings, we will discover the missing piece of the puzzle and finally answer the age-old question: "What do you call an ancient Greek historian who enjoys YouTube? A fan of Tom Scott-icles!"

-------

Your response should start like this:

[[RESULTS]]



ChatGPT:

[[RESULTS]]

The analysis of the data collected from 2011 to 2021 revealed a remarkably strong correlation (r = 0.9496051, r-squared = 0.9017499, p < 0.01) between the number of associates degrees awarded in social sciences and history and the total likes garnered by Tom Scott's YouTube videos. It seems that the pursuit of knowledge in social sciences and history may indeed lend itself to an appreciation for Tom's engaging and informative content. It's almost as if the viewers are saying, "I like my history with a side of YouTube!"

Fig. 1 illustrates this robust correlation with a scatterplot, clearly demonstrating the positive relationship between these two seemingly disparate variables. It appears that as the number of social sciences and history degrees awarded increases, so does the online applause for Tom's videos. It's as if the academic community is collectively hitting the "like" button, giving a whole new meaning to the term "digital thumbs up."

Upon reflections on these fascinating findings, it's hard not to chuckle at the thought of social sciences and history enthusiasts being the ones fueling the viral success of Tom Scott's YouTube channel. Who knew that historical enthusiasts and social scientists had such a keen eye for engaging online content? It seems they're not just shaping our understanding of the past; they're also shaping the internet's digital landscape.

Overall, our results shed light on the delightful interconnectedness of seemingly unrelated domains, proving once and for all that you can indeed "like" your way through history – both in academia and online.


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 Associates degrees awarded in Social sciences and history and Total likes of Tom Scott YouTube videos. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Limit your response to 500 tokens.

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

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

[[TITLE]]
"Associating Associates: Exploring the Correlation Between Social Sciences and History Degrees Awarded and Total Likes of Tom Scott YouTube Videos"

[[ABSTRACT]]
In this research paper, we delve into the peculiar relationship between the number of associates degrees awarded in social sciences and history and the total likes garnered by Tom Scott's YouTube videos. This study aims to unravel the mysterious connection between these seemingly unrelated phenomena, employing rigorous statistical analysis to reveal the underlying patterns.

Our research team gathered and analyzed data from the National Center for Education Statistics and YouTube, meticulously scrutinizing the educational and YouTube realms to uncover any link between the two. Surprisingly, our findings revealed a striking correlation coefficient of 0.9496051 and p < 0.01 for the period spanning from 2011 to 2021. It seems that as the number of associates degrees in social sciences and history rises, so does the popularity of Tom Scott's YouTube content. It looks like Tom's videos are truly a hit among the intellectual crowd!

On a lighter note, this correlation certainly gives new meaning to the phrase "history in the making" – it turns out to include YouTube likes! Our research provides a platform for pondering the quirky and delightful connections that exist within our world, shedding light on the unexpectedly intertwined nature of seemingly disparate domains.

[[LITERATURE REVIEW]]
The connection between academic disciplines and popular culture has long been a subject of intrigue, but none quite like the link we endeavor to unveil in this review. Beginning with the seminal work of Smith and Doe, which delves into the societal impact of social sciences and history education, we shift our focus to the unexpected twist of fate – or should we say statistical significance – that binds these disciplines with the digital domain of YouTube.
In "Smith and Doe's comprehensive study on Educational Trends," the authors find the profound influence of social sciences and history education on societal development, providing a solid foundation for our exploration. The interplay between educational attainment and societal markers undoubtedly sets the stage for our investigation. It's almost as if the path to academic enlightenment leads straight to the land of YouTube fame – talk about a plot twist!
Moving towards a more unconventional approach, let's consider the compelling parallels found in "History Lessons: What Business and Management can learn from Ancient Civilizations." While the context may differ, the underlying mechanisms of influence bear a striking resemblance to our unexpected association. Who would have thought that the secrets of success in ancient civilizations can shed light on the correlation between associates degrees and YouTube likes? It's like uncovering an ancient artifact in the digital age!
Shifting gears momentarily, let's delve into the fictitious realm of literature with "The Social Science of Middle-Earth." While J.R.R. Tolkien's epic may seem unrelated, the underlying themes of history and societal development offer an uncanny parallel. Much like the correlation we seek to elucidate, the intricate tapestry of Middle-Earth holds hidden connections waiting to be uncovered – not unlike our own web of statistical relations. It's almost as if Frodo's journey is a metaphor for our quest to unveil the mysteries of academic and digital convergence. One does not simply analyze statistical data without a hint of whimsy!
On a more contemporary note, we turn to the digital realm with a series of social media posts that caught our attention. In a tweet by @EduEnthusiast, the author posits, "The number of history enthusiasts pursuing associate degrees and the popularity of educational YouTube content seem to share an intriguing dance. Could there be an unspoken synergy in bridging these realms?" The resonance of this observation with our own findings only adds to the intrigue. It seems the digital space is abuzz with whispers of our peculiar correlation – talk about a social media plot twist!
As we progress through this literature review, it becomes increasingly evident that the unexpected convergence of academic pursuits and digital engagement holds a treasure trove of amusement. Such is the curious nature of scholarly exploration – where statistical significance meets delightful surprises and dad jokes are never too far away.

[[RESULTS]]
The analysis of the data collected from 2011 to 2021 revealed a remarkably strong correlation (r = 0.9496051, r-squared = 0.9017499, p < 0.01) between the number of associates degrees awarded in social sciences and history and the total likes garnered by Tom Scott's YouTube videos. It seems that the pursuit of knowledge in social sciences and history may indeed lend itself to an appreciation for Tom's engaging and informative content. It's almost as if the viewers are saying, "I like my history with a side of YouTube!"
Fig. 1 illustrates this robust correlation with a scatterplot, clearly demonstrating the positive relationship between these two seemingly disparate variables. It appears that as the number of social sciences and history degrees awarded increases, so does the online applause for Tom's videos. It's as if the academic community is collectively hitting the "like" button, giving a whole new meaning to the term "digital thumbs up."
Upon reflections on these fascinating findings, it's hard not to chuckle at the thought of social sciences and history enthusiasts being the ones fueling the viral success of Tom Scott's YouTube channel. Who knew that historical enthusiasts and social scientists had such a keen eye for engaging online content? It seems they're not just shaping our understanding of the past; they're also shaping the internet's digital landscape.
Overall, our results shed light on the delightful interconnectedness of seemingly unrelated domains, proving once and for all that you can indeed "like" your way through history – both in academia and online.

-------

Your response should start like this:

[[DISCUSSION]]



ChatGPT:

[[DISCUSSION]]

The striking correlation between the number of associates degrees awarded in social sciences and history and the total likes garnered by Tom Scott's YouTube videos indeed presents a novel and thought-provoking phenomenon. Our findings not only support the existing research on the influence of educational attainment on societal markers but also add a colorful twist to the connection between academic pursuits and digital acclaim.

Our results echo the intriguing observations made in Smith and Doe's study on Educational Trends, laying the groundwork for our investigation into the intersection of academic disciplines and digital culture. It's as if the educational path to enlightenment leads straight to the land of YouTube fame--a journey well worth taking, especially when it comes with a dose of statistical significance and dad jokes in tow.

Similarly, the unexpected parallels found in "History Lessons: What Business and Management Can Learn from Ancient Civilizations" offer a compelling resonance with our own exploration. The correlation we seek to elucidate holds a resemblance to the secrets of success in ancient civilizations, proving that the interplay between history and influence transcends time and extends into the digital realm. After all, who knew that historical enthusiasts and social scientists were the ones secretly shaping the internet's digital landscape with their likes and clicks?

In light of these findings, it becomes increasingly evident that the unexpected convergence of academic pursuits and digital engagement indeed holds a treasure trove of amusement. The statistical significance of the correlation supported by our results is not just a numeric value but also a testament to the delightful surprises that scholarly exploration can offer. It's a journey that combines academic rigor with a touch of whimsy, where even the digital realm can't escape the influence of history and societal development.

So, in the end, it seems that the pursuit of knowledge in social sciences and history lends itself not only to an understanding of the past but also to an appreciation for engaging online content. In a sense, the academic community is collectively hitting the "like" button, affirming that you can indeed "like" your way through history--both in academia and online. And as for Tom Scott, it appears that his YouTube success is not just a hit; it's a historic hit, shaping the course of digital engagement in unexpected ways.

It's safe to say, this correlation raises the question: "What did the historian say to the YouTube video? I like the way you think!" And the statistics seem to prove are on our side – of course, with a generous sprinkling of dad jokes.


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 Associates degrees awarded in Social sciences and history and Total likes of Tom Scott YouTube videos. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

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

Here are the title, abstract, introduction, and results sections.
[[TITLE]]
"Associating Associates: Exploring the Correlation Between Social Sciences and History Degrees Awarded and Total Likes of Tom Scott YouTube Videos"

[[ABSTRACT]]
In this research paper, we delve into the peculiar relationship between the number of associates degrees awarded in social sciences and history and the total likes garnered by Tom Scott's YouTube videos. This study aims to unravel the mysterious connection between these seemingly unrelated phenomena, employing rigorous statistical analysis to reveal the underlying patterns.

Our research team gathered and analyzed data from the National Center for Education Statistics and YouTube, meticulously scrutinizing the educational and YouTube realms to uncover any link between the two. Surprisingly, our findings revealed a striking correlation coefficient of 0.9496051 and p < 0.01 for the period spanning from 2011 to 2021. It seems that as the number of associates degrees in social sciences and history rises, so does the popularity of Tom Scott's YouTube content. It looks like Tom's videos are truly a hit among the intellectual crowd!

On a lighter note, this correlation certainly gives new meaning to the phrase "history in the making" – it turns out to include YouTube likes! Our research provides a platform for pondering the quirky and delightful connections that exist within our world, shedding light on the unexpectedly intertwined nature of seemingly disparate domains.

[[INTRDUCTION]]
As the famous saying goes, "history never repeats itself, but it often rhymes." Similarly, our research endeavors to uncover the melodious harmony between the number of associates degrees awarded in social sciences and history and the ebullient applause received by Tom Scott's video creations on YouTube. The uncanny correlation we unveil between these seemingly incongruent realms of academia and online content consumption is sure to "like" no other.
Speaking of likes, let's tackle the perplexing question: what could possibly connect the pursuit of knowledge in social sciences and history with the digital resonance of a YouTuber's videos? It seems we are embarking on a journey of "associating Associates," where the plots thicken and data intertwines like it's straight out of a Dan Brown novel.
With our research, we aim to bridge the gap and connect the dots between these intriguing phenomena, exploring the intersection of scholarly pursuits and modern infotainment. It's like mixing salt and caramel - a delightful blend that defies convention and surprises the taste buds of academia.
Our investigation will employ meticulous analysis of data from the National Center for Education Statistics and YouTube, unearthing the symbiosis between intellectual enrichment and digital engagement. Perhaps, in these findings, we will discover the missing piece of the puzzle and finally answer the age-old question: "What do you call an ancient Greek historian who enjoys YouTube? A fan of Tom Scott-icles!"

[[RESULTS]]
The analysis of the data collected from 2011 to 2021 revealed a remarkably strong correlation (r = 0.9496051, r-squared = 0.9017499, p < 0.01) between the number of associates degrees awarded in social sciences and history and the total likes garnered by Tom Scott's YouTube videos. It seems that the pursuit of knowledge in social sciences and history may indeed lend itself to an appreciation for Tom's engaging and informative content. It's almost as if the viewers are saying, "I like my history with a side of YouTube!"
Fig. 1 illustrates this robust correlation with a scatterplot, clearly demonstrating the positive relationship between these two seemingly disparate variables. It appears that as the number of social sciences and history degrees awarded increases, so does the online applause for Tom's videos. It's as if the academic community is collectively hitting the "like" button, giving a whole new meaning to the term "digital thumbs up."
Upon reflections on these fascinating findings, it's hard not to chuckle at the thought of social sciences and history enthusiasts being the ones fueling the viral success of Tom Scott's YouTube channel. Who knew that historical enthusiasts and social scientists had such a keen eye for engaging online content? It seems they're not just shaping our understanding of the past; they're also shaping the internet's digital landscape.
Overall, our results shed light on the delightful interconnectedness of seemingly unrelated domains, proving once and for all that you can indeed "like" your way through history – both in academia and online.

-------

Your response should start like this:

[[CONCLUSION]]



ChatGPT:

[[CONCLUSION]]

In conclusion, our study has uncovered a whimsically strong correlation between the number of associates degrees awarded in social sciences and history and the total likes amassed by Tom Scott's YouTube videos. It seems that the academic pursuit of historical and societal knowledge tangibly translates into an affinity for Tom's digital escapades. Who would have thought that such a correlation could exist? It's like discovering a hidden history easter egg in a YouTube video thumbnail!

Our findings underscore the enchanting interconnectedness of human interests, as evidenced by the synergy between scholarly achievements and digital validation. It's almost as if the academic enthusiasts are giving a resounding "thumbs-up" to Tom's videos, propelling their popularity to new heights. It's like witnessing the rise of a historical empire, but this time in the digital realm – call it the "likes of the ancients"!

Therefore, it is safe to say that our research brings a new wave of understanding, uncovering the delightful concord between seemingly unrelated domains. It's like a whirlwind romance between the hallowed halls of education and the vibrant digital landscape – a match made in algorithmic heaven!

In light of these compelling and intriguing findings, we can confidently assert that no further research is needed in this peculiar area. The evidence has been laid bare, and it's as clear as day: history enthusiasts and social scientists do have a significant impact on the digital world, one “like” at a time!


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 Associating Associates: Exploring the Correlation Between Social Sciences and History Degrees Awarded and Total Likes of Tom Scott YouTube Videos. Respond only with the name of a fictional academic journal.

ChatGPT:

The Journal of Interdisciplinary Social 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 Associating Associates: Exploring the Correlation Between Social Sciences and History Degrees Awarded and Total Likes of Tom Scott YouTube Videos. Respond only with the name of a fictional organization.

ChatGPT:

The Institute for Multidisciplinary Social Sciences 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 Associating Associates: Exploring the Correlation Between Social Sciences and History Degrees Awarded and Total Likes of Tom Scott YouTube Videos with an abstract of In this research paper, we delve into the peculiar relationship between the number of associates degrees awarded in social sciences and history and the total likes garnered by Tom Scott's YouTube videos. This study aims to unravel the mysterious connection between these seemingly unrelated phenomena, employing rigorous statistical analysis to reveal the underlying patterns.
Our research team gathered and analyzed data from the National Center for Education Statistics and YouTube, meticulously scrutinizing the educational and YouTube realms to uncover any link between the two. Surprisingly, our findings revealed a striking correlation coefficient of 0.9496051 and p < 0.01 for the period spanning from 2011 to 2021. It seems that as the number of associates degrees in social sciences and history rises, so does the popularity of Tom Scott's YouTube content. It looks like Tom's videos are truly a hit among the intellectual crowd!
On a lighter note, this correlation certainly gives new meaning to the phrase "history in the making" – it turns out to include YouTube likes! Our research provides a platform for pondering the quirky and delightful connections that exist within our world, shedding light on the unexpectedly intertwined nature of seemingly disparate domains.

ChatGPT:

associates degrees, social sciences, history, degrees awarded, National Center for Education Statistics, YouTube likes, Tom Scott, YouTube videos, correlation analysis, statistical analysis, intellectual crowd, quirky connections, intertwined nature, research paper.

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



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Data details

Associates degrees awarded in Social sciences and history
Detailed data title: Associate's degrees conferred by postsecondary institutions with a field of study of Social sciences and history
Source: National Center for Education Statistics
See what else correlates with Associates degrees awarded in Social sciences and history

Total likes of Tom Scott's YouTube videos
Detailed data title: Total likes of Tom Scott YouTube videos.
Source: Tom Scott's YouTube
See what else correlates with Total likes of Tom Scott's YouTube videos

Correlation r = 0.9496051 (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 = 0.9017499 (Coefficient of determination)
This means 90.2% of the change in the one variable (i.e., Total likes of Tom Scott's YouTube videos) is predictable based on the change in the other (i.e., Associates degrees awarded in Social sciences and history) over the 11 years from 2011 through 2021.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 7.9E-6. 0.0000078798420331030150000000
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 0.95 in 0.00079% of random cases. Said differently, if you correlated 126,906 random variables You don't actually need 126 thousand 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 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.

[ 0.81, 0.99 ] 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.
20112012201320142015201620172018201920202021
Associates degrees awarded in Social sciences and history (Degrees awarded)1277214132156681655417916200562139223692259742824128822
Total likes of Tom Scott's YouTube videos (Total likes)78831958081464970326869030766303856860439210065924606015290117068008658020




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([12772,14132,15668,16554,17916,20056,21392,23692,25974,28241,28822,])
array_2 = np.array([7883,195808,1464970,3268690,3076630,3856860,4392100,6592460,6015290,11706800,8658020,])
array_1_name = "Associates degrees awarded in Social sciences and history"
array_2_name = "Total likes of Tom Scott's YouTube videos"

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

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



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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: 5224 · Black Variable ID: 1255 · Red Variable ID: 25468
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