Educing Information: Interrogation - National Intelligence University

More documents

Recommendations

Info

cultures. To some extent this can be achieved through university research within the United States or through field tests. However, both of these approaches have limitations. Foreign-born students in U.S. universities are somewhat acclimated to U.S. culture, so the ability to generalize from this research may be limited. Opportunities to perform field tests with subjects under U.S. custody will be sparse. This suggests a need to develop cooperative research arrangements with other nations to engage in this research in their university and perhaps military settings. Summary of Venues The table below summarizes this discussion by showing how different types of eduction practices can be investigated in different venues. Eduction practices vary by whether they seek tactical, short-term results (e.g., immediately detect deception) or strategic, long-term results (e.g., build rapport). They also vary according to the degree of coercion employed or stress induced. As the table shows, the different venues are appropriate for examining different categories of eduction practices. No Stress Low Stress Moderate Stress Extreme Stress Tactical/ short-term results University Research; Military Research; Foreign Research Military Research; SERE Students; Contemporary Interrogations SERE Students No Research Venues Strategic/ long-term results University Research; Military Research; Foreign Research Contemporary Interrogations POW Records POW Records Research venues appropriate for different types of eduction practices. Source: The author. Taken together, the diversity of research venues suggests that researchers have substantial opportunities to assess scientifically many, if not all, of the eduction practices that the United States might employ. They can also conduct substantial retrospective scientific inquiries into practices the United States does not employ. 309
Conclusion Experience and lessons learned offer a necessary, but insufficient, basis for determining the effectiveness of eduction practices. A program of scientific research on eduction practices is both necessary and highly feasible. Researchers have diverse venues available to investigate eduction practices. Such a research program should combine experimental research with a substantial effort to perform independent and objective analyses of specific interrogation results. 310
Page 1 and 2:
Educing Information Interrogation:
Page 3 and 4:
Dr. Margaret A. Hamburg Senior Scie
Page 5 and 6:
The National Defense Intelligence C
Page 7 and 8:
8. Negotiation Theory and Practice:
Page 10 and 11:
Foreword Robert A. Destro* Educing
Page 12:
that the interrogation of adverse p
Page 15 and 16:
for interrogation. What kinds of
Page 18 and 19:
Commentaries Educing Information: T
Page 20 and 21:
to public execution. This saved the
Page 22 and 23:
of principles and rules to guide th
Page 24 and 25:
Educing Information: Interrogation
Page 26 and 27:
move, but defecate and urinate on t
Page 28:
in Korea and Vietnam. Important les
Page 31 and 32:
(SLATT) Program. Dr. Borum is a Boa
Page 33 and 34:
Rowe is married to the Study Direct
Page 35 and 36:
than “interrogate,” which incre
Page 37 and 38:
• Begun to map the relevance of n
Page 39 and 40:
The effectiveness of standard inter
Page 41 and 42:
complexity of our choices and the n
Page 43 and 44:
contemporary experience of other co
Page 45 and 46:
that it is widely believed to be th
Page 47 and 48:
treatment would have some positive
Page 49 and 50:
programs and strategies in the most
Page 51 and 52:
information on our adversaries’ p
Page 53 and 54:
communications, discourse analysis,
Page 55 and 56:
4,405 published entries. Not surpri
Page 57 and 58:
Reciprocity There is a powerful —
Page 59 and 60:
using coercive strategies also has
Page 61 and 62:
directives. If anything the case ag
Page 63 and 64:
VI. Consume Resistance A longstandi
Page 65 and 66:
Ketcham, 1994; Roediger and McDermo
Page 67 and 68:
• General cognitive slowing (Ding
Page 69 and 70:
in non-Western cultures, so there i
Page 71 and 72:
References Bartlett, F.C. (1932). R
Page 73 and 74:
Knowles, E. S., Butler, S., and Lin
Page 75 and 76:
Schacter, D. (ed.) (1995). Memory D
Page 78 and 79:
3 Research on Detection of Deceptio
Page 80 and 81:
methods are potentially valuable to
Page 82 and 83:
negative statements or complaints,
Page 84 and 85:
younger and more limited in life ex
Page 86 and 87:
in obtaining information. The pract
Page 88 and 89:
References 1. Akehurst, L., R. Bull
Page 90 and 91:
28. Raskin, D. C., Kircher, J. C.,
Page 92 and 93:
55. Dulaney, E. F. (1982). “Chang
Page 94:
82. Izard, C. E. (1994). “Innate
Page 97 and 98:
methodological means for detecting
Page 99 and 100:
The use of the polygraph for securi
Page 101 and 102:
and potentially could interfere wit
Page 103 and 104:
fixates when it pauses in a particu
Page 105 and 106:
Potential Research has not yet esta
Page 107 and 108:
the Korean War to release repressed
Page 109 and 110:
consuming to emplace properly, and
Page 111 and 112:
The differences in experimental des
Page 113 and 114:
his government funding. Langleben h
Page 115 and 116:
training duration, and inter-traini
Page 117 and 118:
detection [emphasis in original]”
Page 119 and 120:
References Abe, Nobuhito, Suzuki, M
Page 121 and 122:
Elaad, E., and Ben-Shakhar, G. (199
Page 123 and 124:
Kozel, F. A., Revell, L. J., Lorber
Page 125 and 126:
Raskin, D. C., and Honts, C. R. (20
Page 128 and 129:
5 KUBARK Counterintelligence Interr
Page 130 and 131:
ests in the nature of two fundament
Page 132 and 133:
not reach the depth required in an
Page 134 and 135:
Qualities of an Effective Interroga
Page 136 and 137:
thoughtful, systematic approach. In
Page 138 and 139:
While the Joint Interrogation Facil
Page 140 and 141:
generally sound tactics from the be
Page 142 and 143:
source pool. The disciplined interr
Page 144 and 145:
undermining the objectivity and acc
Page 146 and 147:
The fundamental objective of an int
Page 148 and 149:
generated inside the interrogatee.
Page 150 and 151:
may be driven by intra- and/or inte
Page 152 and 153:
as the sights and sounds of an outs
Page 154 and 155:
to reliably filter out those indivi
Page 156 and 157:
expressions), vocal cues (e.g., cha
Page 158 and 159:
Second, there is the tactical error
Page 160 and 161:
that it is typical of the other ser
Page 162 and 163:
Alice in Wonderland: The Power of A
Page 164 and 165:
The concept of regression appears t
Page 166 and 167:
In general, direct physical brutali
Page 168 and 169:
een accomplished would the interrog
Page 170 and 171:
himself, and then projects the cont
Page 172 and 173:
The U.S. interrogation effort must
Page 174 and 175:
6 Custodial Interrogations: What We
Page 176 and 177:
While few U.S. jurisdictions requir
Page 178 and 179:
Factors Inhibiting Confession Gisli
Page 180 and 181:
and the suspect’s anxiety to obta
Page 182 and 183:
• Many criminal investigations ca
Page 184 and 185:
are not based on what is objectivel
Page 186 and 187:
almost nonexistent and interrogator
Page 188 and 189:
inconsistent with information from
Page 190 and 191:
Social Events The first type of soc
Page 192 and 193:
and make them more responsive to in
Page 194 and 195:
others within that environment.”
Page 196 and 197:
that it is necessary to ask the que
Page 198 and 199:
Study Country Type ofData Sample Co
Page 200 and 201:
observe and document the interrogat
Page 202 and 203:
2. Gender: Gudjonsson notes that ap
Page 204 and 205:
legal advice. 349 Though not direct
Page 206 and 207:
while unsuccessful interrogations w
Page 208 and 209:
discuss them. 391 Moreover, one can
Page 210 and 211:
learned to observe and interpret hu
Page 212 and 213:
suspect. 426 In addition, the autho
Page 214 and 215:
3. Establish confidence and friendl
Page 216 and 217:
At the closing, Dillon suggests aga
Page 218 and 219:
The Reid Technique text then review
Page 220 and 221:
the suspect “man-to-man” rather
Page 222 and 223:
Step 5 - Procurement and Retention
Page 224 and 225:
Make Submission Tolerable The suspe
Page 226 and 227:
• The Singleness of Purpose • T
Page 228 and 229:
Good Cop/Bad Cop One interrogation
Page 230 and 231:
suggested by Inbau et al., Royal an
Page 232 and 233:
in mind the possibility that the pe
Page 234 and 235:
in the police may be undermined, wh
Page 236 and 237:
to the confession factors. Moreover
Page 238 and 239:
1. Preparation: Agents are urged to
Page 240 and 241:
should also be attentive to signs o
Page 242 and 243:
studies have tested the specific FB
Page 244 and 245:
Once the agents have completed thei
Page 246 and 247:
that indicate deception, and to not
Page 248 and 249:
implemented to ensure that any stat
Page 250 and 251:
or even a seemingly random phone nu
Page 252 and 253:
to know oneself and one’s limits
Page 254 and 255:
educed the scope of coercive questi
Page 256 and 257:
Finally, Sturgeon mentioned that al
Page 258 and 259:
confess at lower rates than those n
Page 260 and 261:
variation for different types of su
Page 262 and 263:
suspicious of an overly friendly in
Page 264 and 265:
1. Whether the Reid Technique and i
Page 266:
to discuss and exchange techniques,
Page 269 and 270:
Linguistic/Cultural Barriers Words
Page 271 and 272:
field experience) the professional
Page 273 and 274:
Operation ENDURING FREEDOM Language
Page 275 and 276:
Contractors - Prior-Service Militar
Page 277 and 278:
language pool, as advised by the Ho
Page 279 and 280:
words and deeds that individuals or
Page 281 and 282:
using SIM cards, 651 instant messag
Page 283 and 284:
subject-matter experts observe the
Page 285 and 286:
systems approach recognizes interro
Page 287 and 288:
to find a better operational exempl
Page 289 and 290:
Making Sense of Chaos and Ambiguity
Page 291 and 292: philosophy that advances the follow
Page 293 and 294: The OODA Loop. Source: Defense and
Page 295 and 296: Example of Action: The interrogator
Page 297 and 298: this technology fall far short of t
Page 299 and 300: Chiefs of Staff and Secretary of St
Page 301 and 302: This report, then, represents an ef
Page 303 and 304: The Pareto Curve. Source: Roger Fis
Page 305 and 306: claimed that a piece of land in the
Page 307 and 308: negotiation. Standards of legitimac
Page 309 and 310: that the other party will refuse to
Page 311 and 312: face or, better yet, improve their
Page 313 and 314: creatively; they improve the likeli
Page 315 and 316: Commitments Commit to telling no or
Page 317 and 318: Neale, M.A., Huber, V.L., and North
Page 319 and 320: Introduction Any interaction betwee
Page 321 and 322: first told that A and B have constr
Page 323 and 324: house, namely, that they want to se
Page 325 and 326: information, rather than to harm th
Page 327 and 328: their beliefs about the “illegali
Page 329 and 330: How and when an interrogator would
Page 331 and 332: tactic might work if the source wil
Page 333 and 334: Preparing with Respect to U.S. Inte
Page 335 and 336: from the past, could be coded and a
Page 337 and 338: After drilling a small hole in the
Page 339 and 340: accuracy and/or usefulness of educe
Page 341: Venue 3: Experiments with SERE Stud
Page 345 and 346: This essay presents lessons that th
Page 347 and 348: Bond, M. (2004). “The Prisoner.
Page 349 and 350: Russian and Chinese methods and the
Page 351 and 352: Goldberger, L. (1993). “Sensory D
Page 353 and 354: McCoy, A. W. (2005). “Cruel Scien
Page 355 and 356: A psychiatrist chronicles the decli
Page 357 and 358: Hinkle Jr, L. E. (1963). Notes on t
Page 359 and 360: Leo, R. A. (1992). “From Coercion
Page 361 and 362: Krauthammer, C. (2005, 5 December).
Page 363 and 364: C Camp 020 (MI-5), 318, 249, 254 Ca
Page 365 and 366: Fear, 11, 24, 25, 29, 33, 36, 68, 6
Page 367 and 368: L Language (see also Foreign langua
Page 369 and 370: Positions (see also Perceptual posi
Page 371 and 372: Strategy, 12, 20, 21, 26-29, 32, 10
show all

Educing Information: Interrogation - National Intelligence University

Create successful ePaper yourself

Delete template?

Save as template?