Understanding Groupthink: the Case of Operation Market Garden David Patrick Houghton © 2015 David Patrick Houghton
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Lance Corporal Peter Conacher Died
Name: Peter Conacher Position: Lance Corporal DOB-DOD: 1919- 9 September 1943 Peter Conacher, Lance Corporal for the Royal Signals 231st Brigade, British Army, died during the period of Allied invasion of the Italian mainland. The Allied invasion of Sicily was to be the first of three amphibious assault landings conducted by the 231st Brigade during the war. The brigade was constituted as an independent brigade group under the command of Brigadier Roy Urquhart (later famous as commander of the 1st Airborne Division which was destroyed at Arnhem in September 1944). After some hard fighting, including the 2nd Devons at Regalbuto amongst the foothills of Mount Etna, the Germans were driven from Sicily and the Allies prepared to invade Italy. The 231st Brigade's second assault landing was at Porto San Venere on 7 September 1943, when the Allies invaded Italy. They were now experienced amphibious assault troops, however during this period Lance Corporal Peter Conacher died. After the September assault, the 231st Brigade became an integral part of the veteran 50th (Northumbrian) Infantry Division and was recalled to England with the division, to prepare for the Allied invasion of Normandy, scheduled for the spring of 1944. In February 1944 Brigadier Sir A.B.G. Stanier assumed command of the brigade. Peter was remembered by his parents Hugh and Marion Conacher of Dundee. He is buried in Salerno War Cemetery and his name is also recorded on a memorial situated in Dundee Telephone Hse having joined PO Engineering in March 1942. His parents provided a very touching and deeply moving inscription in memory of their son “THOUGH ABSENT HE IS EVER NEAR STILL MISSED, STILL LOVED EVER DEAR”. -
Exploring the Perception of Nationalism in the United States and Saudi Arabia Reem Mohammed Alhethail Eastern Washington University
Eastern Washington University EWU Digital Commons EWU Masters Thesis Collection Student Research and Creative Works 2015 Exploring the perception of nationalism in the United States and Saudi Arabia Reem Mohammed Alhethail Eastern Washington University Follow this and additional works at: http://dc.ewu.edu/theses Part of the Islamic World and Near East History Commons, and the United States History Commons Recommended Citation Alhethail, Reem Mohammed, "Exploring the perception of nationalism in the United States and Saudi Arabia" (2015). EWU Masters Thesis Collection. 330. http://dc.ewu.edu/theses/330 This Thesis is brought to you for free and open access by the Student Research and Creative Works at EWU Digital Commons. It has been accepted for inclusion in EWU Masters Thesis Collection by an authorized administrator of EWU Digital Commons. For more information, please contact [email protected]. EXPLORING THE PERCEPTION OF NATIONALISM IN THE UNITED STATES AND SAUDI ARABIA A Thesis Presented To Eastern Washington University Cheney, WA In Partial Fulfillment of the Requirements For the Degree Master of Arts in History By Reem Mohammed Alhethail Fall 2015 ii THESIS OF REEM MOHAMMED ALHETHAIL APPROVED BY DATE ROBERT SAUDERS, GRADUATE STUDY COMMITTEE DATE MICHAEL CONLIN, GRADUATE STUDY COMMITTEE DATE CHADRON HAZELBAKER, GRADUATE STUDY COMMITTEE iii MASTER’S THESIS In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Eastern Washington University, I agree that (your library) shall make copies freely available for inspection. I further agree that copying of this project in whole or in part is allowable only for scholarly purposes. -
1 Introduction
Notes 1 Introduction 1. Donald Macintyre, Narvik (London: Evans, 1959), p. 15. 2. See Olav Riste, The Neutral Ally: Norway’s Relations with Belligerent Powers in the First World War (London: Allen and Unwin, 1965). 3. Reflections of the C-in-C Navy on the Outbreak of War, 3 September 1939, The Fuehrer Conferences on Naval Affairs, 1939–45 (Annapolis: Naval Institute Press, 1990), pp. 37–38. 4. Report of the C-in-C Navy to the Fuehrer, 10 October 1939, in ibid. p. 47. 5. Report of the C-in-C Navy to the Fuehrer, 8 December 1939, Minutes of a Conference with Herr Hauglin and Herr Quisling on 11 December 1939 and Report of the C-in-C Navy, 12 December 1939 in ibid. pp. 63–67. 6. MGFA, Nichols Bohemia, n 172/14, H. W. Schmidt to Admiral Bohemia, 31 January 1955 cited by Francois Kersaudy, Norway, 1940 (London: Arrow, 1990), p. 42. 7. See Andrew Lambert, ‘Seapower 1939–40: Churchill and the Strategic Origins of the Battle of the Atlantic, Journal of Strategic Studies, vol. 17, no. 1 (1994), pp. 86–108. 8. For the importance of Swedish iron ore see Thomas Munch-Petersen, The Strategy of Phoney War (Stockholm: Militärhistoriska Förlaget, 1981). 9. Churchill, The Second World War, I, p. 463. 10. See Richard Wiggan, Hunt the Altmark (London: Hale, 1982). 11. TMI, Tome XV, Déposition de l’amiral Raeder, 17 May 1946 cited by Kersaudy, p. 44. 12. Kersaudy, p. 81. 13. Johannes Andenæs, Olav Riste and Magne Skodvin, Norway and the Second World War (Oslo: Aschehoug, 1966), p. -
Operation Market Garden WWII
Operation Market Garden WWII Operation Market Garden (17–25 September 1944) was an Allied military operation, fought in the Netherlands and Germany in the Second World War. It was the largest airborne operation up to that time. The operation plan's strategic context required the seizure of bridges across the Maas (Meuse River) and two arms of the Rhine (the Waal and the Lower Rhine) as well as several smaller canals and tributaries. Crossing the Lower Rhine would allow the Allies to outflank the Siegfried Line and encircle the Ruhr, Germany's industrial heartland. It made large-scale use of airborne forces, whose tactical objectives were to secure a series of bridges over the main rivers of the German- occupied Netherlands and allow a rapid advance by armored units into Northern Germany. Initially, the operation was marginally successful and several bridges between Eindhoven and Nijmegen were captured. However, Gen. Horrocks XXX Corps ground force's advance was delayed by the demolition of a bridge over the Wilhelmina Canal, as well as an extremely overstretched supply line, at Son, delaying the capture of the main road bridge over the Meuse until 20 September. At Arnhem, the British 1st Airborne Division encountered far stronger resistance than anticipated. In the ensuing battle, only a small force managed to hold one end of the Arnhem road bridge and after the ground forces failed to relieve them, they were overrun on 21 September. The rest of the division, trapped in a small pocket west of the bridge, had to be evacuated on 25 September. The Allies had failed to cross the Rhine in sufficient force and the river remained a barrier to their advance until the offensives at Remagen, Oppenheim, Rees and Wesel in March 1945. -
Bandwagon Effect: Lesson Plan
Bandwagon Effect: Hop On! Bandwagon Effect: Lesson Plan Topic The bandwagon effect is the psychological phenomenon in which an individual does something because others, particularly a large group of others, are doing it. This action or behavior is done regardless of whether it aligns with the individual’s personal belief or even factual evidence. Possible subjects/classes Time needed ● Psychology ● English 30-45 minutes ● Economics/Marketing ● Politics Video link: https://academy4sc.org/topic/bandwagon-effect-hop-on/ Objective: What will students know/be able to do at the end of class? By the end of this lesson, students will be able to ● Define the bandwagon effect. ● Explain how and why the bandwagon effect functions in every social field. ● Combat the bandwagon effect in their daily lives. Key Concepts & Vocabulary Conformity, bandwagaon Materials Needed A popular song and device to play music for the introductory activity Before you watch If you can get student confidants in on your plan, play popular, well-known music in your classroom. Encourage students to sing along. You’ll need student confidants because students are highly unlikely to actually sing in your classroom without outside motivation. Your confidants should be able to attract students not in on the plan to join in. Bandwagon Effect: Hop On! If you fail to get students to sing, whether your confidants did not attract students or you decided against using confidants, this can also be learning experience. Regardless of the results, question students about what just happened. Why did no one or few people sing at the beginning? Encourage students to think beyond simple answers like “I didn’t want to” or “I didn’t know the lyrics” to deeper responses. -
11 Social Influence
9781405124003_4_011.qxd 10/31/07 3:09 PM Page 216 Social Influence 11 Miles Hewstone and Robin Martin KEY CONCEPTS autokinetic effect compliance consistency conversion deindividuation door-in-the-face technique evaluation apprehension foot-in-the-door technique group polarization groupthink informational influence lowballing technique majority influence (conformity) minority influence (innovation) norms normative influence obedience to authority referent informational influence self-categorization theory social comparison social facilitation social influence whistleblowing 9781405124003_4_011.qxd 10/31/07 3:09 PM Page 217 CHAPTER OUTLINE This chapter considers two main types of social influence, both of which can be understood in terms of fundamental motives. First, we discuss ‘incidental’ social influence, where people are influenced by the presence or implied presence of others, although there has been no explicit attempt to influence them. We consider the impact of the mere presence of other people on task performance, and the impact of social norms. In the second part of the chapter, we ask why people succumb to social influence, highlighting types of social influence and motives underlying influence on the part of the target of influence. In the third part of the chapter, we turn to ‘deliberate’ social influence. We introduce theory and research on compliance, the influence of numerical majorities and minorities, group decision-making and obedience. Throughout we will see that social influence is an ambivalent concept. On the one hand, it is the glue of society: it makes things work, and society would be utterly chaotic without it. But on the other hand it can be a dark force, underlying some of the most extreme, even immoral, forms of human social behaviour. -
Conformity and the Groupthink Mentality
Conformity and the Groupthink Mentality What is “groupthink?” Groupthink, a term coined by social psychologist Irving Janis (1972), occurs when a group makes faulty decisions because group pressures lead to a deterioration of “mental efficiency, reality testing, and moral judgment” (9). Groups affected by groupthink ignore alternatives and tend to take irrational actions that dehumanize other groups. A group is especially vulnerable to groupthink when its members are similar in background, when the group is insulated from outside opinions, and when there are no clear rules for decision making. (emphasis added) Janis, Irving L. (1972). Victims of Groupthink. New York: Houghton Mifflin. Question 1: How do the underlined portions of the text above contribute to oppression, discrimination or the mistreatment of others? Explain in the space below. Groupthink is one of the most troublesome downfalls of organized society. Today, it manifests itself on a sliding scale of severity, ranging from genocide to bullying to superstition to fashion fads to the “Digg mentality” of news reporting. Still, most of us refuse to believe that our opinions, perception and worldview are being in any way shaped by those of others. And yet they are. Even subcultures, the very essence of which is to stand out, are founded on group conformity — or, as James Thurber famously puts it, “why do you have to be a nonconformist like everyone else?” What’s perhaps most interesting about conformity is how our own relationship to it changes throughout the course of our lives. We spend our teenage years trying, desperately, to fit in, only to mature into trying, just as desperately, to stand out — a point eloquently echoed by one Etsy employee in his recent contribution to the tremendously important It Gets Better Project. -
1St Airborne Division Operation MARKET-GARDEN 17 September 1944
1st Airborne Division Operation MARKET-GARDEN 17 September 1944 1st Airborne Division MOOR PARK 17 Sep 1944 ANNEX A: Task Organization to Operation MARKET 1st Airborne Division (REIN) MajGen Robert E. “Roy” URQUHART 1st Parachute Brigade Brig Gerald W. LATHBURY (WIA) 1st Parachute Bn LtCol David T. DOBIE 2nd Parachute Bn LtCol John D. FROST 3rd Parachute Bn LtCol J. A. C. FITCH 1st Airlanding AT Bty R.A. Maj ARNOLD 3rd Bty, 1st Airlanding Lt Regiment R.A. Maj MUMFORD 1st Parachute Squadron R.E. Maj MURRAY 16th Parachute Field Ambulance LtCol E. TOWNSEND 4th Parachute Brigade Brig John W. “Shan” HACKETT (WIA) 10th Parachute Bn LtCol Ken B. I. SMYTH 11th Parachute Bn LtCol G. H. LEA 156th Parachute Bn LtCol Sir W. R. de B. des VOEUX 2nd Airlanding AT Bty R.A. Maj HAYNES 2nd Bty, 1st Airlanding Lt Regiment R.A. Maj LINTON 4th Parachute Squadron R.E. Maj PERKINS 133rd Parachute Field Ambulance LtCol ALFORD 1st Airlanding Brigade Brig Philip H. W. “Pip” HICKS 2nd Bn, The South Staffordshire Regt LtCol W. D. H. McCARDIE 1st Bn, The Border Regt LtCol T. HADDEN 7th Bn, The King’s Own Scottish Borderers LtCol R. PAYTON-REID 1st Bty, 1st Airlanding Lt Regiment R.A. Maj NORMAN-WALKER 181st Airlanding Field Ambulance LtCol MARRABLE 1st Airlanding Lt Regt R.A. (-) LtCol W. F. K. “Sheriff” THOMPSON 1st Airlanding Reconnaissance Squadron Maj C. F. H. “Freddie” GOUGH 21st Independent Parachute Company Maj B. A. “Boy” WILSON 1 No. 1 Wing, The Glider Pilot Regiment LtCol Ian A. -
The Neurobiology of Groupthink: a Qeeg Approach to the Study of Followership
Pepperdine University Pepperdine Digital Commons Theses and Dissertations 2016 The neurobiology of groupthink: a qEEG approach to the study of followership Angela A. Deulen Follow this and additional works at: https://digitalcommons.pepperdine.edu/etd Recommended Citation Deulen, Angela A., "The neurobiology of groupthink: a qEEG approach to the study of followership" (2016). Theses and Dissertations. 628. https://digitalcommons.pepperdine.edu/etd/628 This Dissertation is brought to you for free and open access by Pepperdine Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Pepperdine Digital Commons. For more information, please contact [email protected], [email protected], [email protected]. Pepperdine University Graduate School of Education and Psychology THE NEUROBIOLOGY OF GROUPTHINK: A qEEG APPROACH TO THE STUDY OF FOLLOWERSHIP A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Education in Organizational Leadership by Angela A. Deulen April, 2016 Kent Rhodes, Ed.D. – Dissertation Chairperson This dissertation, written by Angela A Deulen under the guidance of a Faculty Committee and approved by its members, has been submitted to and accepted by the Graduate Faculty in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Doctoral Committee: Kent Rhodes, Ed.D., Chairperson John Tobin, J.D. Joseph Pelletier, Ph.D. © Copyright by Angela A. Deulen (2016) All Rights Reserved -
Irving L. Janis' Victims of Groupthink Author(S): Paul't Hart Reviewed Work(S): Source: Political Psychology, Vol
Irving L. Janis' Victims of Groupthink Author(s): Paul't Hart Reviewed work(s): Source: Political Psychology, Vol. 12, No. 2 (Jun., 1991), pp. 247-278 Published by: International Society of Political Psychology Stable URL: http://www.jstor.org/stable/3791464 . Accessed: 17/02/2012 11:40 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. International Society of Political Psychology is collaborating with JSTOR to digitize, preserve and extend access to Political Psychology. http://www.jstor.org Political Psychology, Vol. 12, No. 2, 1991 Classics in Political Psychology Irving L. Janis' Victims of Groupthink Paul 't Hart1 INTRODUCTION Victims of Groupthink:A Psychological Study of Foreign Policy Decisions and Fiascoes by Irving L. Janis was published for the first time in 1972. In an unprecedentedway, Janisapplied ideas from small-groupanalysis to the explana- tion of policy fiascoes. He made plausible the hypothesis that each of these events can, to a considerable extent, be attributedto the occurrence of a very specific and obviously detrimentalphenomenon within the groups of decision- makers involved in their making. He called this phenomenon "Groupthink," cleverly picking this highly suggestive Orwellian mode of expression ("dou- blethink" in Orwell's novel 1984). -
Group Perception and Social Norms
Running header: GROUP PERCEPTION AND SOCIAL NORMS GROUP PERCEPTION AND SOCIAL NORMS Sarah Gavac University of Wisconsin-Madison Sohad Murrar University of Wisconsin-Madison Markus Brauer University of Wisconsin-Madison 11 July 2014 Word count: 14,061 Corresponding author: Sarah Gavac, Psychology Department, University of Wisconsin-Madison, 1202 W. Johnson St., Madison, Wisconsin, 53706. E-mail: [email protected] GROUP PERCEPTION AND SOCIAL NORMS 2 SUMMARY Groups create the very basis of our society. We are, as humans, social animals. We are born into groups, learn in groups, live in groups, and work in groups. Groups can range anywhere from three people to a nation. Think of the groups you belong to. How similar are you to other members of your groups? In most cases, we tend to be similar to other members of our groups because there are standards within the group that define behavioral expectations. These standards are called social norms. Throughout this chapter, we hope to provide basic answers to some of the fundamental questions about social norms and group dynamics: What are social norms? How do social norms influence our behavior? How have social norms been studied? What are the classic experiments on social norms? What is conformity and how does it relate to social norms? When do individuals conform and why do they conform? What makes a group? How do social norms and group dynamics overlap? WHAT ARE SOCIAL NORMS? Imagine you get on an elevator. There’s no one on it, so you stand in the middle and listen to the soft music while the doors close. -
When Two Heads Aren't Better Than One: Conformity in a Group Activity
MTRXXX10.1177/2379298116676596Management Teaching ReviewFender and Stickney 676596research-article2016 Experiential Exercises Management Teaching Review 2017, Vol. 2(1) 35 –46 When Two Heads Aren’t © The Author(s) 2016 Reprints and permissions: Better Than One: sagepub.com/journalsPermissions.nav DOI: 10.1177/2379298116676596 Conformity in a journals.sagepub.com/home/mtr Group Activity C. Melissa Fender1 and Lisa T. Stickney2 Abstract Group and team class decision-making activities often focus on demonstrating that “two heads are better than one.” Typically, students solve a problem or complete an assessment individually, then in a group. Generally, the group does better and that is what the students learn. However, if that is all such an activity conveys, then a significant teachable moment has been missed. It is often the case that a group member has one or more correct answers that the group did not use, or perhaps even outscores the group. The simple activity described here provides an opportunity to discuss a number of reasons that can cause such conformity to happen, integrating several areas of human psychology and behavior, and then segue into techniques to prevent it. Keywords group decision making, conformity, groupthink, individual differences, social norms “Groups generally make better decisions than individuals.” Right? Is that not one of the key lessons of groups that research established very early and that shows up regu- larly in OB textbooks? After all, groups have a greater number of different ideas and bring different specializations to the table (Schmidt, Montoya-Weiss, & Massey, 2001). Although subject to groupthink (Callaway & Esser, 1984; Janis, 1982; Park, 1Rutgers University–Camden, NJ, USA 2University of Baltimore, Baltimore, MD, USA Corresponding Author: C.