Exploring the Application of Cognitive Science in Nuclear
and Radiological Security

The introduction of new technological solutions has prompted an overall expansion of the role of technology in nuclear and radiological security. This in turn has impacted the role assumed by the human element which is one of many reasons why a thorough evaluation of the latest advancements in cognitive science is needed. Cognitive science is the interdisciplinary, scientific study of the mind and its processes that examines the nature, tasks, and functions of cognition (e.g., thinking, reasoning, remembering). Over the past several decades, the number of studies focusing on human behavior and the application of cognitive science in high-risk, high-impact areas has grown tremendously, including cybersecurity and international nuclear safeguards. Nuclear and radiological materials and facility security should not be an exception as humans play a significant role within that space. It is evident that some aspects of cognitive science can be used in designing more effective elements of physical protection systems (PPS) and associated operating procedures and introducing elements for more effective deterrence. Nonetheless, in this work we explore the connection between the field of cognitive science and the nuclear and radiological security space by engaging a group of nuclear security experts and cognitive scientists to identify areas of cognitive science relevant to nuclear and radiological security. The analysis included differentiating between human protective and adversarial tasks specific to nuclear and radiological security, followed by connecting those tasks to a variety of research areas in cognitive science. A substantial spectrum of topics were identified connecting the two fields, several of which could potentially have a high impact on security. This includes topics such as trust in automation, prevalence effect, deceptive environment, and cognitive bias. An overview of the analysis conducted along with major findings and conclusions are presented in this paper. Practical recommendations are also developed for future research and implementation in training and systems design.