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Braj Bhushan

From EverybodyWiki Bios & Wiki








Professor Braj Bhushan

Braj Bhushan (Born on October 2, 1971 in Sitamarhi Bihar, India) is a psychologist..[1]. With a modest beginning of schooling at the Holy Cross Convent School, Darbhanga (Bihar) and Kendriya Vidyalaya, Jawaharnagar, Sitamarhi, he moved on to Kendriya Vidyalaya, BHU (Banaras Hindu University) Campus. He completed his undergraduate studies with Psychology (Honours) in 1993 and Masters in Arts (Psychology) in 1995 from Banaras Hindu University, Varanasi [2]. He received the Doctor of Philosophy (Ph.D.) degree from Babasaheb Bhimrao Ambedkar Bihar University, Muzaffarpur[3] in 2003. While pursuing Ph.D., he worked at Krishnamurti Foundation, Rajghat, Varanasi, and continued working with brain-damaged patients at Sir Sunderlal Hospital of Banaras Hindu University[4] for his doctoral research. 

He joined the Indian Institute of Technology Guwahati[5] in 2003 and later shifted to the Indian Institute of Technology Kanpur[6] in 2006 where he serves as Professor of Psychology at the Department of Humanities & Social Sciences.

Legacy[edit]

Braj Bhushan’s major areas of work are affective processes and assessment, within which he has extensively worked on development and validation of various databases and further examining its application using behavioural as well as neuropsycholgical methods. The major highlight is the trajectory that he followed which moves from behavioural methods to select methods of physical and neurological sciences. His adaptation to contemporary tools and techniques such as artificial intelligence (AI) and machine learning (ML) and extending them to behavioural research is worth appreciating.

Starting 2001, Braj Bhushan published empirical work on face/emotion recognition looking at cultural variations (Mandal et al., 2001)[[7] and ethnic characteristics (Mandal et al., 2005)[8]. Meanwhile, he empirically tested the deciphering of emotions while looking at the partial face (Bhushan, 2006)[9]. This work fetched him Young Scientist Award (2003) of the Indian Science Congress Association. His work on the development of the Indian Dataset of Basic Emotions (IDBE: Bhushan, 2007)[10] was sponsored by IIT Kanpur. This database comprises of thirty-six images of the six basic emotions of six varying intensities. Very few researchers have used frames generated from dynamic (video) recordings as stimuli (Ambadar et al., 2005[11]; Bould & Morris, 2008[12]; Fiorentini & Viviani, 2011[13]; Wingenbach et al., 2016[14]) and this makes Braj Bhushan’s contribution significant. This was followed by the Indian Affective Picture Database (IAPD: Sharma & Bhushan, 2019)[15]. This database contains 140 coloured images of all the six basic emotions captured from five different angles: -90 (full left profile), -45 (half left profile), 0 (straight), +45 (half right profile), and +90 (full right profile) degrees. The other database containing facial expressions of the basic emotions taken from five different angles is the Karolinska Directed Emotional Faces (KDEF: Lundqvist et al.,1998)[16]. Again, this makes Indian Affective Picture Database a significant contribution. Having developed IDBE and IAPD and examining their psychometric properties, he went a step ahead to perform geometric analysis of both the databases to identify the features relevant for labelling any facial expression of emotion. The geometric feature-based methods use geometric relationships between facial feature points and extracts the features. It represents the inherent regularity and thus the degree of complexity of the given object. Instead of behavioural technique, this time Braj Bhushan adopted fractal geometry, a technique reported earlier only by Takehara et al. (2002)[17] for analysis of facial expressions. He performed fractal dimension analysis of all the images of both his databases, IDBE and IAPD, to study the effect of intensity and viewing angle (Bhushan & Munshi, 2021)[18]. The same year his team (Nara et al., 2021)[19] used select images of IAPD to examine the temporal dynamics of neural processing of facial expressions using magnetoencephalography (MEG). Starting with development of databases and then testing them using behavioural, geometric, and neurological techniques is unique in itself. His initial engagement with cultural variations (Mandal et al., 2001)[20] and ethnic characteristics (Mandal et al., 2005)[21] have extended to a recent study on emotional crying across 41 countries (Zickfeld et al., 2021)[22]. His work (Kumar et al., 2022)[23] on real-time changes in facial expressions during creative problem solving (CPS) and simple problem solving (SPS) processes has thrown light on a different perspective in creativity research. It endorses that most of the creative stages are associated with ambivalent emotions whereas the stage of block is associated with negative emotions.

Simultaneously, Braj Bhushan kept working with children with neurodevelopmental disorders, Autism Spectrum Disorder (ASD) to be precise. He supervised Ph.D. and Master of Science by Research (MSR) theses related to ASD. This started in 2008 with Ms. Sabah Haider working on gaze behaviour and stimulus properties examining the importance of geons in children with ASD (Haider, 2015)[24]. Meanwhile, Ms. Jyotsana (2018)[25] did her Master of Design (MDes) thesis on tangible toy for children with ASD. This was followed by the work of Ms. Ujjwal Sharma on emotion recognition ability and social adaptive behaviour in children with ASD (Sharma, 2021)[26]. Realizing the deficits in social emotional reciprocity in children with ASD, this work examined the relationship between emotion recognition ability and social adaptive behaviour and observed how deficits in emotion recognition ability significantly affected communication and daily living skills of these children. Social deficits, including deficits in empathy and emotion recognition, is an important predictive factor in ASD have also emerged as. This work investigated this deficit using the IAPD (which was developed as part of this work). This work adopted the behavioural techniques.

Around the same time Priya Singh (2020)[27], took up the challenge of Vision and Learning Based Detection of Autism Spectrum Disorder in Natural Environment as her MSR thesis. This work collected the simple activities that children of 3-7 years of age perform at their home. She also studies attention span using video input and name calling and performed feature tracking using Optical Flow and Lucas Kanade Algorithm. In this study, the output of the face tracking algorithm was used as input for the feature extraction algorithm. These algorithms were used to analyse visual attention span, name calling response, and gross motor movements in children with ASD in order to evolve parameters for automated protocol for early detection of ASD. Facial expressions of emotions are also a key factor in this work. It examined irregular movement of limbs and neck indicating how motor abnormalities in such children can be detected very early in the development phase. Now this work is being further progressed by Mr. Umer Jon Ganai who is working towards early detection and diagnosis of ASD based on gait deviations and broad autism phenotype.

Epidemiological studies have estimated a substantial percentage of children with ASD in India and other developing countries. Braj Bhushan and his team has been working for two decades on early detection, diagnosis and intervention focusing on developing and maintaining appropriate communication, initiating communication, forming and maintaining eye contact, and understanding body language to augment understanding of the non-verbal behaviour. Infants starts recognizing emotions from 10 months onwards and continue to improve it till they become proficient by the age of 10-11 years. The development of emotion recognition ability affects adaptive behaviour social competence. He and his team have developed databases and algorithms to characterize these core deficits in social communication. They are working towards improving prognosis and we can expect scalable less expensive tools for early detection, diagnosis, and intervention for children with ASD.

The progression of work on ASD make deficits in executive functioning and weak central coherence amply clear. It is also well known how the term intelligence has been replaced by cognitive processes and they are often used interchangeably. Psychological measurement, especially cognitive processes, rests on four major paradigms— psychometrics, cognitive psychology (functioning of mind), cognitive-contextual paradigm, and biological paradigm (neural bases) (Bhushan & Das, 2020)[28]. Banking on the work of Sechenov, Hebb, and Luria, Das et al. (2020)[29] came forward with the Brain-Based Intelligence Test (BBIT). This indigenous tool comprises of two broad tasks— Information Integration (Configurations and Sequences) and Executive Functions (Cognitive Flexibility, Inhibition Control, Working Memory, Fluency, and Planning Complex Problem Solving). Braj Bhushan is a member of team BBIT along with Jagannath Prasad Das, Udaya Nath Dash, Renu Goyal, Pooja Nair, Ragesh Nair, Prakash Padakannaya, and Swagatika Samantaray. Earlier, his work had reported specific linkages between cognitive processes and the functional systems in the brain in their stimulus-mechanism-end effect-based neuro-cognitive model (Gupta, Bhushan, & Behra, 2018)[30].

Together, these studies involve unprecedented level of quantitative analysis ranging from behavioural measures to MEG, Computer Vision and Machine Learning. Mixed with eye tracking technology and traditional behavioural methods, several of his studies take affective processing, specifically emotion expression, to real life applications such as recall of pleasant-unpleasant images (Kumar et al., 2017)[31], physiological and oculomotoric changes during emotion elicitation (Bhushan & Asai, 2018)[32], pupil dilation during recall of visual images (Kumar et al., 2021)[33], emotion dynamics during design process (Kumar et al., 2021)[34], etc. The designing of rail network map (Rane et al., 2021)[35] is another example of such cross-fertilization.

The outcome of his team comprising of engineers has resulted into vision and learning based detection of autism spectrum disorder in natural environment, Hindi Virtual Keyboard Interface with Multimodal Feedback (Meena, Chowdhury, Sharma, Cecotti, Bhushan, Dutta, & Prasad, 2018)[36], Multiscript gaze-based assistive virtual keyboard (Cecotti, Meena, Bhushan, Dutta, Prasad, 2019)[37], Handwriting based detection of dyslexia using machine learning (Pratheepan & Bhushan, 2021)[38], and Machine learning based automatic classification of tremor for early identification of Parkinson's (Ranjan, Palaniswami, & Bhushan, 2020[39]; Ranjan, Bhushan, Palaniswami, & Verma, 2021[40]).

The striking feature of these collaborative research is cross disciplinary translational research taking basic science to its application, and extending research beyond boundaries. Braj Bhushan’s close collaboration with psychologists, designers, engineers, and doctors have yielded cross-fertilized outcomes proving the importance of psychological science.

Assessment and Intervention Other tests developed by him includes the Refugee Trauma Experience Inventory (Hussain & Bhushan, 2009)[41] and the Video based Projective Test of Personality (Bhushan, 2013). Braj Bhushan has also adapted few assessment tools such as Broad Autism Phenotype Questionnaire- Brief (BAPQ: Sharma & Bhushan, 2018)[42], Brief Multidimensional Measure of Religiousness/Spirituality (Johnstone, Bhushan, Hanks, Yoon, & Cohen, 2016)[43], and Proactive Coping Inventory (Bhushan, Gautam, & Greenglass, 2010)[44].

His Assistive Application for Children with Dyslexia and Dysgraphia (AACDD, Bhushan, Bajpai, & Roy, 2018)[45] is an outcome of the team comprising of psychologist, psychiatrist, and designer. AACDD is now available for the users and is marketed by Cute Brains Pvt. Ltd. On the other hand, the works on mental practice (Chowdhury et al., 2018)[46] and quantification of tremor severity in neurological movement (Ranjan et al., 2021)[47] comprised of engineers, psychologists, and medical doctors.

AACDD display at the stall of Cute Brains Pvt Ltd in Y20 Consultation, IIT Kanpur, on April 6, 2023

Posttraumatic Stress and Growth It was 2004 when the Indian subcontinent became aware of Tsunami for the first time. The devastation was unparallel and it took time for the system to regain somewhat normalcy in the affected area. Disaster mitigation and management has its own protocol and one of the vulnerable groups left unattended is children and adolescents. Braj Bhushan focused on this group from Nagapattinum, the worst affected area in India, and investigated emotional and posttraumatic stress in these children (Bhushan & Kumar, 2007[48]; Bhushan & Kumar, 2014[49]). Another remarkable aspect of his study was empirically examining the psychological effect of media exposure of such a disaster on children and adolescents who were not the primary victims of the disaster (Bhushan & Kumar, 2009)[50]. Around the same time his team learnt how untrained professionals were put to work in the relief operations. This led to another research not only on posttraumatic stress but also posttraumatic growth in these adult volunteers (Bhushan & Kumar, 2012)[51].

Searching the silver lining amidst the surmounting trauma has been close to his heart. He has extensively worked on posttraumatic growth (Bhushan & Hussain, 2007[52]; Bhushan, 2018[53]). The other vulnerable population that dragged his attention is the refugees. Several of his work has systematically investigated posttraumatic stress and growth among Tibetan refugees (Hussain & Bhushan, 2013)[54], the significance of cognitive-emotional regulation (Hussain & Bhushan, 2011a)[55] and how it facilitates coping (Hussain & Bhushan, 2011b)[56]. The second wave of Covid-19 severely affected most parts of the world, including India. Once again, the concern for posttraumatic stress and growth came to the centre stage of Braj Bhushan’s team (Bhushan, Basu, & Ganai, 2022)[57].

A striking feature of Braj Bhushan’s research is development of indigenous tools for assessment of the variables. Development of Refugee Trauma Experience Inventory (Hussain & Bhushan, 2009)[58].

Indigenous Effort and Cultural Sensitivity Psychology in India has largely followed the Euro-American tradition at the cost of its own rich repository of traditional knowledge. This remained a concern for many Indian psychologists, including Braj Bhushan (1st Person interview, 2021)[59]. In his own little ways, Braj Bhushan has been active in the scientific validation of the traditional knowledge/practices. His work centers around four themes that fits in the realm of examining traditional knowledge with due cultural sensitivity- the Indian concept of complex emotions, religiosity/spirituality, and cognition (Manas) associated with Indian classical music and Mantras.

1. The Indian concept of complex emotions- Working on shame (lajja), guilt (aparaadhbodh), or remorse (pashchaataap), his team has attempted mapping the three complex emotions using behavioural techniques (Bhushan, Basu, & Dutta, 2020)[60] as well as thermal cameras (Bhushan, Basu, Panigrahi, & Dutta, 2020)[61].

2. Religiosity/spirituality- Religiosity/spirituality has been at the core of Indian way of living. Braj Bhushan and his colleagues have examined its neuropsychological foundation (Johnstone, Bhushan, Hanks, Yoon, & Cohen, 2016)[62] and how it affects human behaviour in terms of attributes like sense of self, empathy (Cohen, Bhushan, Hanks, Yoon, Johnstone, & Hunt, 2020)[63], selflessness (Johnstone, Hanks, Bhushan, Cohen, Roseberry, & Yoon, 2017)[64], culture, and ethnicity (Cohen, Bhushan, Hanks, Yoon, Johnstone, Holliday, & Grover, 2021)[65].

3. Cognitive effect of Indian classical music and Mantras- India has a rich repository of classical ragas. Many of them have been referred to as healers. Braj Bhushan and his colleagues have validated the short-term effect of the Ragaas on cognitive functions (Gupta, Bhushan, & Behera, 2018)[66] and sad autobiographical recall (Gupta, Bhushan, & Behera, communicated). This work has also propounded the Neuro-cognitive Model of Stimulus-mechanism End Effect on short-term enhancement of cognitive functions and was tested by mapping the effects of melodies (ragas) of Indian Classical music. It has been demonstrated that a reduced information flow in the long-distance connections between frontal and parietal regions of the brain underlies the seemingly short-term enhancement of cognitive functions. This team is working towards the significance of Mantra (Hare Krishna Mantra to be precise) and have proposed a Novel Hare Krishna Mantra Based Cognitive Therapy (HMBCT) for those suffering from insomnia (Behera, Reddy, Behera, Bhushan, & Priyadarsini, communicated).

4. Indigenous test of Cognitive Abilities- Braj Bhushan has also been involved in the development of the Brain-Based Intelligence Test (BBIT: Das, Bhushan, Dash, Goyal, Nair, Nair, Padakannaya, & Samantaray, 2020)[67]. BBIT comprise of two major parts- Information Integration and Executive Functions and Planning (PLANEx). The major abilities assessed by BBIT includes Cognitive Flexibility, Inhibition Control, Working Memory, Fluence, Planning & Complex Problem Solving, Configuration, and Successive Processing. It is based on the theories and systems of brain mechanisms responsible for cognitive processes localized in different brain areas. This indigenous test reframes the traditional Intelligence Quotient (IQ) tests. It might prove to be a bridge between the Eastern and Western notions of intelligence, i.e., IQ and Manas/Buddhi.

In 2021, the National Institute of Science Communication and Policy Research (CSIR-NIScPR), a body under the Council of Scientific & Industrial Research, Ministry of Science & Technology, Government of India, took up the task of documenting the “synergy between human needs and nature, often balancing resources and requirements in local context”. They started collating the data on scientifically validated S&T achievements that attempts to fill this gap. The indigenous work of Braj Bhushan and his team has been documented by CSIR-NIScPR.

Historical Scholarship[edit]

With the establishment of Laboratory of Psychology at Harvard University (1875) and Leipzig University. Germany (1879), both William James and Wilhelm Wundt gave the scientific temper to psychology in the US and Europe, respectively. In India, it started forty-one years later with the establishment of Department of Experimental Psychology at the University of Calcutta (1916). While US and Europe documented the history of psychology in their continents (Murphy, 1929), it remained unattended till 2017 when Braj Bhushan came with the first book (Eminent Indian Psychologists: 100 Years of Psychology in India, Sage, New Delhi) that “chronicles the lives and work of eminent Indian psychologists, who helped make Psychology practice and research what it is today. Their contributions – research articles, monographs, books, etc.–have been listed and summarized.”

Braj Bhushan’s contributions to the history of psychology in India are equally notable. He is the first psychologist in India to undertake an historical account of scientific psychology in India and produce the first-ever volume on Eminent Indian psychologists: 100 years of psychology in India (2017, New Deli: Sage India).

Knowledge Dissemination[edit]

In 2003 the National Programme on Technology Enhanced Learning (NPTEL), a flagship programme of the Ministry of Education (then Human Resource & Development), Government of India, with the seven IITs and Indian Institute of Science, Bangalore onboard to create quality content in five core branches of engineering. Phase-II of NPTEL (2009-14) expanded it to other STEM areas. This was meant for knowledge dissemination and Braj Bhushan has made significant contribution to it. He made two web courses, Biological Bases of Behaviour (2013) and Psychology of Adjustment (2013). Thereafter, he made three video courses, namely Human Adjustment Processes (2014), Brief Introduction to Psychology (2015), and Introduction to Psychology (2016). Together, these three courses had 7.45 lakh viewership till August 2021. His fourth video course is Selected Topics in Psychology (2014) wherein eight of the who’s who of Indian academia delivered talks on different topics. Two of his course— Brief Introduction to Psychology (2015) and Psychology of Everyday (2019, with Dr. Alok Bajpai)— is offered as Massive Open Online Courses (MOOCs) by the Indian Institute of Technology Madras every year. Since 2015 till September 2021 a total of 42,564 students of different institutions have credited his MOOC courses.

Awards and Fellowship[edit]

SIIC talk at New Delhi

Braj Bhushan received the Young Scientist Award of the Indian Science Congress Association in 2003. He was conferred the ‘In Search of Excellence' Award (2004) by the IAAP and NAOP-I. His team also won the Best Paper Award (2017) at the International Conference on Creativity and Cognition in Art and Design (ICAD), Bangalore. Braj Bhushan was awarded Our Common Future Fellowship by Vollkswagen Stiftung, Germany, in 2010 and the Shastri Indo-Canadian Fellowship (SMP: 2018-19), for visiting University of Alberta, Canada. In 2018, IIT Kanpur conferred him the Shri Deva Raj Chair (2018-2021) and Pavitar Joneja Chair (2022-2025). He was bestowed the Excellence in Teaching Award in 2020 by IIT Kanpur. He delivered the Platinum Jubilee Lecture (Platinum_Jubilee_Lectures.pdf (sciencecongress.nic.in)) at 107th Indian Science Congress, Bangalore in 2020. The Association for Psychological Science, Washington, DC (Association for Psychological Science – APS) elected him Fellow in 2022 and the British Psychological Society elected him Fellow in 2023.  

Biography[edit]

Chapter 55 of the book titled 'सीतामढ़ी के व्यक्ति विशेष'[68] (part 1) (Editors Lalit Kumar Singh and Geetkar Geetesh, 2022), published by Samiksha Publication, summarizes his life and work (pages 151-152).

Books[edit]

Braj Bhushan has authored four books. His first book titled Statistics for Social Sciences (Asthana & Bhushan, 2007)[69] was published by Prentice-Hall of India Pvt. Ltd., New Delhi (ISBN 978-81-203-3199-0). The second edition of this book was published in 2016[70] by PHI Learning Pvt Ltd (formerly Prentice-Hall of India Pvt. Ltd., New Delhi (ISBN 978-81-203-5248-3). Besides being recommended by the Learning Outcomes based Curriculum Framework (LOCF) for Psychology Undergraduate Programme (2019), University Grants Commission, New Delhi, this book is recommended in the syllabus of Psychology, Economics, Sociology, Population Studies, Education, and Mathematics in more than 24 universities of India.

He edited the book Communication in Perspective published by Amani International Publishers, Kiel-Germany (ISBN 978-3-938054-30-7) in 2010. He edited another book titled Eminent Indian Psychologists: 100 Years of Psychology in India[71] was published by Sage, New Delhi in 2018 (ISBN 9789386446411). This is recommended in the syllabus of Applied Psychology for Systems in Psychology, University of Delhi. A Book Review by Gupta and Bhattacharjee was published in Business Perspectives & Research. Dr. Anjali Joshi published लक्षणीय ५१, a review of 51 significant books in psychology published across the world. The oldest book included in this was published in 1890 and the latest one to be included was the 'Eminent Indian Psychologists: 100 Years of Psychology in India' published in 2017.

With a psychiatrist colleague, he published his fourth book titled Psychology of Adjustment (Bhushan & Bajpai, 2018)[1] published by Ane Books Pvt. Ltd., New Delhi (ISBN-10: 9386761947, ISBN-13: 978-9386761941).

Formative Years[edit]

During his undergraduate days, Braj Bhushan was active with the academic and cultural activities of the university. He was the Founder Secretary of ANUBHUTI, a cultural organization of Faculty of Social Sciences, Banaras Hindu University, Varanasi.  For a brief period, he also worked as a Correspondent for Janmukh, an evening daily from Varanasi. This was also the time when he began with invited talks at All India Radio, Varanasi and later at All India Radio, Guwahati. In the early months of postgraduation, he started working as a Casual Compeer at All India Radio, Varanasi, and later went on to become Casual Announcer there. During this period, he also produced documentaries and documentary features for All India Radio, Varanasi.

The list of his talks at All India Radio[edit]

Braj Bhushan was actively involved with the All India Radio at Varanasi and Guwahati stations between 1992 and 2005 where he delivered six talks. His talks were geared towards the youth of the country. A list of his talks broadcasted by All India Radio Varanasi and Guwahati is given below.

June 15, 2005 Guwahati युवाओं पर कंप्यूटर का बुरा प्रभाव

(Ill effects of computer on youth)

Feb. 2, 2005 Guwahati विज्ञापन और बाल मनोविज्ञान

(Advertising & child psychology)

March 3, 1994 Varanasi भारत कोकिला– सरोजिनी नायडू

(The nightangle of India - Sarojini Naidu)

Oct. 24, 1993 Varanasi संयुक्त राष्ट्र संघ- एक परिचय

(United Nations Organization – An introduction)

May 27, 1993 Varanasi आधुनिक भारत के निर्माता– पंडित जवाहरलाल नेहरू

(Pt. Jawaharlal Nehru – The Maker of Modern India)

Nov. 12, 1992 Varanasi शिक्षा के विकास में पंडित मदन मोहन मालवीय का योगदान  

(Contribution of Pt. Madan Mohan Malviya in the promotion of education)

List of documentary features produced[edit]

Braj Bhushan's involvement with the All India Radio was vibrant. Three of his documentary features were broadcasted by All India Radio, Varanasi. 'साथी हाथ बढ़ाना रे' was a special programme on the eve of Silver Jubilee of the National Service Scheme and was broadcasted on October 22, 1994. 'हम अँधेरे में नहीं रहेंगे' was a documentary feature on the problems of blinds and was broadcasted on January 27, 1995. The third documentary feature 'हम क्या चाहते हैं अपने शिक्षकों से' focused on the student- teacher relationship and was broadcasted on May 31, 1995.

The choice of area of academic research, themes of documentary features, and newspaper articles show Braj Bhushan’s focus on applied nature of research that is for the larger good of the community.

In Newspapers[edit]

Braj Bhushan developed a taste for writing articles for newspapers during his undergraduate days. His first article ‘संगीत सम्राट किशोर कुमार की स्मृति’, a feature on the veteran singer, was published in सन्मार्ग (Sanmarg), an evening daily from Varanasi, on 14th October 1991. He actively contributed articles to newspapers such as ‘कौमी तंज़ीम’ (Qaumi Tangeem), ‘आज’ (AAJ), and ‘जनमुख’ (Janmukh). This continued till 1995 after which there was a long silence. He started contributing to the newspapers again during the first phase of lockdown in 2020. He has written articles for ‘Hardnews’, ‘The Correspondent’, ‘न्यूज़ टाइम्स पोस्ट’ (News Times Post), and ‘पाञ्चजन्य’ (Panchjanya), and Times of India.

During the peak of second wave of COVID-19, he started writing blog (Braj on Behaviour https://wordpress.com/view/brajonbehaviour.wordpress.com) in Hindi language to connect with the public at large for communicating on social-psychological issues.

The list of his articles includes[edit]

  • ‘संगीत सम्राट किशोर कुमार की स्मृति’ published in सन्मार्ग, 14th October 1991
  • ‘एड्स: अब भी एक अनबूझ पहेली’ published in आज, 29th November 1991
  • ‘पंजाब चुनाव: सरकार की विश्वसनीयता की परख’ published in आज, 13th February 1992
  • ‘क्या करें ये विश्वविद्यालय’ published in जनमुख, 18th August 1992
  • ‘पंजाब: एक ईमानदार कदम की जरूरत’ published in जनमुख, 8th September 1992
  • ‘साहित्य अकादमी पर उठते सवाल’ published in जनमुख, 12th September 1992
  • ‘यात्राओं में उलझा हिन्दुस्तान’ published in कौमी तंज़ीम, 13th October 1992      
  • ‘महिलाओं में धूम मचाती वाटिका’ published in आज, 14th August 1995
  • ‘सेल्लूलर टेलीफोन: बाज़ी किसके हाथ’ published in आज, 6th November 1995
  • ‘कोका-कोला पुनः सुर्खिओं में’ published in आज, 27th November 1995
  • ‘Mental Health and Corona: Better Late, Than Never’ published in Hardnews, 15th April 2020.[72]
  • ‘Libido, Violence, and Lockdown’ published in Hardnews, 21st April, 2020[73]
  • ‘High time police become responsible, reflect and change’ published in The Correspondent, 4th May, 2020.[74]
  • ‘Faith and disease: Understanding, behaviour during lockdown’ published in Hardnews, 1st June, 2020.[75]
  • ‘क्वारंटाइन, लॉकडाउन और भय का मनोविज्ञान’ published in न्यूज़ टाइम्स पोस्ट (01-15 नवम्बर, 2020), वर्ष: 05, अंक: 11
  • ‘रचनात्मकता की लौ काटेगी यह अँधेरा’ published in पाञ्चजन्य, 2 मई, 2021, pages 19-21[76]
  • 'आत्महत्या: आंकड़ों में छिपी सच्चाई', published in पाञ्चजन्य, 10-सितंबर-2021[77]
  • ‘Rise of Humanities and Social Sciences in the IITs’, 5th June, 2023.

References[edit]

  1. ↑ "Dr. Braj Bhushan". home.iitk.ac.in. Retrieved 27 June 2021.
  2. ↑ "Banaras Hindu University (BHU), Varanasi". www.bhu.ac.in.
  3. ↑ "Babasaheb Bhimrao Ambedkar Bihar University, Muzaffarpur, Bihar on Veeble.org". www.brabu.net.
  4. ↑ "BHU:Banaras Hindu University". www.bhu.ac.in.
  5. ↑ "Curriculum Vitae".
  6. ↑ Bhushan, Braj. "Braj Bhushan". iitk.ac.in. Retrieved 27 June 2021.
  7. ↑ Mandal, M.K., Harizuka, S., Bhushan, B. & Mishra, R.C. (2001). Cultural variation in hemifacial asymmetry of emotion expressions. British Journal of Social Psychology, 40, 385-398. DOI: https://doi.org/10.1348/014466601164885
  8. ↑ Mandal, M.K., Bhushan, B., Rai, S., & Sharma, H.O. (2005). Distinctiveness judgment of facial expression of emotion: Role of ethnic characteristics and culture. Psychological Studies, 50:1, 72-77.
  9. ↑ Bhushan, B. (2006). A half gateway to the whole: Evidence from face study. Gestalt Theory, 28:3, 308-315.
  10. ↑ Bhushan, B. (2007). Subjective analysis of facial expressions: Inputs from behavioural research for automated systems. Unpublished project report INIIITK-20060049, Indian Institute of Technology, Kanpur.
  11. ↑ Ambadar, Z., Schooler, J.W., & Cohn, J.F. (2005). Deciphering the enigmatic face: The importance of facial dynamics in interpreting subtle facial expressions. Psychological Science, 16:5, 403-410. DOI: https://doi.org/10.1111/j.0956-7976.2005.01548.x
  12. ↑ Bould, E. & Morris, N. (2008). Role of motion signals in recognizing subtle facial expressions of emotion. British Journal of Psychology. 99, 167-189. DOI: https://doi.org/10.1348/000712607X206702
  13. ↑ Fiorentini, C. & Viviani, P. (2011). Is there a dynamic advantage for facial expressions? Journal of Vision, 11, 1-15. DOI: https://doi.org/https://doi.org/10.1167/11.3.17
  14. ↑ Wingenbach, T. S. H., Ashwin, C., &Brosnan, M. (2016). Validation of the Amsterdam Dynamic Facial Expression Set – Bath Intensity Variations (ADFES-BIV): A Set of Videos Expressing Low, Intermediate,and High Intensity Emotions. PLoS ONE, 11, e0147112. https://doi.org/10.1371/journal.pone.0147112
  15. ↑ Sharma, U. & Bhushan, B. (2019). Development and validation of Indian Affective Picture Database. International Journal of Psychology, 54: 4, 462-467. DOI: https://doi.org/10.1002/ijop.12471
  16. ↑ Lundqvist, D., Flykt, A., &Öhman, A. (1998). The Karolinska Directed Emotional Faces-KDEF, CD ROM from Department of Clinical Neuroscience, Psychology section, KarolinskaInstitutet: Stockholm. Medicine, 30(1), 32-28.
  17. ↑ Takehara, T., Ochial, F. & Suzuki, N. (2002). Fractals in emotional facial expression recognition. Fractals, 10, 47-52. https://doi.org/10.1142/S0218348X02001087
  18. ↑ Bhushan, B. & Munshi, P. (2021). Exploring fractal dimension analysis as a technique to study the role of intensity of facial expression and viewing angle. In Proceedings of the 16th International Joint Conference on Computer Vision, Imaging and Computer Graphics Theory and Applications (VISIGRAPP 2021) - Volume 2: HUCAPP, pages 103-110. DOI: https://doi.org/10.5220/0010124301030110
  19. ↑ Nara, S., Rathee, D., Molinaro, N., Bois, N.D., Bhushan, B., & Prasad, G. (2021). Temporal dynamics of neural processing of facial expressions and emotions. bioRxiv. DOI: https://doi.org/10.1101/2021.05.12.443280
  20. ↑ Mandal, M.K., Harizuka, S., Bhushan, B. & Mishra, R.C. (2001). Cultural variation in hemifacial asymmetry of emotion expressions. British Journal of Social Psychology, 40, 385-398. DOI: https://doi.org/10.1348/014466601164885
  21. ↑ Mandal, M.K., Bhushan, B., Rai, S., & Sharma, H.O. (2005). Distinctiveness judgment of facial expression of emotion: Role of ethnic characteristics and culture. Psychological Studies, 50:1, 72-77.
  22. ↑ Zickfeld et al., 2021)20. Zickfeld, J.H., van de Ven, N., Pich, O., Schubert, T.W., Berkessel, J.B, Pizarro, J.J., Bhushan, B., Mateo, N.J., et al. (2021). Tears Trigger the Intention to Offer Social Support: A Systematic Investigation of the Interpersonal Effects of Emotional Crying Across 41 Countries. Journal of Experimental Social Psychology, 95, 104137. DOI: https://doi.org/10.1016/j.jesp.2021.104137
  23. ↑ Kumar, M., Roy, S., Bhushan, B., & Sameer, A. (2022). Creative problem solving and facial expressions: A stage based comparison. PLoS ONE,17(6): e0269504. DOI: https://doi.org/10.1371/journal.pone.0269504
  24. ↑ Haider, S. (2015). Gaze behaviour and stimulus properties: A comparison between individuals with and without intellectual disability. Thesis submitted to Indian Institute of Technology Kanpur for Doctor of Philosophy.
  25. ↑ Jyotsana (2018). Design of an interactive tangible toy for autistic children. Thesis submitted to Indian Institute of Technology Kanpur for Master of Design.
  26. ↑ Sharma, U. (2021). Emotion recognition ability and social behaviour in children with Autism Spectrum Disorder: A study of behavioural and phenotypic linkage. Thesis submitted to Indian Institute of Technology Kanpur for Doctor of Philosophy.
  27. ↑ Singh, P. (2020). Vision and learning based detection of autism spectrum disorder in natural environment. Thesis submitted to Indian Institute of Technology Kanpur for Master of Science by Research.
  28. ↑ Bhushan, B. & Das, J.P. (2020). Intelligence tests and a place for BBIT: An introduction. Brain Based Intelligence Test- User's manual and essential concepts. 12-22. BBIT India.
  29. ↑ Das, J.P., Bhushan, B., Dash, U., Goyal, R., Nair, P., Nair, R., Padakannaya, P., & Samantaray, S. (2020). Brain Based Intelligence Test. BBIT India.
  30. ↑ Gupta, A., Bhushan, B., Behera, L. (2018). Short-term enhancement of cognitive functions and music: A three-channel model. Scientific Reports, 8:15528, 1-12 DOI: https://doi.org/10.1038/s41598-018-33618-1
  31. ↑ Kumar, M., Ranjan, R., Bhushan, B. & Sameer, A. (2017). Preferences in recall of pleasant and unpleasant images. In A. Chakrabarti and D. Chakrabarti (Eds.), Research into Design for Communities, Volume II, Smart Innovation, Systems and Technologies 66, pp. 695-703. (ISBN 978-981-10-3520-3) DOI: https://doi.org/10.1007/978-981-10-3521-0_59
  32. ↑ Bhushan, B. & Asai, A. (2018). Examining the psychophysiological and oculomotoric changes during emotion elicitation. International Journal of Psychology and Psychological Therapy, 18:1, 15-26.
  33. ↑ Kumar, M., Ranjan, R., Bhushan, B., Roy, S., & Sameer, A. (2021). Pupil dilation, emotion valence and recall of visual images. In Markopoulos E., Goonetilleke, R.S., Ho A.G., Luximon, Y. (Eds.) Advances in Creativity, Innovation, Enterpreneurship and Communication of Design. AHFE 2021. Lecture notes in Networks and Systems, Vol 276. pp. 498-505, Springer. DOI:https://doi.org/10.1007/978-3-030-80094-9_59
  34. ↑ Kumar, M., Roy, S., Bhushan, B., Sameer, A., Mittal, S., & Sarkar, B. (2021). Understanding the dynamics of emotions during the design process. In Amaresh Chakrabarti, Ravi Poovaiah, Prasad Bokil, & Vivek Kant (Eds.) Design for Tomorrow (Volume II), pp. 469-482. Proceedings of ICoRD-2021. Springer Singapore. DOI: https://doi.org/10.1007/978-981-16-0119-4_38
  35. ↑ Rane, M., Patel, J., Patil, K., Kulkarni, A., Bhushan, B., & Gami, H. (2021). The challenges of designing the rail network map/diagram as the critical missing transit infrastructure for Mumbai. Advancing a Design Approach to Enriching Public Mobility, 161-189. DOI: https://doi.org/10.1007/978-3-030-64722-3_10
  36. ↑ Meena, Y.K., Chowdhury, A., Sharma, U., Cecotti, H., Wong-Lin, K., Bhushan, B., Dutta, A., & Prasad, G. (2018). A Hindi virtual keyboard interface with multimodal feedback: A case study with a dyslexic child. Proceedings of British HCI 2018. Belfast, UK. BCS Learning & Development Ltd. http://dx.doi.org/10.14236/ewic/HCI2018.148 https://ewic.bcs.org/upload/pdf/ewic_hci18_wip_paper58.pdf
  37. ↑ Cecotti, H., Meena, Y.K., Bhushan. B., Dutta, A., & Prasad, G. (2019). A multiscript gaze-based assistive virtual keyboard. 41st Annual International Conference of the IEEE Engineering in Medicine and Biology Society, 1306-1309. https://pure.ulster.ac.uk/ws/portalfiles/portal/77557041/A_multiscript_gaze_based_assistive_virtual_keyboard_08856446_EMBC_2019.pdf
  38. ↑ Pratheepan, Y. & Bhushan, B. (2021). Deep learning approach to automated detection of dyslexia-dysgraphia. The 25th IEEE International Conference on Pattern RecognitionDesigning AI in support of Good Mental Health, Milan, Italy, 10 January. https://pure.ulster.ac.uk/ws/files/88801667/GOOD_paperid_2_new.pdf
  39. ↑ Ranjan, R., Palaniswami, M, & Bhushan, B. (2020). A machine learning approach for classification of tremor: A neurological movement disorder. In Bi, Y., Bhatia, R., & Kapoor, S. (Eds.) Intelligent Systems and Applications. IntelliSys 2019. Advances in Intelligent Systems and Computing, Vol 1038, pp. 1289-1307. Springer. DOI: https://doi.org/10.1007/978-3-030-29513-4_95
  40. ↑ Ranjan, R., Bhushan, B., Palaniswami, M., & Verma, A. (2021). A convolutional neural network approach for quantification of tremor severity in neurological movement disorders. Proceedings of the Intelligent Systems and Applications. IntelliSys 2020. Advances in Intelligent Systems and Computing, vol 1252. Springer. DOI: https://doi.org/10.1007/978-3-030-55190-2_31
  41. ↑ Hussain, D. & Bhushan, B. (2009). The development and validation of Refugee Trauma Experience Inventory. Psychological Trauma: Theory, Research, Practice, and Policy, 1:2, 107-117. DOI: https://doi.org/10.1037/a0016120
  42. ↑ Sharma, U. & Bhushan, B. (2018). The Hindi adaptation and standardization of BAPQ: A brief tool for assessing broad autism phenotype. Asian Journal of Psychiatry, DOI: https://doi.org/10.1016/j.ajp.2018.10.008
  43. ↑ Johnstone, B., Bhushan, B., Hanks, R., Yoon, D.P., Cohen, D. (2016). Factor structure of the brief multidimensional measure of religiousness/spirituality in US and Indian samples. Journal of Religion and Health,55:2, 572-586. DOI: https://doi.org/10.1007/s10943-015-0170-y
  44. ↑ Bhushan, B., Gautam, R., & Greenglass, E.S. (2010). The Hindi adaptation and standardization of the proactive coping inventory (PCI). International Journal of Psychology and Psychological Therapy, 10:2, 79-91.
  45. ↑ Assistive Application for Children with Dyslexia & Dysgraphia (Bhushan, B., Bajpai, A., & Roy, S.T., 2019)
  46. ↑ Chowdhury, A., Meena, Y.K., Raza, H., Bhushan, B., Uttam, A.K., Pandey, N., Hasmi, A.A. & Bajpai, A., Dutta, A., & Prasad, G. (2018). Active physical practice followed by mental practice for hand rehabilitation: A case study for clinical effectiveness and usability. IEEE Journal of Biomedical and Health Informatics, 22:6, 1786-1795. DOI: https://doi.org/10.1109/JBHI.2018.2863212
  47. ↑ Ranjan, R., Bhushan, B., Palaniswami, M., & Verma, A. (2021). A convolutional neural network approach for quantification of tremor severity in neurological movement disorders. Proceedings of the Intelligent Systems and Applications. IntelliSys 2020. Advances in Intelligent Systems and Computing, vol 1252. Springer. DOI: https://doi.org/10.1007/978-3-030-55190-2_31
  48. ↑ Bhushan, B. & Kumar, J.S. (2007). Emotional distress and posttraumatic stress in children surviving the 2004 tsunami. Journal of Loss & Trauma, 12:3, 245-257. DOI: https://doi.org/10.1080/15325020600945996
  49. ↑ Bhushan, B. & Kumar, J.S. (2014). Revisiting the child and adolescent survivors of 2004 tsunami: A follow-up study. International Journal of Social Work & Human Services Practice, 2:4, 130-142.
  50. ↑ Bhushan, B. & Kumar, J.S. (2009). Emotional distress and posttraumatic stress in children: The impact of direct vs indirect exposure. Journal of Loss & Trauma, 14:1, 35-45. DOI: https://doi.org/10.1080/15325020802537047
  51. ↑ Bhushan, B. & Kumar, J.S. (2012). A study of posttraumatic stress and growth in the tsunami relief volunteers, Journal of Loss & Trauma, 17:2, 113-124. DOI: https://doi.org/10.1080/15325024.2011.635580
  52. ↑ Bhushan, B. & Hussain, D. (2007). Posttraumatic growth: Theory, research, & issues. Psychological Studies, 52:1, 45-53.
  53. ↑ Bhushan, B. (2018). A commentary on posttraumatic growth. In G. Misra (Ed.) Psycho-social interventions for health and well-being. Springer, New Delhi, pp. 83-107.
  54. ↑ Hussain, D. & Bhushan, B. (2013). Posttraumatic growth experiences among Tibetan refugees: A qualitative investigation, Qualitative Research in Psychology, 10: 204-216. DOI: https://doi.org/10.1080/14780887.2011.616623
  55. ↑ Hussain, D. & Bhushan, B. (2011). Posttraumatic stress and growth among Tibetan refugees: The mediating role of cognitive-emotional strategies, Journal of Clinical Psychology, 67:7, 720-735. DOI: https://doi.org/10.1002/jclp.20801
  56. ↑ Hussain, D. & Bhushan, B. (2011). Cultural factors promoting coping among Tibetan refugees: A qualitative investigation. Mental Health, Religion & Culture, 14:6, 575-587. DOI: https://doi.org/10.1080/13674676.2010.497131
  57. ↑ Bhushan, B., Basu, S., & Ganai, U.J. Posttraumatic stress and growth among children and adolescents in the aftermath of Covid-19. In press.
  58. ↑ Hussain, D. & Bhushan, B. (2009). The development and validation of Refugee Trauma Experience Inventory. Psychological Trauma: Theory, Research, Practice, and Policy, 1:2, 107-117. DOI: https://doi.org/10.1037/a0016120
  59. ↑ Braj Bhushan, 1st Person interview, 10 July, 2021. https://www.facebook.com/permalink.php?story_fbid=123429013309366&id=113183374333930
  60. ↑ Bhushan, B., Basu, S., & Dutta, S. (2020). Revisiting guilt, shame, and remorse. Psychological Studies, 65, 247-260. DOI: https://doi.org/10.1007/s12646-020-00561-z
  61. ↑ Bhushan, B., Basu, S., Panigrahi, P.K., & Dutta, S. (2020). Exploring the thermal signature of guilt, shame, and remorse. Frontiers in Psychology (Emotion Science), 11, 2874. DOI:https://doi.org/10.3389/fpsyg.2020.580071
  62. ↑ Johnstone, B., Bhushan, B., Hanks, R., Yoon, D.P., Cohen, D. (2016). Factor structure of the brief multidimensional measure of religiousness/spirituality in US and Indian samples. Journal of Religion and Health,55:2, 572-586. DOI: https://doi.org/10.1007/s10943-015-0170-y
  63. ↑ Cohen, D., Bhushan, B., Hanks, R., Yoon, D.P., Johnstone, B., & Hunt, I. (2020). The right parietal lobe, sense of self, and empathy: Cross-cultural, ethnic, and religious considerations, Mental Health, Religion & Culture, 23:5, 375-397. DOI: https://doi.org/10.1080/13674676.2020.1725454
  64. ↑ Johnstone, B., Hanks, R., Bhushan, B., Cohen, D., Roseberry, J. & Yoon, D.P. (2017). Selflessness as a universal neuropsychological foundation of spiritual experiences: Validation with Christian, Hindu and Muslim traditions. Mental Health, Religion and Culture, 20:2, 175-187. DOI: https://doi.org/10.1080/13674676.2017.1333090
  65. ↑ Cohen, D., Bhushan, B., Hanks, R., Yoon, D.P., Johnstone, B. Holliday, G., & Grover, A. (2021). Examining cultural, ethnic, and religious differences with the Brief Multidimensional Measure of Religiousness and Spirituality in the US and India. Journal of Religion and Health, 1-15. DOI: https://doi.org/10.1007/s10943-021-01433-0
  66. ↑ Gupta, A., Bhushan, B., Behera, L. (2018). Short-term enhancement of cognitive functions and music: A three-channel model. Scientific Reports, 8:15528, 1-12 DOI: https://doi.org/10.1038/s41598-018-33618-1
  67. ↑ Das, J.P., Bhushan, B., Dash, U., Goyal, R., Nair, P., Nair, R., Padakannaya, P., & Samantaray, S. (2020). Brain Based Intelligence Test. BBIT India.
  68. ↑ ललित कुमार सिंह और गीतकार गीतेश (२०२२) सीतामढ़ी के व्यक्ति विशेष (भाग १), समीक्षा प्रकाशन, दिल्ली/ मुजफ्फरपुर। ISBN 978-93-90685-86-8
  69. ↑ Asthana, Hari Shankar (2007). Statistics for social sciences : (with SPSS applications) (Eastern economy ed.). Delhi: Prentice-Hall of India. ISBN 978-81-203-3199-0. Search this book on
  70. ↑ STATISTICS FOR SOCIAL SCIENCES. [S.l.]: PHI LEARNING. 2016. ISBN 978-81-203-5248-3. Search this book on
  71. ↑ Bhushan, Braj (2017). Eminent Indian psychologists : 100 years of psychology in India. New Delhi, India. ISBN 9789386446411. Search this book on
  72. ↑ https://hnfp.in/corona-and-psychology-lets-be-late-than-never/
  73. ↑ https://www.hardnewsmedia.com/2020/04/livelihood-libido-and-lockdown-the-psychology-of-violence/
  74. ↑ https://thecorrespondent.in/nation/chandigarh/high-time-police-become-reflect-and-change/
  75. ↑ https://www.hardnewsmedia.com/2020/06/faith-and-disease-understanding-behaviour-during-lockdown/
  76. ↑ https://epaper.panchjanya.com/index.php?edition=Mpage&date=2021-04-24&page=3
  77. ↑ https://www.panchjanya.com/Encyc/2021/9/10/The-truth-hidden-in-suicide-statistics.html


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