Cover -- Title Page -- Contents -- Preface -- Chapter 1 Social and Psychological Aspects of Terrorism -- 1.1 Introduction -- 1.2 Social Roots of Terrorism -- 1.2.1 Radicalization: Moving Up the Staircase -- 1.2.2 Deradicalization: Moving Down the Staircase -- 1.3 Social Psychological Consequences of Terrorism -- 1.3.1 Political Attitudes -- 1.3.2 Prejudice and Social Cohesion -- 1.3.3 Mental Health -- References -- Chapter 2 Training and Learning Development for Homeland Security -- 2.1 Introduction -- 2.2 The Phases of Training -- 2.2.1 Phase 1: Analyze the Organizational Training Needs -- 2.2.2 Phase 2: Design and Develop Instruction -- 2.2.3 Phase 3: Implement the Training -- 2.2.4 Phase 4: Evaluate the Training -- 2.3 Learning Development -- 2.3.1 Simulation-based Training -- 2.3.2 Games -- 2.3.3 On-the-Job Training -- 2.4 Concluding Remarks -- References -- Chapter 3 Human Sensation and Perception -- 3.1 Introduction -- 3.2 Background -- 3.3 Methods for Investigating Sensation and Perception -- 3.3.1 Threshold Methods and Scaling -- 3.3.2 Signal Detection Methods -- 3.3.3 Psychophysiological Methods and Brain Imaging -- 3.4 Vision -- 3.4.1 Visual Sensory System -- 3.4.2 Visual Perception -- 3.4.3 Higher-Level Properties of Visual Perception -- 3.5 Hearing -- 3.5.1 Auditory Sensory System -- 3.5.2 Auditory Perception -- 3.5.3 Higher-Level Properties of Auditory Perception -- 3.6 Body Senses, Smell, and Taste -- 3.6.1 Touch, Proprioception, Pain, and Temperature -- 3.6.2 Smell and Taste -- 3.7 Multimodal Sensory Interactions and Role of Action -- 3.8 Conclusion -- References -- Further Reading -- Chapter 4 Human Behavior and Deception Detection -- 4.1 Introduction -- 4.2 Scientific Overview-Behavioral Signs of Deception -- 4.2.1 Cognitive Clues -- 4.2.2 Emotional Clues -- 4.2.3 Measurement Issues.

4.2.4 Prognosis on Generalizability of Deception Findings Across Time, Lies, Situations, and Cultures -- 4.3 Scientific Overview-Abilities to Spot Liars -- 4.3.1 General Abilities of Specialized Groups -- 4.3.2 Individual Differences -- 4.4 Critical Needs Analysis -- 4.4.1 More Relevant Laboratory Paradigms and Subjects -- 4.4.2 Examination and Creation of Real-World Databases -- 4.4.3 Ground Truth Base Rates -- 4.4.4 Optimizing Training -- 4.4.5 Identifying Excellence -- 4.5 Future Research Directions -- References -- Chapter 5 Speech and Video Processing for Homeland Security -- 5.1 Speech and Video for Homeland Security -- 5.2 The Challenge of Speech -- 5.3 Automated Speech Processing -- 5.4 Audio Hot Spotting -- 5.5 Deception Detection -- 5.6 The Challenge of Video -- 5.7 Automated Video Processing -- 5.8 Multicamera Video Analysis -- 5.9 State of the Art -- 5.10 Future Research -- References -- Further Reading -- Chapter 6 Training for Individual Differences in Lie Detection Ability -- 6.1 Introduction -- 6.2 Individual Differences in Lie Detection Ability -- 6.3 How Effective is Training to Increase Lie Detection Accuracy? -- 6.4 Relevance -- 6.5 High Stakes Lies -- 6.6 Training -- 6.7 Testing -- 6.8 Situational Generality -- 6.9 Time Generality -- 6.10 Individual Differences Related to Lie Detection Accuracy -- 6.11 Conclusion -- References -- Further Reading -- Chapter 7 Deterrence: An Empirical Psychological Model -- 7.1 Introduction -- 7.2 Definitions and Sources -- 7.2.1 Definition of Deterrence -- 7.2.2 Definition of Strategic Deterrence -- 7.2.3 Information from Operational Sources -- 7.3 Principal Findings -- 7.3.1 Willingness Function -- 7.3.2 Surge Operations -- 7.3.3 Breakouts from Deterrence -- 7.3.4 Deterrence Model -- 7.3.5 Example-Peruvian Drug Flights -- 7.3.6 Interdictor's Dilemma.

7.3.7 Defender's Dilemma -- 7.4 Important Applications -- 7.4.1 Deterrence of 9/11 Terrorists -- 7.4.2 Deterrence through Combining Consequences -- 7.4.3 Defense in Depth -- 7.5 Research Directions -- 7.5.1 General Result -- 7.5.2 Explaining the Willingness Function -- 7.5.3 Integrating the Research Community -- References -- Further Reading -- Chapter 8 Social, Psychological, and Communication Impacts of an Agroterrorism Attack -- 8.1 Introduction -- 8.2 Learning from the 2001 Foot-and-Mouth Disease Outbreak -- 8.3 Social, Psychological, and Communication Impacts -- 8.3.1 Isolation -- 8.3.2 A Sense of Being under Siege -- 8.3.3 Hoaxes and Threats -- 8.3.4 Noncompliance with Infection Control Measures -- 8.3.5 Conflict within Communities -- 8.3.6 Psychological Impacts -- 8.3.7 An Overwhelming Demand for Information -- 8.3.8 Conflict over Control Measures -- 8.3.9 A Breakdown of Trust and Confidence -- 8.4 Implications for Agroterrorism Preparedness and Response -- 8.4.1 Enlist the Public as a Partner -- 8.4.2 Adequate Resources and Preparation for Information Hotlines -- 8.4.3 Adoption of a Pre-Event Message Development Approach -- 8.4.4 A Broader Approach to Communication -- 8.4.5 Ability to Rapidly Expand Crisis Hotlines and Peer/Social Support -- 8.4.6 Special Services and Materials for Children -- 8.4.7 Support for Frontline Personnel -- 8.4.8 Human Health Issues -- 8.4.9 More Realistic Plans and Exercises -- 8.5 Research Directions -- Acknowledgments -- References -- Further Reading -- Index.