Groupthink and Ideology
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Individual and Collective Information Acquisition: an Experimental Study
Individual and Collective Information Acquisition: An Experimental Study∗ P¨ellumb Reshidi† Alessandro Lizzeri‡ Leeat Yariv§ Jimmy Chan¶ Wing Suen‖ September 2020 Abstract Many committees|juries, political task forces, etc.|spend time gathering costly information before reaching a decision. We report results from lab experiments focused on such information- collection processes. We consider decisions governed by individuals and groups and compare how voting rules affect outcomes. We also contrast static information collection, as in classical hypothesis testing, with dynamic collection, as in sequential hypothesis testing. Generally, out- comes approximate the theoretical benchmark and sequential information collection is welfare enhancing relative to static collection. Nonetheless, several important departures emerge. Static information collection is excessive, and sequential information collection is non-stationary, pro- ducing declining decision accuracies over time. Furthermore, groups using majority rule yield especially hasty and inaccurate decisions. ∗We thank Roland Benabou, Stephen Morris, Salvo Nunnari, and Wolfgang Pesendorfer for very helpful discussions and feedback. We gratefully acknowledge the support of NSF grants SES-1629613 and SES-1949381. †Department of Economics, Princeton University [email protected] ‡Department of Economics, Princeton University [email protected] §Department of Economics, Princeton University [email protected] ¶Department of Economics, The Chinese University of Hong Kong [email protected] ‖Faculty of Business and Economics, University of Hong Kong [email protected] 1 1 Introduction 1.1 Overview Juries, boards of directors, congressional and university committees, government agencies such as the FDA or the EPA, and many other committees spend time deliberating issues before reaching a decision or issuing a recommendation. An important component of such collective decisions is the acquisition of information. -
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. -
Some Worries About the Coherence of Left-Libertarianism Mathias Risse
John F. Kennedy School of Government Harvard University Faculty Research Working Papers Series Can There be “Libertarianism without Inequality”? Some Worries About the Coherence of Left-Libertarianism Mathias Risse Nov 2003 RWP03-044 The views expressed in the KSG Faculty Research Working Paper Series are those of the author(s) and do not necessarily reflect those of the John F. Kennedy School of Government or Harvard University. All works posted here are owned and copyrighted by the author(s). Papers may be downloaded for personal use only. Can There be “Libertarianism without Inequality”? Some Worries About the Coherence of Left-Libertarianism1 Mathias Risse John F. Kennedy School of Government, Harvard University October 25, 2003 1. Left-libertarianism is not a new star on the sky of political philosophy, but it was through the recent publication of Peter Vallentyne and Hillel Steiner’s anthologies that it became clearly visible as a contemporary movement with distinct historical roots. “Left- libertarian theories of justice,” says Vallentyne, “hold that agents are full self-owners and that natural resources are owned in some egalitarian manner. Unlike most versions of egalitarianism, left-libertarianism endorses full self-ownership, and thus places specific limits on what others may do to one’s person without one’s permission. Unlike right- libertarianism, it holds that natural resources may be privately appropriated only with the permission of, or with a significant payment to, the members of society. Like right- libertarianism, left-libertarianism holds that the basic rights of individuals are ownership rights. Left-libertarianism is promising because it coherently underwrites both some demands of material equality and some limits on the permissible means of promoting this equality” (Vallentyne and Steiner (2000a), p 1; emphasis added). -
Conventional Wisdom – Benefits and Consequences of Annealing Understanding of Engineering Principles
EE 508 Lecture 40 Conventional Wisdom – Benefits and Consequences of Annealing Understanding of Engineering Principles by Randy Geiger Iowa State University Conventional Wisdom: Conventional wisdom is the collective understanding of fundamental engineering concepts and principles that evolves over time through interactions of practicing engineers around the world Conventional Wisdom: • Guides engineers in daily practice of the Profession • Widely use to enhance productivity • Heavily emphasized in universities around the world when educating next-generation engineers • Often viewed as a fundamental concept or principle • Validity of conventional wisdom seldom questioned Are Conventional Wisdom and Fundamental Concepts and Principles Always Aligned? Much of Society till Pythagoras 520BC 1200AD to 1600AD and later Aristotle 300BC http://greenfunkdan.blogspot.com/2008/11/csiro-warns-of-climate-change-doomsday.html http://www.christiananswers.net/q-aig/aig-c034.html Sometimes the differences can be rather significant ! Conventional wisdom, when not correctly representing fundamental principles, can provide conflicting perceptions or irresolvable paradoxes Are Conventional Wisdom and Fundamental Concepts always aligned in the Microelectronics Field ? Are Conventional Wisdom and Fundamental Concepts always aligned in the Microelectronics Field ? Records of • Conventional Wisdom • Fundamental Concepts Conventional Wisdom • Occasional Oversight of Error • Key information embedded in 13 tremendous volume of materials (noise) Do Conventional Wisdom -
Society Persuasion In
PERSUASION IN SOCIETY HERBERT W. SIMONS with JOANNE MORREALE and BRUCE GRONBECK Table of Contents List of Artwork in Persuasion in Society xiv About the Author xvii Acknowledgments xix Preface xx Part 1: Understanding Persuasion 1. The Study of Persuasion 3 Defining Persuasion 5 Why Is Persuasion Important? 10 Studying Persuasion 14 The Behavioral Approach: Social-Scientific Research on the Communication-Persuasion Matrix 15 The Critical Studies Approach: Case Studies and “Genre-alizations” 17 Summary 20 Questions and Projects for Further Study 21 2. The Psychology of Persuasion: Basic Principles 25 Beliefs and Values as Building Blocks of Attitudes 27 Persuasion by Degrees: Adapting to Different Audiences 29 Schemas: Attitudes as Knowledge Structures 32 From Attitudes to Actions: The Role of Subjective Norms 34 Elaboration Likelihood Model: Two Routes to Persuasion 34 Persuasion as a Learning Process 36 Persuasion as Information Processing 37 Persuasion and Incentives 38 Persuasion by Association 39 Persuasion as Psychological Unbalancing and Rebalancing 40 Summary 41 Questions and Projects for Further Study 42 3. Persuasion Broadly Considered 47 Two Levels of Communication: Content and Relational 49 Impression Management 51 Deception About Persuasive Intent 51 Deceptive Deception 52 Expression Games 54 Persuasion in the Guise of Objectivity 55 Accounting Statements and Cost-Benefit Analyses 55 News Reporting 56 Scientific Reporting 57 History Textbooks 58 Reported Discoveries of Social Problems 59 How Multiple Messages Shape Ideologies 59 The Making of McWorld 63 Summary 66 Questions and Projects for Further Study 68 Part 2: The Coactive Approach 4. Coactive Persuasion 73 Using Receiver-Oriented Approaches 74 Being Situation Sensitive 76 Combining Similarity and Credibility 79 Building on Acceptable Premises 82 Appearing Reasonable and Providing Psychological Income 85 Using Communication Resources 86 Summary 88 Questions and Projects for Further Study 89 5. -
COLLECTIVE ACTION FEDERALISM: a GENERAL THEORY of ARTICLE I, SECTION 8 Robert D
COLLECTIVE ACTION FEDERALISM: A GENERAL THEORY OF ARTICLE I, SECTION 8 Robert D. Cooter* & Neil S. Siegel** The Framers of the United States Constitution wrote Article I, Section 8 in order to address some daunting collective action problemsfacing the young na- tion. They especially wanted to protect the states from military warfare by fo- reigners andfrom commercial warfare against one another. The states acted in- dividually when they needed to act collectively, and Congress lacked power under the Articles of Confederation to address these problems. Section 8 thus au- thorized Congress to promote the "general Welfare" of the United States by tack- ling many collective actionproblems that the states could not solve on their own. Subsequent interpretationsof Section 8, both outside and inside the courts, often have focused on the presence or absence of collective action problems in- volving multiple states-but not always. For example, the Supreme Court of the United States, in trying to distinguish the "truly national" from the "truly local" in the context of the Commerce Clause, United States v. Morrison, 529 U.S. 598, * Herman Selvin Professor of Law, University of California at Berkeley. ** Professor of Law and Political Science, Duke University School of Law. I dedicate this Article to the loving memory of my mother, Sharon Ruth Siegel, for giving me life-and a whole lot more. For illuminating comments, we thank Jack Balkin, Sara Beale, Stuart Benjamin, Joseph Blocher, Curtis Bradley, Geoffrey Brennan, Samuel Buell, Erwin Chemerinsky, Jesse Cho- per, Eric Freedman, Philip Frickey, Barry Friedman, Jamal Greene, Daniel Greenwood, Grant Hayden, Laurence Helfer, Don Herzog, Roderick Hills, Donald Horowitz, John Inazu, Margaret Lemos, Anne Joseph O'Connell, Sanford Kadish, Richard Lazarus, Margaret Le- mos, Paul Mishkin, Julian Mortenson, Michael Munger, Richard Pildes, Eric Posner, Robert Post, H. -
Memetic Media and Collective Identity Through Streamer Performance on Twitch
Selected Papers of #AoIR2020: The 21st Annual Conference of the Association of Internet Researchers Virtual Event / 27-31 October 2020 “I’VE GOTTA DO IT FOR THE BIT”: MEMETIC MEDIA AND COLLECTIVE IDENTITY THROUGH STREAMER PERFORMANCE ON TWITCH Nathan J Jackson School of the Arts and Media, UNSW Sydney Videogame livestreamers on the platform Twitch present a carefully curated version of themselves negotiated in part via interactions with their viewers. This persona is encoded not just through their live performance, but also through other platform features including streamer-specific emoticons (emotes) and audio-visual overlays triggered by stream events such as donations and subscriptions (alerts). From these customisable features emerges a complicated feedback loop between the streamer and non-streamer participants that ultimately results in a set of collective values performed and refined by both parties over time. In this paper I interrogate how the incorporation of Internet memes into streaming personas creates accessible avenues for communication with and between members of this collective that contribute significantly to this value system. Memes operate based on a core duality between commitment to a fixed set of properties and creative variation – this duality has been referred to using several different terminologies (see Wiggins & Bowers, 2015; Milner, 2016; Phillips & Milner, 2018). As such, there is a necessary plurality to memes considering their diverse manifestations, as emphasised by Limor Shifman’s (2014) definition of the term. This complicates the meaning-making process of memes as they carry not just the intended value of each manifestation’s creator, but also the latent values of the meme template and the referent texts. -
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. -
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).