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A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is Popularity of the 'one does not simply' meme and the second variable is Average number of comments on Numberphile YouTube videos.  The chart goes from 2011 to 2023, and the two variables track closely in value over that time. Small Image
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AI explanation

As the 'one does not simply' meme gained popularity, it sparked a surge in interest in complex or non-intuitive concepts. This indirectly led to more viewers seeking out Numberphile videos to satisfy their newfound curiosity about numbers and mathematical phenomena. After all, one does not simply watch a Numberphile video without being drawn in by the fascinating world of numbers!

Create a meme inspired by the one does not simply meme that in some way references Average number of comments on Numberphile YouTube videos. Try to emulate the style of the meme - don’t violate the copyright, just make it look and feel like the original meme.

Model: gpt-3.5-turbo-1106 (fine-tuned)
System prompt: You provide humorous responses in the form of plausible sounding explanations for correlations. You assume the correlation is causative for the purpose of the explanation even if it is ridiculous. You do not chat with the user, you only reply with the causal connection explanation and nothing else.
User prompt: Please make up a funny explanation for how increases in Popularity of the 'one does not simply' meme positively influenced Average number of comments on Numberphile YouTube videos. Make it feel plausible.

AI academic paper

(Because p < 0.01)
One Does Not Simply Comment on Numberphile: Exploring the Correlation Between 'One Does Not Simply' Meme Popularity and Number of Comments on Numberphile YouTube Videos

The Journal of Internet Memetics

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 Popularity of the 'one does not simply' meme and Average number of comments on Numberphile YouTube videos. Make lots of jokes, goofy observations, and puns.

Make the title a clever pun.

Your research team used data from Google Trends and YouTube to assess this nagging question. You found a correlation coefficient of 0.9275507 and p < 0.01 for 2011 to 2023.

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]]
"One Does Not Simply Comment on Numberphile: Exploring the Correlation Between 'One Does Not Simply' Meme Popularity and Number of Comments on Numberphile YouTube Videos"

[[ABSTRACT]]
This paper delves into the intriguing relationship between the prevalence of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos. Utilizing data from Google Trends and YouTube spanning from 2011 to 2023, our research team rigorously examined this hilarious yet thought-provoking association. Our findings revealed a remarkably strong correlation coefficient of 0.9275507 and a significance level of p < 0.01, providing compelling evidence for the unexpected link between meme culture and engagement with mathematical content. The results not only highlight the impact of internet memes on user interaction but also shed light on the unpredictable dynamics of online audiences. This study adds a refreshing twist to the exploration of internet phenomena and demonstrates the quirky interplay between viral trends and educational video platforms.


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 Popularity of the 'one does not simply' meme and Average number of comments on Numberphile YouTube videos. Make lots of jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.

Here is the title and abstract of the paper:
[[TITLE]]
"One Does Not Simply Comment on Numberphile: Exploring the Correlation Between 'One Does Not Simply' Meme Popularity and Number of Comments on Numberphile YouTube Videos"

[[ABSTRACT]]
This paper delves into the intriguing relationship between the prevalence of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos. Utilizing data from Google Trends and YouTube spanning from 2011 to 2023, our research team rigorously examined this hilarious yet thought-provoking association. Our findings revealed a remarkably strong correlation coefficient of 0.9275507 and a significance level of p < 0.01, providing compelling evidence for the unexpected link between meme culture and engagement with mathematical content. The results not only highlight the impact of internet memes on user interaction but also shed light on the unpredictable dynamics of online audiences. This study adds a refreshing twist to the exploration of internet phenomena and demonstrates the quirky interplay between viral trends and educational video platforms.

-------

Your response should start like this:

[[INTRODUCTION]]



ChatGPT:
Introduction

In the ever-evolving landscape of internet culture, memes have become a pervasive and influential phenomenon. These humorous, often-irreverent digital images and phrases have permeated every corner of cyberspace, from social media to online forums, and have even infiltrated the realm of academic inquiry. One particular meme that has captured the imagination of internet denizens is the "one does not simply" meme, originating from the widely recognized "Lord of the Rings" film series. This meme, characterized by its iconic text overlay on the image of Boromir, played by Sean Bean, humorously expresses the notion that a certain task or concept is not as straightforward as it may seem.

While memes are typically associated with entertainment, it is not uncommon for them to intersect with unexpected domains, including education and information dissemination. In this study, we set out to investigate the intriguing correlation between the popularity of the "one does not simply" meme and the average number of comments on videos uploaded by Numberphile, a prominent YouTube channel known for its engaging and informative content on mathematics and science. The juxtaposition of a light-hearted, often irreverent meme with the academic content offered by Numberphile led us to ponder the potential impact of meme culture on viewer engagement with educational material.

The emergence of YouTube as a platform for learning and discovery has reshaped the landscape of educational content consumption. Numberphile, with its blend of captivating visual presentations and intellectually stimulating subject matter, has garnered a dedicated following of curious minds seeking to unravel the mysteries of mathematics and science. As we delved into this unlikely juxtaposition of meme culture and educational content, we were keen to uncover whether the allure of internet memes could influence viewer interaction with academic material in a measurable way.

Our investigation leveraged data from Google Trends, which allowed us to gauge the relative popularity of the "one does not simply" meme over time. Additionally, we analyzed the average number of comments on Numberphile YouTube videos to quantify viewer engagement with the channel's educational offerings. The time span of our study, from 2011 to 2023, provided a comprehensive view of the evolution of both the meme's prominence and the viewers' reaction to Numberphile's content.

The unexpected nature of our research theme reflects the playful and often unexpected interconnectedness of internet subcultures. By probing the link between a cultural phenomenon rooted in humor and the earnest pursuit of mathematical knowledge, we aim to shed light on the dynamic interplay between popular culture and educational platforms. Our findings not only underscore the capricious nature of viral trends but also offer a whimsical lens through which to explore the complex relationship between internet phenomena and the dissemination of knowledge.

In the subsequent sections of this paper, we present our methodology, data analysis, and conclusive findings, culminating in a robust exploration of the correlation between the "one does not simply" meme and viewer engagement with Numberphile's YouTube videos. This investigation not only adds a dash of levity to the rigorous world of academic research but also invites readers to join us in unraveling the unexpected connections that underpin the fabric of digital culture.


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 Popularity of the 'one does not simply' meme and Average number of comments on Numberphile YouTube videos. Make lots of jokes, goofy observations, and puns.

Speak in the present tense for this section (the authors find...), as is common in academic research paper literature reviews. Name the sources in a format similar to this: In "Book," the authors find lorem and ipsum.

Make up the lorem and ipsum part, but make it sound related to the topic at hand.

Start by naming serious-sounding studies by authors like Smith, Doe, and Jones - but then quickly devolve. Name some real non-fiction books that would be related to the topic. Then name some real fiction books that sound like they could be related. Then devolve ever further, and mention something completely ridiculous, like you conducted literature review by reading the backs of shampoo bottles.

Here is the title and abstract of the paper:
[[TITLE]]
"One Does Not Simply Comment on Numberphile: Exploring the Correlation Between 'One Does Not Simply' Meme Popularity and Number of Comments on Numberphile YouTube Videos"

[[ABSTRACT]]
This paper delves into the intriguing relationship between the prevalence of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos. Utilizing data from Google Trends and YouTube spanning from 2011 to 2023, our research team rigorously examined this hilarious yet thought-provoking association. Our findings revealed a remarkably strong correlation coefficient of 0.9275507 and a significance level of p < 0.01, providing compelling evidence for the unexpected link between meme culture and engagement with mathematical content. The results not only highlight the impact of internet memes on user interaction but also shed light on the unpredictable dynamics of online audiences. This study adds a refreshing twist to the exploration of internet phenomena and demonstrates the quirky interplay between viral trends and educational video platforms.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
Introduction
In the ever-evolving landscape of internet culture, memes have become a pervasive and influential phenomenon. These humorous, often-irreverent digital images and phrases have permeated every corner of cyberspace, from social media to online forums, and have even infiltrated the realm of academic inquiry. One particular meme that has captured the imagination of internet denizens is the "one does not simply" meme, originating from the widely recognized "Lord of the Rings" film series. This meme, characterized by its iconic text overlay on the image of Boromir, played by Sean Bean, humorously expresses the notion that a certain task or concept is not as straightforward as it may seem.
While memes are typically associated with entertainment, it is not uncommon for them to intersect with unexpected domains, including education and information dissemination. In this study, we set out to investigate the intriguing correlation between the popularity of the "one does not simply" meme and the average number of comments on videos uploaded by Numberphile, a prominent YouTube channel known for its engaging and informative content on mathematics and science. The juxtaposition of a light-hearted, often irreverent meme with the academic content offered by Numberphile led us to ponder the potential impact of meme culture on viewer engagement with educational material.
The emergence of YouTube as a platform for learning and discovery has reshaped the landscape of educational content consumption. Numberphile, with its blend of captivating visual presentations and intellectually stimulating subject matter, has garnered a dedicated following of curious minds seeking to unravel the mysteries of mathematics and science. As we delved into this unlikely juxtaposition of meme culture and educational content, we were keen to uncover whether the allure of internet memes could influence viewer interaction with academic material in a measurable way.
Our investigation leveraged data from Google Trends, which allowed us to gauge the relative popularity of the "one does not simply" meme over time. Additionally, we analyzed the average number of comments on Numberphile YouTube videos to quantify viewer engagement with the channel's educational offerings. The time span of our study, from 2011 to 2023, provided a comprehensive view of the evolution of both the meme's prominence and the viewers' reaction to Numberphile's content.
The unexpected nature of our research theme reflects the playful and often unexpected interconnectedness of internet subcultures. By probing the link between a cultural phenomenon rooted in humor and the earnest pursuit of mathematical knowledge, we aim to shed light on the dynamic interplay between popular culture and educational platforms. Our findings not only underscore the capricious nature of viral trends but also offer a whimsical lens through which to explore the complex relationship between internet phenomena and the dissemination of knowledge.
In the subsequent sections of this paper, we present our methodology, data analysis, and conclusive findings, culminating in a robust exploration of the correlation between the "one does not simply" meme and viewer engagement with Numberphile's YouTube videos. This investigation not only adds a dash of levity to the rigorous world of academic research but also invites readers to join us in unraveling the unexpected connections that underpin the fabric of digital culture.

-------

Your response should start like this:

[[LITERATURE REVIEW]]



ChatGPT:
[[LITERATURE REVIEW]]

The examination of the intersection between meme culture and online engagement unveils an intriguing landscape of digital dynamics. At the nexus of this examination lies the "one does not simply" meme, a facetious cultural artifact born of the "Lord of the Rings" film series. The interplay between this influential meme and the viewer comments on Numberphile's educational YouTube videos is the focus of our investigation. Our endeavor prompts a comprehensive survey of literature that traverses the domains of internet culture, digital analytics, and the whimsical niches of meme scholarship.

Smith et al., in "Digitized Delights: Exploring the Viral Spread of Memes," delineate the expansive reach of internet memes and their capacity to transcend traditional boundaries of communication. Doe and Jones, in "Memeonomics: Unraveling the Economic Impact of Internet Memes," delve into the economic implications of meme proliferation, presenting a formidable analysis of the market forces that underpin meme dissemination. These foundational studies lay the groundwork for our inquiry into the specific correlation between the "one does not simply" meme and the interactive discourse within the Numberphile YouTube community.

In a departure from the usual scholarly repertoire, we draw inspiration from pop culture touchstones that tangentially relate to our research theme. Hobbs' "Mathematics Through Memes: A Comical Approach to Educational Outreach" explores the use of memes as didactic tools and their potential impact on fostering curiosity in mathematical concepts among digital denizens. Complementing this, the fictional works of Tolkien, in "The Lord of the Rings," offer an imaginative backdrop to the origin of the "one does not simply" meme, underscoring the permeation of popular culture into the fabric of internet phenomena.

Venturing further afield, our review extends to unconventional sources, such as the wit and wisdom found within the annals of bathroom literature. The back-of-the-shampoo-bottle manifesto, with its enigmatic musings on follicular fortitude and foam dynamics, provides an unexpected yet oddly intriguing contrast to the gravity of academic inquiry. While this unconventional form of literature may not hold direct relevance to our research, its whimsicality and unexpected revelations serve as a reminder of the playful interconnectedness that underpins our exploration of meme engagement on educational platforms.


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 Popularity of the 'one does not simply' meme and Average number of comments on Numberphile YouTube videos. Make lots of jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.

Your research team collected data from all across the internet, but mostly just used information from Google Trends and YouTube . You used data from 2011 to 2023

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]]
"One Does Not Simply Comment on Numberphile: Exploring the Correlation Between 'One Does Not Simply' Meme Popularity and Number of Comments on Numberphile YouTube Videos"

[[ABSTRACT]]
This paper delves into the intriguing relationship between the prevalence of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos. Utilizing data from Google Trends and YouTube spanning from 2011 to 2023, our research team rigorously examined this hilarious yet thought-provoking association. Our findings revealed a remarkably strong correlation coefficient of 0.9275507 and a significance level of p < 0.01, providing compelling evidence for the unexpected link between meme culture and engagement with mathematical content. The results not only highlight the impact of internet memes on user interaction but also shed light on the unpredictable dynamics of online audiences. This study adds a refreshing twist to the exploration of internet phenomena and demonstrates the quirky interplay between viral trends and educational video platforms.

[[INTRODUCTION]]
Introduction
In the ever-evolving landscape of internet culture, memes have become a pervasive and influential phenomenon. These humorous, often-irreverent digital images and phrases have permeated every corner of cyberspace, from social media to online forums, and have even infiltrated the realm of academic inquiry. One particular meme that has captured the imagination of internet denizens is the "one does not simply" meme, originating from the widely recognized "Lord of the Rings" film series. This meme, characterized by its iconic text overlay on the image of Boromir, played by Sean Bean, humorously expresses the notion that a certain task or concept is not as straightforward as it may seem.
While memes are typically associated with entertainment, it is not uncommon for them to intersect with unexpected domains, including education and information dissemination. In this study, we set out to investigate the intriguing correlation between the popularity of the "one does not simply" meme and the average number of comments on videos uploaded by Numberphile, a prominent YouTube channel known for its engaging and informative content on mathematics and science. The juxtaposition of a light-hearted, often irreverent meme with the academic content offered by Numberphile led us to ponder the potential impact of meme culture on viewer engagement with educational material.
The emergence of YouTube as a platform for learning and discovery has reshaped the landscape of educational content consumption. Numberphile, with its blend of captivating visual presentations and intellectually stimulating subject matter, has garnered a dedicated following of curious minds seeking to unravel the mysteries of mathematics and science. As we delved into this unlikely juxtaposition of meme culture and educational content, we were keen to uncover whether the allure of internet memes could influence viewer interaction with academic material in a measurable way.
Our investigation leveraged data from Google Trends, which allowed us to gauge the relative popularity of the "one does not simply" meme over time. Additionally, we analyzed the average number of comments on Numberphile YouTube videos to quantify viewer engagement with the channel's educational offerings. The time span of our study, from 2011 to 2023, provided a comprehensive view of the evolution of both the meme's prominence and the viewers' reaction to Numberphile's content.
The unexpected nature of our research theme reflects the playful and often unexpected interconnectedness of internet subcultures. By probing the link between a cultural phenomenon rooted in humor and the earnest pursuit of mathematical knowledge, we aim to shed light on the dynamic interplay between popular culture and educational platforms. Our findings not only underscore the capricious nature of viral trends but also offer a whimsical lens through which to explore the complex relationship between internet phenomena and the dissemination of knowledge.
In the subsequent sections of this paper, we present our methodology, data analysis, and conclusive findings, culminating in a robust exploration of the correlation between the "one does not simply" meme and viewer engagement with Numberphile's YouTube videos. This investigation not only adds a dash of levity to the rigorous world of academic research but also invites readers to join us in unraveling the unexpected connections that underpin the fabric of digital culture.

-------

Your response should start like this:

[[METHODOLOGY]]



ChatGPT:

METHODOLOGY

Data Collection
The methodology utilized in this investigation involved the collection and analysis of data from various online sources, primarily Google Trends and YouTube. The temporal scope of the study encompassed the years 2011 to 2023, providing a robust foundation for observing the temporal evolution of both meme popularity and viewer engagement with Numberphile's YouTube videos.

To measure the prevalence of the "one does not simply" meme, we turned to the venerable wellspring of internet data, Google Trends. This platform allowed us to explore the fluctuating levels of interest in the meme over time, offering insights into its waxing and waning within the digital zeitgeist. Through this data collection process, we were able to capture the ebb and flow of the meme's cultural relevance, encompassing its ascent from obscurity to its zenith of virality and subsequent descent into meme antiquity.

In tandem with this, we harnessed the statistical power of YouTube's comment section, scouring the digital landscape for the average number of comments on videos published by the illustrious Numberphile. This thorough approach provided a quantitative measure of viewer interaction with the channel's educational content. With each click of the "comment" button, viewers manifest their engagement, signaling a digital dialogue that transcends the boundaries of traditional educational outreach.

Data Analysis
Drawing upon the reservoir of data amassed from Google Trends and YouTube, we employed robust statistical techniques to quantify the relationship between the "one does not simply" meme and viewer engagement with Numberphile's YouTube videos. Our analysis involved intricate algorithms and statistical models, including Pearson's correlation coefficient and regression analyses. These mathematical tools offered a precise means of discerning the underlying patterns and associations within the data, guiding us through the labyrinthine landscape of internet culture and academic engagement.

Our pursuit of knowledge led us to uncover a strikingly robust correlation coefficient of 0.9275507, indicating a strong positive association between the prevalence of the "one does not simply" meme and the average number of comments on Numberphile's YouTube videos. The statistical significance, denoted by a p-value of less than 0.01, fortified our findings with a resounding emphasis, compelling us to recognize the palpable bond between meme popularity and intellectual interaction within the digital domain.

Limitations and Caveats
While our scholarly odyssey has yielded substantial insights into the interconnectedness of meme culture and educational content, our methodology is not without its limitations. The reliance on publicly available data poses inherent constraints, with potential factors such as regional variations in meme dissemination and YouTube user demographics remaining beyond the purview of our analysis. Furthermore, the irrepressible fluidity of internet culture introduces a degree of volatility that may impinge upon the steadfastness of our observed correlations.

Despite these caveats, our research represents an earnest endeavor to unravel the enigmatic tapestry of internet phenomena and academic engagement. The fusion of statistical rigor and playful exploration engenders a scholarly discourse that champions the embrace of the unexpected and the celebration of the unanticipated connections that enliven the digital landscape.

Subsequent sections of this paper will expound upon the luminous findings elucidated through our methodology, illuminating the immutable bond between the "one does not simply" meme and the flourishing intellectual discourse within the hallowed corridors of Numberphile's YouTube channel. The synergy of gaiety and erudition infuses our exploration with an effervescent spirit, beckoning readers to join us as we unravel the capricious interplay of internet culture and educational fervor.


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 Popularity of the 'one does not simply' meme and Average number of comments on Numberphile YouTube videos. Make lots of jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.

Your research team collected data from all across the internet, but mostly just used information from Google Trends and YouTube .

For the time period 2011 to 2023, you found a correlation 0.9275507, r-squared of 0.8603503, 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]]
"One Does Not Simply Comment on Numberphile: Exploring the Correlation Between 'One Does Not Simply' Meme Popularity and Number of Comments on Numberphile YouTube Videos"

[[ABSTRACT]]
This paper delves into the intriguing relationship between the prevalence of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos. Utilizing data from Google Trends and YouTube spanning from 2011 to 2023, our research team rigorously examined this hilarious yet thought-provoking association. Our findings revealed a remarkably strong correlation coefficient of 0.9275507 and a significance level of p < 0.01, providing compelling evidence for the unexpected link between meme culture and engagement with mathematical content. The results not only highlight the impact of internet memes on user interaction but also shed light on the unpredictable dynamics of online audiences. This study adds a refreshing twist to the exploration of internet phenomena and demonstrates the quirky interplay between viral trends and educational video platforms.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
Introduction
In the ever-evolving landscape of internet culture, memes have become a pervasive and influential phenomenon. These humorous, often-irreverent digital images and phrases have permeated every corner of cyberspace, from social media to online forums, and have even infiltrated the realm of academic inquiry. One particular meme that has captured the imagination of internet denizens is the "one does not simply" meme, originating from the widely recognized "Lord of the Rings" film series. This meme, characterized by its iconic text overlay on the image of Boromir, played by Sean Bean, humorously expresses the notion that a certain task or concept is not as straightforward as it may seem.
While memes are typically associated with entertainment, it is not uncommon for them to intersect with unexpected domains, including education and information dissemination. In this study, we set out to investigate the intriguing correlation between the popularity of the "one does not simply" meme and the average number of comments on videos uploaded by Numberphile, a prominent YouTube channel known for its engaging and informative content on mathematics and science. The juxtaposition of a light-hearted, often irreverent meme with the academic content offered by Numberphile led us to ponder the potential impact of meme culture on viewer engagement with educational material.
The emergence of YouTube as a platform for learning and discovery has reshaped the landscape of educational content consumption. Numberphile, with its blend of captivating visual presentations and intellectually stimulating subject matter, has garnered a dedicated following of curious minds seeking to unravel the mysteries of mathematics and science. As we delved into this unlikely juxtaposition of meme culture and educational content, we were keen to uncover whether the allure of internet memes could influence viewer interaction with academic material in a measurable way.
Our investigation leveraged data from Google Trends, which allowed us to gauge the relative popularity of the "one does not simply" meme over time. Additionally, we analyzed the average number of comments on Numberphile YouTube videos to quantify viewer engagement with the channel's educational offerings. The time span of our study, from 2011 to 2023, provided a comprehensive view of the evolution of both the meme's prominence and the viewers' reaction to Numberphile's content.
The unexpected nature of our research theme reflects the playful and often unexpected interconnectedness of internet subcultures. By probing the link between a cultural phenomenon rooted in humor and the earnest pursuit of mathematical knowledge, we aim to shed light on the dynamic interplay between popular culture and educational platforms. Our findings not only underscore the capricious nature of viral trends but also offer a whimsical lens through which to explore the complex relationship between internet phenomena and the dissemination of knowledge.
In the subsequent sections of this paper, we present our methodology, data analysis, and conclusive findings, culminating in a robust exploration of the correlation between the "one does not simply" meme and viewer engagement with Numberphile's YouTube videos. This investigation not only adds a dash of levity to the rigorous world of academic research but also invites readers to join us in unraveling the unexpected connections that underpin the fabric of digital culture.

-------

Your response should start like this:

[[RESULTS]]



ChatGPT:

[[RESULTS]]

The analysis of the data gathered from Google Trends and YouTube over the period from 2011 to 2023 yielded intriguing results regarding the connection between the popularity of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos. The correlation coefficient calculated for these two variables was found to be a remarkably high 0.9275507, indicating a strong positive relationship. Additionally, the coefficient of determination (r-squared) of 0.8603503 suggests that approximately 86.03% of the variability in the average number of comments on Numberphile YouTube videos can be explained by the popularity of the "one does not simply" meme. The statistical significance of the relationship was confirmed with a p-value of less than 0.01, providing robust evidence for the unexpected link between meme culture and engagement with mathematical content.

Furthermore, a scatterplot illustrating the correlation between the popularity of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos is presented in Figure 1. The visual representation clearly demonstrates the strong positive association between these two variables, reinforcing the statistical findings and providing a compelling visualization of the unexpected interplay between internet memes and educational content.

These findings not only expand our understanding of the impact of meme culture on user interaction but also shine a spotlight on the dynamic and sometimes surprising dynamics of online audiences. The strong correlation uncovered in this study highlights the quirky interplay between viral trends and educational video platforms, ushering in a new era of research at the intersection of internet phenomena and educational engagement.

The remarkable strength of the relationship between the "one does not simply" meme and viewer engagement with Numberphile's educational content underscores the unexpected ways in which internet culture can intersect with academic material. This study invites further exploration into the whimsical connections that underlie the fabric of digital culture and encourages a light-hearted yet insightful approach to understanding the manifold influences shaping online interactions.


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 Popularity of the 'one does not simply' meme and Average number of comments on Numberphile YouTube videos. Make lots of jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.

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]]
"One Does Not Simply Comment on Numberphile: Exploring the Correlation Between 'One Does Not Simply' Meme Popularity and Number of Comments on Numberphile YouTube Videos"

[[ABSTRACT]]
This paper delves into the intriguing relationship between the prevalence of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos. Utilizing data from Google Trends and YouTube spanning from 2011 to 2023, our research team rigorously examined this hilarious yet thought-provoking association. Our findings revealed a remarkably strong correlation coefficient of 0.9275507 and a significance level of p < 0.01, providing compelling evidence for the unexpected link between meme culture and engagement with mathematical content. The results not only highlight the impact of internet memes on user interaction but also shed light on the unpredictable dynamics of online audiences. This study adds a refreshing twist to the exploration of internet phenomena and demonstrates the quirky interplay between viral trends and educational video platforms.

[[LITERATURE REVIEW]]
The examination of the intersection between meme culture and online engagement unveils an intriguing landscape of digital dynamics. At the nexus of this examination lies the "one does not simply" meme, a facetious cultural artifact born of the "Lord of the Rings" film series. The interplay between this influential meme and the viewer comments on Numberphile's educational YouTube videos is the focus of our investigation. Our endeavor prompts a comprehensive survey of literature that traverses the domains of internet culture, digital analytics, and the whimsical niches of meme scholarship.
Smith et al., in "Digitized Delights: Exploring the Viral Spread of Memes," delineate the expansive reach of internet memes and their capacity to transcend traditional boundaries of communication. Doe and Jones, in "Memeonomics: Unraveling the Economic Impact of Internet Memes," delve into the economic implications of meme proliferation, presenting a formidable analysis of the market forces that underpin meme dissemination. These foundational studies lay the groundwork for our inquiry into the specific correlation between the "one does not simply" meme and the interactive discourse within the Numberphile YouTube community.
In a departure from the usual scholarly repertoire, we draw inspiration from pop culture touchstones that tangentially relate to our research theme. Hobbs' "Mathematics Through Memes: A Comical Approach to Educational Outreach" explores the use of memes as didactic tools and their potential impact on fostering curiosity in mathematical concepts among digital denizens. Complementing this, the fictional works of Tolkien, in "The Lord of the Rings," offer an imaginative backdrop to the origin of the "one does not simply" meme, underscoring the permeation of popular culture into the fabric of internet phenomena.
Venturing further afield, our review extends to unconventional sources, such as the wit and wisdom found within the annals of bathroom literature. The back-of-the-shampoo-bottle manifesto, with its enigmatic musings on follicular fortitude and foam dynamics, provides an unexpected yet oddly intriguing contrast to the gravity of academic inquiry. While this unconventional form of literature may not hold direct relevance to our research, its whimsicality and unexpected revelations serve as a reminder of the playful interconnectedness that underpins our exploration of meme engagement on educational platforms.

[[RESULTS]]
The analysis of the data gathered from Google Trends and YouTube over the period from 2011 to 2023 yielded intriguing results regarding the connection between the popularity of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos. The correlation coefficient calculated for these two variables was found to be a remarkably high 0.9275507, indicating a strong positive relationship. Additionally, the coefficient of determination (r-squared) of 0.8603503 suggests that approximately 86.03% of the variability in the average number of comments on Numberphile YouTube videos can be explained by the popularity of the "one does not simply" meme. The statistical significance of the relationship was confirmed with a p-value of less than 0.01, providing robust evidence for the unexpected link between meme culture and engagement with mathematical content.
Furthermore, a scatterplot illustrating the correlation between the popularity of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos is presented in Figure 1. The visual representation clearly demonstrates the strong positive association between these two variables, reinforcing the statistical findings and providing a compelling visualization of the unexpected interplay between internet memes and educational content.
These findings not only expand our understanding of the impact of meme culture on user interaction but also shine a spotlight on the dynamic and sometimes surprising dynamics of online audiences. The strong correlation uncovered in this study highlights the quirky interplay between viral trends and educational video platforms, ushering in a new era of research at the intersection of internet phenomena and educational engagement.
The remarkable strength of the relationship between the "one does not simply" meme and viewer engagement with Numberphile's educational content underscores the unexpected ways in which internet culture can intersect with academic material. This study invites further exploration into the whimsical connections that underlie the fabric of digital culture and encourages a light-hearted yet insightful approach to understanding the manifold influences shaping online interactions.

-------

Your response should start like this:

[[DISCUSSION]]



ChatGPT:

[[DISCUSSION]]

The results of our study have unveiled an intriguing correlation between the popularity of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos, reinforcing the playful interconnectedness between meme culture and scholarly engagement. Our findings are in line with prior research that has delved into the unexpected ways in which internet phenomena intersect with educational content, and they serve to elucidate the whimsical dynamics underlying digital culture.

Drawing from the literature review, we playfully delve into the unexpected sources that have contributed to the theoretical backdrop of our investigation. While the study of "Memeonomics" by Doe and Jones may initially raise eyebrows, the economic impact of meme proliferation surprisingly resonates in our findings. The idea that internet memes have infiltrated not just communication but also market forces rings true as we observe the notable relationship between meme popularity and audience engagement with educational videos. Similarly, Hobbs' comical approach to educational outreach through memes finds a peculiar reflection in our exploration, contemplating the potential of memes as didactic tools in fostering curiosity within mathematical concepts, albeit in an unexpected context of internet humor.

Venturing into the zany realm of pop culture references, our investigation reflects the unexpected influence of J.R.R. Tolkien’s "The Lord of the Rings" on contemporary digital discourse. The "one does not simply" meme, originating from the fictional works of Tolkien, has manifested itself in the capricious landscape of online engagement; our study's results solidify this digital permeation, underlining the enduring impact of popular culture on internet phenomena.

Furthermore, our indulgent perusal of unconventional sources, such as the back-of-the-shampoo-bottle manifesto, while admittedly offbeat, serves as a lighthearted reminder of the interconnectedness that underpins our exploration of meme engagement on educational platforms. After all, in the grand tapestry of online amusement and educational pursuits, the unexpected juxtapositions and playful intersections often yield the most insightful and, dare we say, lathered results.

In conclusion, our findings provide captivating evidence for the unlikely association between meme popularity and educational engagement, reinforcing the notion that scholarly pursuits and internet culture are not as disparate as one might naively assume. As we continue on this whimsical journey of digital discovery, may we approach our investigations with the open-mindedness and humor befitting the mercurial nature of the online realm.


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 Popularity of the 'one does not simply' meme and Average number of comments on Numberphile YouTube videos. Make lots of jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.

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]]
"One Does Not Simply Comment on Numberphile: Exploring the Correlation Between 'One Does Not Simply' Meme Popularity and Number of Comments on Numberphile YouTube Videos"

[[ABSTRACT]]
This paper delves into the intriguing relationship between the prevalence of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos. Utilizing data from Google Trends and YouTube spanning from 2011 to 2023, our research team rigorously examined this hilarious yet thought-provoking association. Our findings revealed a remarkably strong correlation coefficient of 0.9275507 and a significance level of p < 0.01, providing compelling evidence for the unexpected link between meme culture and engagement with mathematical content. The results not only highlight the impact of internet memes on user interaction but also shed light on the unpredictable dynamics of online audiences. This study adds a refreshing twist to the exploration of internet phenomena and demonstrates the quirky interplay between viral trends and educational video platforms.

[[INTRDUCTION]]
Introduction
In the ever-evolving landscape of internet culture, memes have become a pervasive and influential phenomenon. These humorous, often-irreverent digital images and phrases have permeated every corner of cyberspace, from social media to online forums, and have even infiltrated the realm of academic inquiry. One particular meme that has captured the imagination of internet denizens is the "one does not simply" meme, originating from the widely recognized "Lord of the Rings" film series. This meme, characterized by its iconic text overlay on the image of Boromir, played by Sean Bean, humorously expresses the notion that a certain task or concept is not as straightforward as it may seem.
While memes are typically associated with entertainment, it is not uncommon for them to intersect with unexpected domains, including education and information dissemination. In this study, we set out to investigate the intriguing correlation between the popularity of the "one does not simply" meme and the average number of comments on videos uploaded by Numberphile, a prominent YouTube channel known for its engaging and informative content on mathematics and science. The juxtaposition of a light-hearted, often irreverent meme with the academic content offered by Numberphile led us to ponder the potential impact of meme culture on viewer engagement with educational material.
The emergence of YouTube as a platform for learning and discovery has reshaped the landscape of educational content consumption. Numberphile, with its blend of captivating visual presentations and intellectually stimulating subject matter, has garnered a dedicated following of curious minds seeking to unravel the mysteries of mathematics and science. As we delved into this unlikely juxtaposition of meme culture and educational content, we were keen to uncover whether the allure of internet memes could influence viewer interaction with academic material in a measurable way.
Our investigation leveraged data from Google Trends, which allowed us to gauge the relative popularity of the "one does not simply" meme over time. Additionally, we analyzed the average number of comments on Numberphile YouTube videos to quantify viewer engagement with the channel's educational offerings. The time span of our study, from 2011 to 2023, provided a comprehensive view of the evolution of both the meme's prominence and the viewers' reaction to Numberphile's content.
The unexpected nature of our research theme reflects the playful and often unexpected interconnectedness of internet subcultures. By probing the link between a cultural phenomenon rooted in humor and the earnest pursuit of mathematical knowledge, we aim to shed light on the dynamic interplay between popular culture and educational platforms. Our findings not only underscore the capricious nature of viral trends but also offer a whimsical lens through which to explore the complex relationship between internet phenomena and the dissemination of knowledge.
In the subsequent sections of this paper, we present our methodology, data analysis, and conclusive findings, culminating in a robust exploration of the correlation between the "one does not simply" meme and viewer engagement with Numberphile's YouTube videos. This investigation not only adds a dash of levity to the rigorous world of academic research but also invites readers to join us in unraveling the unexpected connections that underpin the fabric of digital culture.

[[RESULTS]]
The analysis of the data gathered from Google Trends and YouTube over the period from 2011 to 2023 yielded intriguing results regarding the connection between the popularity of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos. The correlation coefficient calculated for these two variables was found to be a remarkably high 0.9275507, indicating a strong positive relationship. Additionally, the coefficient of determination (r-squared) of 0.8603503 suggests that approximately 86.03% of the variability in the average number of comments on Numberphile YouTube videos can be explained by the popularity of the "one does not simply" meme. The statistical significance of the relationship was confirmed with a p-value of less than 0.01, providing robust evidence for the unexpected link between meme culture and engagement with mathematical content.
Furthermore, a scatterplot illustrating the correlation between the popularity of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos is presented in Figure 1. The visual representation clearly demonstrates the strong positive association between these two variables, reinforcing the statistical findings and providing a compelling visualization of the unexpected interplay between internet memes and educational content.
These findings not only expand our understanding of the impact of meme culture on user interaction but also shine a spotlight on the dynamic and sometimes surprising dynamics of online audiences. The strong correlation uncovered in this study highlights the quirky interplay between viral trends and educational video platforms, ushering in a new era of research at the intersection of internet phenomena and educational engagement.
The remarkable strength of the relationship between the "one does not simply" meme and viewer engagement with Numberphile's educational content underscores the unexpected ways in which internet culture can intersect with academic material. This study invites further exploration into the whimsical connections that underlie the fabric of digital culture and encourages a light-hearted yet insightful approach to understanding the manifold influences shaping online interactions.

-------

Your response should start like this:

[[CONCLUSION]]



ChatGPT:

[[CONCLUSION]]

In conclusion, our study has unveiled a significant and robust correlation between the popularity of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos. The remarkably high correlation coefficient of 0.9275507 and the substantial coefficient of determination have illuminated the strong positive relationship between these seemingly disparate entities. It seems that Boromir's wry expression has not only captured the hearts of meme enthusiasts but has also cast its amusing shadow over the realm of educational mathematics videos.

The findings of this research not only provide statistical evidence for the unexpected link between meme culture and engagement with mathematical content but also emphasize the capricious nature of online audience behavior. It seems that the lure of whimsical internet memes can indeed influence viewer interaction with academic material in a measurable and statistically significant manner.

As we consider the implications of this correlation, we must acknowledge the unforeseen dynamics of online culture and the intriguing interplay between seemingly unrelated subcultures. Our study beckons further exploration into the whimsical and often paradoxical connections that underpin the fabric of digital culture. The unexpected intersection of a lighthearted meme and the earnest pursuit of mathematical knowledge has opened doors to a new frontier of research at the crossroads of popular culture and educational engagement.

So, as we come to the end of this study, we cannot help but chuckle at the serendipitous dance of internet memes and academic content. It seems that, in the digital age, even Boromir's sage advice can influence the ways in which viewers engage with educational material. As we bid adieu to this quirky yet insightful exploration, we assert with utmost seriousness and a twinkle in our eye that no further research is needed in this area. After all, in the words of Boromir himself, "One does not simply conduct more studies on meme correlations!"


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 One Does Not Simply Comment on Numberphile: Exploring the Correlation Between 'One Does Not Simply' Meme Popularity and Number of Comments on Numberphile YouTube Videos. Respond only with the name of a fictional academic journal.

ChatGPT:

The Journal of Internet Memetics


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 One Does Not Simply Comment on Numberphile: Exploring the Correlation Between 'One Does Not Simply' Meme Popularity and Number of Comments on Numberphile YouTube Videos. Respond only with the name of a fictional organization.

ChatGPT:

The Society for Internet Meme Studies


Model: gpt-3.5-turbo-1106
System prompt: You provide potential search keywords separated by commas. You say nothing else, and you do not chat with the user.
User prompt: Please provide potential search keywords for a paper titled One Does Not Simply Comment on Numberphile: Exploring the Correlation Between 'One Does Not Simply' Meme Popularity and Number of Comments on Numberphile YouTube Videos with an abstract of This paper delves into the intriguing relationship between the prevalence of the "one does not simply" meme and the average number of comments on Numberphile YouTube videos. Utilizing data from Google Trends and YouTube spanning from 2011 to 2023, our research team rigorously examined this hilarious yet thought-provoking association. Our findings revealed a remarkably strong correlation coefficient of 0.9275507 and a significance level of p < 0.01, providing compelling evidence for the unexpected link between meme culture and engagement with mathematical content. The results not only highlight the impact of internet memes on user interaction but also shed light on the unpredictable dynamics of online audiences. This study adds a refreshing twist to the exploration of internet phenomena and demonstrates the quirky interplay between viral trends and educational video platforms.

ChatGPT:

"one does not simply" meme, Numberphile YouTube videos, meme popularity, YouTube comments, Google Trends, meme culture, mathematical content, viral trends, educational video platforms, online audiences, internet memes, user interaction

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



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Data details

Popularity of the 'one does not simply' meme
Detailed data title: Relative volume of Google searches for 'one does not simply meme' (without quotes, in the United States)
Source: Google Trends
Additional Info: Relative search volume is a unique Google thing; the shape of the chart is accurate but the actual numbers are meaningless.

See what else correlates with Popularity of the 'one does not simply' meme

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

Correlation r = 0.9275507 (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 = 0.8603503 (Coefficient of determination)
This means 86% of the change in the one variable (i.e., Average number of comments on Numberphile YouTube videos) is predictable based on the change in the other (i.e., Popularity of the 'one does not simply' meme) over the 13 years from 2011 through 2023.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 5.0E-6. 0.0000049714446275100520000000
The p-value is a measure of how probable it is that we would randomly find a result this extreme. More specifically the p-value is a measure of how probable it is that we would randomly find a result this extreme if we had only tested one pair of variables one time.

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

Who is going to stop me? p-value reporting doesn't require me to report how many calculations I had to go through in order to find a low p-value!
On average, you will find a correaltion as strong as 0.93 in 0.0005% of random cases. Said differently, if you correlated 201,149 random variables You don't actually need 201 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 12 degrees of freedom, Degrees of freedom is a measure of how many free components we are testing. In this case it is 12 because we have two variables measured over a period of 13 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.

[ 0.77, 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.
2011201220132014201520162017201820192020202120222023
Popularity of the 'one does not simply' meme (Relative popularity)1.8888966.753522.416726.916715.833314.333313.083310.41677.833335.416674.416673.83333
Average number of comments on Numberphile YouTube videos (Average Comments)1771.445847.322685.51737.231391.221394.811297.121087.781167.041040.57959.634768.634518.441




Why this works

  1. Data dredging: I have 25,237 variables in my database. I compare all these variables against each other to find ones that randomly match up. That's 636,906,169 correlation calculations! This is called “data dredging.” Instead of starting with a hypothesis and testing it, I instead abused the data to see what correlations shake out. It’s a dangerous way to go about analysis, because any sufficiently large dataset will yield strong correlations completely at random.
  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.




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([1.88889,66.75,35,22.4167,26.9167,15.8333,14.3333,13.0833,10.4167,7.83333,5.41667,4.41667,3.83333,])
array_2 = np.array([1771.44,5847.32,2685.5,1737.23,1391.22,1394.81,1297.12,1087.78,1167.04,1040.57,959.634,768.634,518.441,])
array_1_name = "Popularity of the 'one does not simply' meme"
array_2_name = "Average number of comments on Numberphile YouTube videos"

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

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



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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: 5399 · Black Variable ID: 25156 · Red Variable ID: 25473
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