The current polarization of elites in the U.S., particularly in Congress, is frequently ascribed to the emergence of cohorts of ideologically extreme legislators replacing moderate ones. Politicians, however, do not operate as isolated agents, driven solely by their preferences. They act within organized parties, whose leaders exert control over the rank-and-file, directing support for and against policies. This paper shows that the omission of party discipline as a driver of political polarization is consequential for our understanding of this phenomenon. We present a multi-dimensional voting model and identification strategy designed to decouple the ideological preferences of lawmakers from the control exerted by their party leadership. Applying this structural framework to the U.S. Congress between 1927-2018, we find that the influence of leaders over their rank-and-file has been a growing driver of polarization in voting, particularly since the 1970s. In 2018, party discipline accounts for around 65% of the polarization in roll call voting. Our findings qualify the interpretation of -and in two important cases subvert -a number of empirical claims in the literature that measures polarization with models that lack a formal role for parties

We study social learning using experiments where two people independently learn relevant information and can share it to make accurate private decisions. Across three experiments, people are substantially less sensitive to information others discover than to equally-relevant information they discovered themselves. This holds when they must learn information from others through discussion; when the experimenter perfectly communicates the information; and even when participants observe others’ information with their own eyes. Our results therefore stem not from a failure to elicit information from others but a systematic tendency to underweight it relative to one’s own information. Our findings illustrate a powerful barrier to social learning that might underlie many documented cases of failure to learn from others.