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Human Cognition Indicator Applications for International Safeguards

This overview explores the use of social psychology in international safeguards and proposes the integration of augmented and virtual reality methods to monitor and improve inspector training. By tracking physiological responses and correlating them with cognitive functions, we can identify points of inattention biases and mental fatigue, leading to more effective inspections.

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Human Cognition Indicator Applications for International Safeguards

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  1. Human Cognition Indicator Applications for International Safeguards Logan Michael Scott Oak Ridge National Laboratory

  2. Overview Statement • The use of social psychology in international safeguards could greatly improve the efficiency and effectiveness of IAEA inspections.

  3. 2 Modes of Thinking1,2 • Fast Thinking: automatic, fast and often unconscious way of thinking. • It is autonomous and efficient, requiring little energy or attention, but is prone to biases and systematic errors. • Slow Thinking: effortful, slow and controlled way of thinking. • It requires energy and can’t work without attention but, once engaged, it has the ability to filter the instincts of System 1.

  4. 2 Modes of Thinking • Examples of Fast Thinking: • Social context • Quick calculations • Perception and Response • Examples of Slow Thinking: • Algorithmic approaches • Complicated calculations • Novel tasks

  5. Quick Exercise • You will see a four digit number • Add +1 to each of the digits and remember the new number. 2659 Given Digits ADD +1 3760 New Digits

  6. Quick Exercise Alright! 3…2…1… Go! 3756 ADD +1

  7. Quick Exercise Alright! 3…2…1… Go! 7430 ADD +1 Past Number: 3756

  8. Quick Exercise Alright! 3…2…1… Go! 1873 ADD +1 Past Number: 7430

  9. Quick Exercise Alright! 3…2…1… Go! 4285 ADD +1 Past Number: 1873

  10. Quick Exercise Alright! 4…3…2… Go! 2943 ADD +1 Past Number: LOOK

  11. Quick Exercise Alright! 4…3…2… Go! 8465 ADD +1 Past Number: 2943

  12. Quick Exercise Alright! 4…3…2… Go! 6452 ADD +1 Past Number: 8465

  13. Quick Exercise Alright! 4…3…2… Go! 3756 ADD +1 Past Number: 6452

  14. Quick Exercise Alright! 4…3…2… Go! 9431 ADD +1 Past Number: 3756

  15. Quick Exercise Alright! 4…3…2… Go! 6387 ADD +1 Past Number: 9431

  16. Quick Exercise Alright! 4…3…2… Go! 8465 ADD +1 6th Number 9th Number 2nd Number 4th Number 5th Number Past Number: 2943 8th Number

  17. What is Happening? • Inattentional Blindness: an event where the effected person doesn't see new and unexpected things that suddenly appear within their visual field.3 Image Credits: https://www.smithsonianmag.com/science-nature/but-did-you-see-the-gorilla-the-problem-with-inattentional-blindness-17339778

  18. What is Happening? Physiological Responses4,5,6,7 • Increased Heart Rate • Increased Respiration Rate • Muscle Tension • Pupil Dilation

  19. What is Happening? Physiological Responses4,5,6,7 • Increased Heart Rate • Increased Respiration Rate • Muscle Tension • Pupil Dilation

  20. Pupil Dilation • As cognitive stress increases, like moving from “fast thinking” to “slow thinking”, the pupil dilates. • This is because a release of dopamine in the brain that facilitates neural stimulation. • First observed in 1965 by Hess (Princeton, 1965) • Repeated in several studies • Smith, Michael E., Linda K. McEvoy, and Alan Gevins. “Neurophysiological Indices of Strategy Development and Skill Acquisition,” Cognitive Brain Research 7 (1999): 389–404. • Monsell, Stephen. “Task Switching,” Trends in Cognitive Sciences 7 (2003): 134–40. • Kahneman, Daniel, Rachel Ben-Ishai, and Michael Lotan. “Relation of a Test of Attention to Road Accidents,” Journal of Applied Psychology 58 (1973): 113–15. • Gopher, Daniel. “A Selective Attention Test as a Predictor of Success in Flight Training,” Human Factors 24 (1982): 173–83.

  21. Pupil Dilation • Pupil dilation observed in mouse in 2016 at Baylor Medical School. 12 • Red=dilation; Blue=contraction

  22. Why is this important? • Multiple other industries and disciplines have employed studies to associated mental strain with task performance. • Marketing or business13 • Airline/Air traffic controllers14 • The International Safeguards community relies on highly trained inspectors that we assume are: • Following a set protocol; • Attentive to detail; AND • Always attentive.

  23. How can we do this? • Augmented and Virtual Reality Methods • Track pupil dilation and retinal responses to visual stimuli in an immersive environment. Image Credits: https://www.roadtovr.com/watched-nba-game-next-vr-never-want-go-back/

  24. How can we do this? • Augmented and Virtual Reality Methods • Tobii Pro VR integration with HTC Vive. Image Credits: https://www.tobiipro.com/product-listing/vr-integration/

  25. Proposed Methodology • Develop a AR/VR mock inspection walkthrough video. • Track physiological responses of inspectors in training as they are subjected to stresses comparable to field inspections. • Correlate physiological responses to undesired cognitive functions • Inattention blindness • Mental fatigue • Develop training modules to mitigate these effects.

  26. Conclusions • Monitoring cognitive functions to improve training methods has been repeatedly applied in other fields. • Using new technologies in AR and VR, we can gather data while minimizing awareness biases. • Analyzing the data can show points of inattention biases and mental fatigue during routine inspections, highlighting vulnerabilities.

  27. Questions? Comments? Concerns?

  28. References • Kahneman, Daniel. Thinking, Fast and Slow. New York: Farrar, Straus and Giroux, 2011. Print. • Kahneman, Daniel. Attention and Effort. 1973. • Just, Marcel A. and Patricia A. Carpenter. “A Capacity Theory of Comprehension: Individual Differences in Working Memory”. Psychological Review 99. 1992. • Just, Marcel A. et. al. “Neuroindices of Cognitive Workload: Neuroimaging, Pupillometric and Event-Related Potential Studies of Brain Work,” Theoretical Issues in Ergonomics Science 4 (2003): 56–88. • Kahneman, Daniel, et al., “Pupillary, Heart Rate, and Skin Resistance Changes During a Mental Task,” Journal of Experimental Psychology 79 (1969): 164–67. • Boehler, Carsten N., et al. “Task-Load-Dependent Activation of Dopaminergic Midbrain Areas in the Absence of Reward,” Journal of Neuroscience 31 (2011): 4955–61. • Vergauwe et al. “Do Mental Processes Share a Domain-General Resource?” Psychological Science 21 (2010): 384–90. • Hess, Eckhard H. “Attitude and Pupil Size,” Scientific American 212 (1965): 46–54. • Smith, Michael E., Linda K. McEvoy, and Alan Gevins. “Neurophysiological Indices of Strategy Development and Skill Acquisition,” Cognitive Brain Research 7 (1999): 389–404. • Monsell, Stephen. “Task Switching,” Trends in Cognitive Sciences 7 (2003): 134–40. • Kahneman, Daniel, Rachel Ben-Ishai, and Michael Lotan. “Relation of a Test of Attention to Road Accidents,” Journal of Applied Psychology 58 (1973): 113–15. • Reimer, J., McGinley, M. J., Liu, Y., Rodenkirch, C., Wang, Q., McCormick, D. A., & Tolias, A. S. (2016). Pupil fluctuations track rapid changes in adrenergic and cholinergic activity in cortex. Nature communications, 7, 13289. doi:10.1038/ncomms13289 • Kraiger, Kurt, Kevin Ford, and Eduardo Salas. “Application of Cognitive, Skill-Based, and Affective Theories of Learning Outcomes to New Methods of Training Evaluation”. April 1993. Journal of Applied Psychology 78(2): 311-328. • Gopher, Daniel. “A Selective Attention Test as a Predictor of Success in Flight Training,” Human Factors 24 (1982): 173–83.

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