TSUKI NO HIKARI NI MICHIBIKARE NANDO MO MEGURIAU
SEIZA NO MATATAKI KAZOE URANAU KOI NO YUKUE
ONAJI KUNI NI UMARETA NO MIRACLE ROMANCE

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The Causes and Effects of Eighth-Grade Syndrome Throughout History

fotc (Mazui Subs, Unlimited Translation Works)

Errata

Due to the reversed order and impromptu nature of the writing of this article (As stated previously, the author will write the article from front matter prior to content prior to end matter and has imposed a thirty-minute time limit on the writing of any given section.), corrections for errata in a published section may be found in the following section. Any known errata will be corrected in the completed article. Retroactive corrections to previously published material will not be made.

• Section 2: Replace all instances of “onset” with “acquisition.”
• Sections 2, 3, and 4: Reorder sections to describe the symptoms of eighth-grade syndrome prior to exploration.

3  The Root Cause of Eighth-Grade Syndrome

The imaginary audience and personal fable provide the adolescent with feelings of having attention, specialness, and invulnerability. The decline of these two cognitive distortions provides the adolescent with the opposite feelings: of being ignored, being ordinary, and mortality. These three feelings, in the context of terror management theory (TMT), explain in part the mentality and subsequent behaviors of eighth-grade syndrome sufferers.

A  Terror Management Theory

Terror management theory posits that human actions are taken due to a basic psychological conflict: that humans wish to live despite the realization that death is inevitable. This conflict creates terror, which is mitigated through culture, or symbolic systems which provide life with meaning and value. Essentially, death is denied through symbolic immortality, through the idea that a part of the individual will live on despite death.

Symbolic immortality is achieved through being part of a greater whole, a community larger than oneself, which will live beyond the death of the individual. In the context of TMT, then, cultural constructs such as religion and nationalism are means of managing terror.

B  TMT and Eighth-Grade Syndrome

In other words, TMT posits that a fear of mortality pushes the individual to join a larger community. This is clearly seen in many cases of eighth-grade syndrome, typically of the subculture type, in which the adolescent is quick to affiliate his or herself with a subcultural community. The subculture also provides the adolescent with defenses against the feelings of being ignored and being ordinary as well. First, as part of a smaller community than the entirety of mankind, the adolescent is no longer “ordinary”; the adolescent is differentiated, different, and thus regains a sense of specialness. Second, the adolescent is also able to express that he or she is part of the community, typically one little known or little understood by others, to gain attention. Finally, the adolescent is, as part of the subculture, able to garner the attention of others in the subculture with greater ease than if not part of the subculture.

However, the push to join a larger community does not adequately explain cases of eighth-grade syndrome in which the adolescent pursues isolation, such as the supernatural power (or jakigan) type, for instance. To explain such cases, the desire to reclaim lost attention and to be special must be considered. First, believing that one possesses supernatural powers differentiates the individual from the common, powerless masses, giving the adolescent a sense of being special. Second, the flamboyant expression of this belief and the imagined world are means of gaining attention (blank stares).

It remains that the supernatural power-type eighth-grade syndrome sufferer must have a means of denying his or her mortality, and this denial is self-evident in the sufferer’s supernatural powers. The sufferer will often explicitly state that he or she is immortal, or will be reincarnated, or any of a plethora of means of denying mortality. The sufferer effectively denies death through a religion of his or her own creation. The consequences of these means of denying mortality are explored in later sections.

The Causes and Effects of Eighth-Grade Syndrome Throughout History by fotc is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Research was funded in part by FFF Fansubs.

ARE YOU READY!!
I’M LADY!!

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The Causes and Effects of Eighth-Grade Syndrome Throughout History

fotc (Mazui Subs, Unlimited Translation Works)

2  The Onset of Eighth-Grade Syndrome

The name “eighth-grade syndrome” derives from the common observed age of onset for the condition, that is, the age of the typical eighth grader, or 13. While the typical age of onset varies within the range 12 through 14, the average age of onset is 13, and the distribution is tight about this age.

The tightness of the distribution suggests a common cause for all cases of eighth-grade syndrome: one related to age and development. In this regard, Piaget’s theory of cognitive development, one of the most influential theories in developmental psychology, provides an explanation for the common age of onset.

A  Piaget’s Theory of Cognitive Development and Eighth-Grade Syndrome

Piaget’s theory of cognitive development is a developmental stage theory, describing cognitive development in four distinct stages: the sensorimotor stage, the pre-operational stage, the concrete operational stage, and the formal operational stage. Each stage is associated with the development of specific abilities and is associated with a range of typical ages. Of these four stages, only the fourth is of concern with regard to eighth-grade syndrome.

The formal operational stage begins in adolescence and continues through adulthood, with a typical onset at age 11. In this stage, abstract thought and the ability to consider potential consequences emerge, allowing the adolescent to think of the future in a philosophic way. The adolescent’s transition into the stage often gives rise to two related conditions: the imaginary audience and the personal fable.

Together, these two conditions describe an adolescent’s growing self-consciousness. They are the beliefs that they are being watched by anything from individuals to the entire world, and as a result, that they are the focus of all attention. This leads to a belief that the adolescent is “different,” “unique,” or “special” compared to others, which results also in feelings of invulnerability. Existing research shows that these beliefs peak at age 13 and decline as the adolescent continues to develop.

While these appear to be the precise causes of eighth-grade syndrome due to the closely related ages between the onset of eighth-grade syndrome and the formal operational stage, they are not. The imaginary audience and personal fable are only cognitive distortions in which the adolescent believes that he or she is being watched, unique, and invulnerable. These beliefs alone do not give impetus for the symptoms of eighth-grade syndrome. Rather, it is the decline of these beliefs which triggers eighth-grade syndrome. A discussion of the mechanism by which this occurs is described in the following section.

The Causes and Effects of Eighth-Grade Syndrome Throughout History by fotc is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Research was funded in part by FFF Fansubs.

A very fitting Lite. I’ve been sick all week, but I can’t take time off from work because of deadlines.

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All right, maggots, listen up. I’m only gonna say this once, so you’d better grind it into that pile of dog shit you call a brain harder than I’d grind my neighbor’s wife’s pretty little posterior. Ooh-la-la.
First off, we’re subbing Chuunibyou demo Koi ga Shitai! Ren and thems shorts that comes with ’em every week because I want to. It ain’t gonna be no cake walk, but you can be surer than I’d grind my cousin’s wife that it’s easier than getting her permission. You’d better thank those freaks in FFF Squadron for helping, you ingrateful maggots.
Second, you will not expect a release until 24 hours after broadcast has been completed. That’s 1600, Zulu, maggots. Grind that into that pile of camel vomit you call a brain and don’t ask questions. I got work to do, and it’s keeping me from grinding my brother-in-law’s sister’s former roommate’s terrific tushy, so you can be surer than hell that I’m not gonna do anything for your damn sake.
Third, Lites will be done as UTW Squadron because that’s how shit goes. Grind that into that hairy slime mold you call a brain like I’d grind my aunt’s cousin’s boyfriend’s ex-girlfriend’s daughter’s beautiful behind, and don’t ask questions, maggots.
Fourth, writing a post will never delay a release, maggots. Grind that into that stinking dung beetle carcass you call a brain and never ask if a post is delaying a release. This shit takes less than half an hour between missions to write, which is considerably more time than I could grind my aunt’s babysitter’s lesbian girlfriend’s uncle’s former roommate’s wife’s, but much less time than I could grind your sister’s rapturous rump. And just like a good grinding, it only comes with a moment’s divine inspiration. None of this shit is planned. Ever.
Got that maggots? Now get the hell back to work before I grind your ass too. Ooh-la-la.

Guten Wasserdrachen.

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The Causes of Eighth-Grade Syndrome and Its Effects Throughout History

fotc (Mazui Subs, Unlimited Translation Works)

1  Introduction

Eighth-grade syndrome (known also as chūnibyō) has gained a singular popularity in recent times as a universally experienced phenomenon. Despite its generally accepted universal nature, and while the particular symptoms of the “disease” are easily recognized, a formal treatment of its causes and effects is conspicuously lacking. In this multi-part article, the psychological, philosophical, social, and cultural causes and effects of eighth-grade syndrome throughout history are explored.

The onset age of eighth-grade syndrome is first explained in terms of Piaget’s theory of cognitive development. The underlying cause for the condition is then described in the context of terror management theory (TMT). The symptoms themselves are then described as a form of teenage rebellion and identity development. Finally, various historical, social, and cultural phenomena will be described in the context of eighth-grade syndrome.

An effort is made to provide for the reader without background in the applied psychology, philosophy, and history sufficient knowledge to understand the exploration. The provided background is in no way exhaustive, and the reader is encouraged to pursue further study in the topics discussed. Furthermore, the exploration provided is in no means exhaustive or authoritative; expansions, criticisms, and counterarguments are encouraged and welcome.

It must be noted that this article is planned only in a broad sense. The writing will be performed by sequence (front matter prior to content prior to end matter) rather than by significance (content prior to front matter and end matter) and only during the author’s brief idle intervals during the subtitling process each week. As such, some parts may be omitted during the initial publication if they are not completed prior to the publication deadline. Furthermore, the only source expected to be cited in the article will be the author’s memory of the bodies of knowledge mentioned in this article. A complete, edited version—with omissions restored and temporary notices (such as this paragraph) removed—will be published after the completion of the article.

It must also be stated that no part of this article is in any way intended to cause any offense to any parties, social, political, religious, or otherwise. The ideas are presented entirely in an academic sense. As with any theory, acceptance is a decision on the part of the individual.

The Causes and Effects of Eighth-Grade Syndrome Throughout History by fotc is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Research was funded in part by FFF Fansubs.

Surprise.

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The Causes of Eighth-Grade Syndrome and Its Effects Throughout History

fotc (Mazui Subs, Unlimited Translation Works)

Abstract

Eighth-grade syndrome (known also as chūnibyō) has gained a singular popularity in recent times as a universally experienced phenomenon. Despite its generally accepted universal nature, and while the particular symptoms of the “disease” are easily recognized, a formal treatment of its causes and effects is conspicuously lacking. In this multi-part article, the psychological, philosophical, social, and cultural causes and effects of eighth-grade syndrome throughout history are explored.
An effort is made to provide for the reader without background in the applied psychology, philosophy, and history sufficient knowledge to understand the exploration. The provided background is in no way exhaustive, and the reader is encouraged to pursue further study in the topics discussed. Furthermore, the exploration provided is in no means exhaustive or authoritative; expansions, criticisms, and counterarguments are encouraged and welcome.

The Causes of Eighth-Grade Syndrome and Its Effects Throughout History by fotc is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Research was funded in part by FFF Fansubs.