(An idea I had while responding to this quotes thread)
"Correlation does not imply causation" is bandied around inexpertly and inappropriately all over the internet. Lots of us hate this.
But get this: the phrase, and the most obvious follow-up phrases like "what does imply causation?" are not high-competition search terms. Up until about an hour ago, the domain name correlationdoesnotimplycausation.com was not taken. I have just bought it.
There is a correlation-does-not-imply-causation shaped space on the internet, and it's ours for the taking. I would like to fill this space with a small collection of relevant educational resources explaining what is meant by the term, why it's important, why it's often used inappropriately, and the circumstances under which one may legitimately infer causation.
At the moment the Wikipedia page is trying to do this, but it's not really optimised for the task. It also doesn't carry the undercurrent of "no, seriously, lots of smart people get this wrong; let's make sure you're not one of them", and I think it should.
The purpose of this post is two-fold:
Firstly, it lets me say "hey dudes, I've just had this idea. Does anyone have any suggestions (pragmatic/technical, content-related, pointing out why it's a terrible idea, etc.), or alternatively, would anyone like to help?"
Secondly, it raises the question of what other corners of the internet are ripe for the planting of sanity waterline-raising resources. Are there any other similar concepts that people commonly get wrong, but don't have much of a guiding explanatory web presence to them? Could we put together a simple web platform for carrying out this task in lots of different places? The LW readership seems ideally placed to collectively do this sort of work.
There's also e): A causes B within our sample, but A does not cause B generally, or in the sense that we care about.
For example, suppose a teacher gives out a gold star whenever a pupil does a good piece of work, and this causes the pupil to work harder. Suppose also that this effect is greatest on mediocre pupils and least on the best pupils - but the best pupils get most of the gold stars, naturally.
Now suppose an educational researcher observes the class, and notes the correlation between receiving a gold star, and increased effort. This is genuine causation. He then concludes that the teacher should give out more gold stars, regardless of whether the pupil does a good piece of work or not, and focus the stars on mediocre pupils. This change made, the gold stars no longer cause increased effort. The causation disappears! Changing the way the teacher hands out the gold stars changes the relationship between gold stars and effort. So although there was genuine causation in the original sample, there is no general causation, or causation in the sense we care about; we can't treat the gold stars as an exogenous variable.
See also the Lucas Critique.
That's because you have cause and effect reversed: The extra effort causes the gold stars, not the other way around.