LIE DTECTION

TECHNIQUES

JOSE B. WACANGAN MWF -9:00 AM – 4:00 PM

joebigwacs@gnail.com 3 credits
CP-09175641619

Module III
INTRODUCTION
Lei detection is still in the realm of chance. Perhaps, man himself will turn out to be the ultimate lie detector,
relying upon his ability and sensitivity to fine micro-expressions that underlie any theory of mind.
There are still many questions that must be answered before we successfully say that polygraph is the ultimate
solution to lies. No matter if you agree or disagree with the use of polygraphs, thousands of people undergo these tests
every year, and many people’s lives are changed before by their results.

Learning Objectives
At the end of this Module 3, the learner will be able to:
Familiarized the psychology of lying.
Know the Counter measures and the Accuracy of Polygraph
Apply the lie detection techniques.
Do instrumental test.
Conduct the chart marking and be able to Interpret them.

Directions/Module Organizer

1. The learners shall read the lessons one by one without skipping any of them. These module/lessons are
interrelated to the previous lessons. For some parts that need further explanation, you need to research for further
understanding.

1. You should take an assessment and evaluation techniques before and the end of each lesson through quiz,
reflections, critique paper, research, and sharing of ideas. Advance review to this subject is required.
 3. You have to comply all the assigned activities, assignment, quizzes and periodical exam before you will pass
this subject.

Course outline and study guide

Topics Activities Scores per activity Assessment

Module III- lie Explore: Carefully read Activities/assignment
Detection Techniques the lesson and attend 25%
Lesson 1 lectures. Quizzes- 25%
• Evolution of lying • Activity 1 Activity 1 – 25pts Active participation
• Types of liars Quiz – 20pts 10%
• Short quiz to posted
• How to spot liars
in our Google room participation 10 pts Periodical exam -
• Theoretical
• participation 40%
diagnoses of lying
by polygraph
examiner
Lesson 2 The counter Explore: read and Total = Your Final
measures and accuracy understand this lesson as Activity 2- 25 pts grades
we go on in our lectures Quizzes– 20 pts
➢ Mental
➢ Hypnosis
➢ Activity 2 participation– 10pts
➢ Dissociation ➢ Short quiz to be
➢ Physical posted later
➢ Pharmaceutical ➢ participation
➢ Alcohol
Accuracy of polygraph test

Lesson 3. Techniques Explore: read and

used in lie Detection understand the lesson
• The First test ➢ Activity 3 Activity 3– 25pts
• The second Test
➢ Quiz to be posted in Quiz -20pts
• The third test
our LMS Participation-15 pts
➢ participation
Lesson 4 Explore: read and
Chart interpretation and understand the lesson
markings
before you answer your
• Breathing analysis
activity Activity 4 – 25pts
 • Galvanic skin
response ➢ Activity IV Quiz – 20pts
• Cardio analysis ➢ Quiz to be
• The general
announced later
rule in chart
interpretation
➢ participation
• Method of ➢ Final exam Participation -15pts
numbering the Final exam – 85 pts
chart for
interpretation
Utah approach to
comparison question

Total: Activities Quizzes = 80 Activities/assignment

=100pts Final = 85 25%
Quizzes=80pts Participation=40 Quizzes- 25%
Participation=50 pts Active participation
10%
Periodical exam -
40% = Final grade

LESSON I

EVOLUTION OF LYING

1. Lying appears to be universal in the animal kingdom. It appears to imbue its possessor
some adaptive advantage. In animals, it can be in various tricks and cunning to catch its prey. A
prey also uses various tricks and camouflage to avoid getting eaten. And the genders in sexual
species engage in cunning to succeed in mating and driving away competitors.

2.The capacity of the hominids to lie is noted early and nearly universally inhuman
development and in language studies of the great Apes. One famous lie by a gorilla named Koko
as displayed when she was confronted by her handlers after a tantrum in which she had literally
torn a steel sink from its moorings. Koko using the American Sign Language, signed ‘Cat did it”,
as she pointed at her tiny pet kitten.

3. So called Machiavellian intelligence is shown at the age of four, when a child begins to
be able to lie convincingly. At an early age, he learns from experience that stating an untruth can
avoid punishment for misdeeds. He learns to lie even before he develops a theory of mind. A
child’s habit, such as of lying persists to adulthood
4. Lying appears to be pervasively practiced. Honesty appears to be an inception.
Diogenes in ancient Greece went around Athens with his lamp to search of an honest man in all
of Greece. He is said to have found no honest man.

5. Socrates in Plato’s Apology failed to find the wisest man who was wiser than he was.
He found no one who would honestly say he knew he did not know when he did know.

Expressions and signs of lying or of truthfulness.

1. De Paulo says that tell-tale signs that someone is lying include

a. clearing throat and making other noise.
b. Fidgeting and other body movement
c. emphasizing about not lying playing on relationship.
d. asking to be trusted.
e. emphasizing statements by saying honestly, believe me, frankly, trust me,
and the like
2. Some studies such as those by Charles Ford, MD, James Pennebaker and colleagues,
and Dianne A. Berry at Southern Methodist University suggest that lies can
be detected by tracking speech hesitation, change in vocal pitch, nervous adaptive habits like
blinking fidgeting. there certain language patterns associated with lying use of few first-person
words like “I” or “my” in speech and writing as well as the use of apt emotional word like “but” or
“without” that distinguish between what is and what is not.

3. If someone lying, he generally cannot make comfortable eye contact. his eyes tend to
show shiftiness or evasiveness, which is a display a flicker of fear.
4. On the other hand, as has pointed out above already, lying tend to be minimal in those
depression. According to Charles Ford, cited above, depressed person seldom deceives other,
because they seem to perceive to describe real life with greater accuracy than others.
5. A generally truthful person is able to make sustained eye contact and not show any
signs of stress through nervous and by body movements.
6. People who are less likely to lie are those who score high on psychological scale of
responsibility and those who are on meaningful same-gender friendships.
7. According to Etelka Laboczky in To Catch a Liar (and profit by it), people tend to look
up and to the left when they genuinely try to recall something and details; and to look up and to
the right when they struggle to invent fiction.
 8. High trust and low fear optimize human potential

Cultural and Gender difference in lying.

1. In a study in Los Angeles, about 50% of elderly American Koreans believed that
patients who are diagnosed with life-threatening metastatic cancer should be told the truth,
whereas nearly 90% of elderly American and European or African descent believed that
terminally ill should be confronted with the truth. There seems to be a difference in disposition to
committing so-called altruistic lies.

2. Man are prone to lie themselves. They tell eight times self-oriented lies than falsehoods
about others. Women, on the other hand, appear to be better in detecting lies.

Detection of lying: polygraph recording and micro expressions-history and appraisal.

1. According to Nida Elly in “To tell the Truth”, psychology today, 3 June 2006, the Italian
criminologist, Cesar Lombroso conceives the concept of “born criminal” and was the first to
utilize lie detection in 1885. In 1921, John Larson invented the first polygraph. The version used
now was designed by Leonard Keeler. It records respiration, sweat gland activity, and
cardiovascular activity.

2. In 1986, the American Psychological Association, declared that the polygraph does not
provide definitive information about lying

3. Only few experts display much confidence in the deception-detecting abilities of the
polygraph. Geoffrey C. Bunn, a psychologist and polygraph historian at Canada’s York
University, describes the polygraph as an entertainment device rather than scientific instrument.

4. It is maintained that the polygraph detects the emotion of fear and not the state or
process of lying. Change in heart rate, skin conductivity, and rate of respiration do not necessarily
accompany lying or dishonesty. Thus, a criminal’s lie can easily go undetected, if he does not
fear telling lies.

5. According to Leonard Saxe, cited above, the best controlled research suggest that
detector err at a rate of 25-75%

6. Yet, according to BBC news in Video and Audio, the best police interrogators, equipped
with the polygraph, can tell if someone is lying in 70% of the cases.

7. Some experiments show that if used competently, such as with the use of so-called
“mock crime” procedure involving the use of the usual interrogation method control-question
technique, the polygraph averages 80% success. With Lyken’s guilty-knowledge technique,
indeed, 88% of mock criminals are correctly identified. More significantly, none of the innocent
participant was judged guilty
 8. Eckman and his colleagues show that facial. micro-expressions, lasting 0.05 seconds
only, reveal honest feelings. The involuntary glint of the eyes, formed by the initial contraction of
the orbicularis ocular muscles for about 50 milliseconds, reveal true feeling. Facial EMG
(Electromyography) of unobservable contraction or micro-expression of the said muscles cannot
be faked.

Neutral basis of lying: neuroscience findings

1. In study involving 20 non-pathologic volunteers, it was shown that lying activates

completely different brain structures during MRI scan. The prefrontal white matter appears to be
active during lying

2. There is a decreased activity in the right hemi-thalamus particularly the right

hypotenuse, during lying. On the other hand, there is an increased activity in anterior angulate,
dorsolateral prefrontal cortex caudate, and thalamic nuclei.

3. the right hemisphere, particularly the medical prefrontal cortex, is active during an
emotional state correlated with lying.

4. The human amygdala which is a complex of nuclei in both the basal ganglia and the
limbic system in the core temporal lobe, appears to be more involved in the perception of social
fear than in its expression of production. So that, calcification of the amygdala and the
surrounding anterior medial temporal lobes in both hemispheres in Urbach- Wiethe - disease
accompanied with lost ability to recognize facial expressions of fear (Adolph et al;1994)

5. Functional MRI indicates that negative emotions produce strong medial prefrontal
activation.

6. But MRI is impractical for lei detection as it is formidable expensive.

LESSON II

COUNTERMEASURES AND ACCURACY

IN 1984, Dr. Gordon H. Barland defined polygraph counter measures as “Those deliberate
techniques which a deceptive subject uses in an attempt to appear non-deceptive when his
physiological responses are being monitored during a polygraph examination.” Dr.Barland
excluded from this definition “all false positive errors” “all false negative errors occurring naturally”
and “attempts to explain away reactions after they have occurred”.
 However, Lynn P. Marcy, a proponent of the clinical approach offered this working definition:
“any behaviour employed by the examinee deliberately during the testing protocol and intended to
assist continued concealment of verbal deception directed at some aspect of the perceived issue
under examination.

Regardless of which approach is used, the examiner should be on the alert for the
application of countermeasures during the first two phases of the polygraph examination until all
physiological data charts have been collected for analysis.

Countermeasures were defined by Marcy as “those reactive sequence strategies; verbal

stimuli; and special testing methodologies introduced into the examination protocol when
countermeasures become suspected at some point in the pre-test or testing process. Then it
becomes an added part of the examiner’s mission to utilize some reactive countermeasure
technique(s) to investigate whether some countermeasures are probably being attempted.”

Anti-countermeasures were defined by Marcy as “those proactive question sequence

strategies; verbal stimuli; and special testing methodologies to be introduced into the examination
protocol routinely through the deliberate advance design of the examiner independently of any
suspected countermeasure.”

In addition to the structured pre-test interview to deter the guilty examinee from employing
countermeasures, the examiner can also employ other anti-countermeasures such as the routine
use of drug testing immediately after the completion of the examination. Notification to this practice
to all examinee prior to the use of motion or activity sensor attached to the examination is a useful
deterrent. Another anti-countermeasure is the use of a motion or activity sensor attached to the
examination chair which records on the polygraph chart at the exact moment, the most minute
examinee movement. In at least one book on the use of countermeasures, the reader is advised
to avoid all physical countermeasures when the examination chair contains a motion or activity
sensor.

When adequate anti-countermeasure is included in the psychophysiological methodology

used, and the examiner implements them, the need for countermeasures is minimal if not rare

The idea of countermeasures is to cause (or curtail) a certain reaction that will skew the
test’s result. A subject may attempt to have the same reaction to every question so that the
examiner cannot pick out the deceptive responses. For example, some people will place a tack in
their shoe and press their foot down on the tack after each question is asked. The idea is that the
physiological response to the tack may overpower the physiological response to the question,
causing the response to each question to seem identical.

MENTAL
 MENTAL COUNTERMEASURES REQUIRE EMPLOYMENT OF THE MIND ONLY, THUS
WE are not readily apparent to the polygraph examiners. This includes rationalization, and mental
exercise, and hypnosis. Biofeedback is not itself a countermeasure but refers to the process where
a person is given immediate information concerning his or her own biological functions. Such
biofeedback aims at helping that person using biological information to voluntarily control a specific
physiological process.

HYPNOSIS

The question has often been raised regarding the possibility of an examinee defeating a
polygraph examination while under hypnotically induced amnesia. Hypnotically induced amnesia
refers to functional amnesia induced in the examinee by posthypnotic suggestion, and a
posthypnotic suggestion refers to a suggestion concerning a phenomenon taking place subsequent
to the “waking” of the examinee from the hypnotic trance. The question is answered in the review
of the literature n the subject, which revealed that, in 1945, E.M. Bitterman and F.L. Marcuse
demonstrated by means of a Keeler polygraph that subject showing complete symbolic
posthypnotic amnesia for specific previously learned words retained the ability to recognize the
words at the “unconscious” level. The subjects produced deceptive responses on their polygrams
when they denied recognition of the previously learned words.

DISSOCIATION

EitanElaad and Gershon-Shakkar (1991) conducted an analog study on the effects of

specific dissociation from the relevant stimulus and continuous dissociation throughout the entire
Guilty Knowledge test in mock crime paradigms. A control no-countermeasure condition was also
used in the study. Two experiments were conducted one in a field setup using a Lafayette
Pentograph filed model polygraph instrument (which recorded thoracic and abdominal breathing
patterns, electro dermal response (GSR), and cardiovascular activity recorded by a pneumatic
blood pressure cuff inflated to a pressure between 40 and 50 mmHg); the other experiment
employed only a constant voltage system to measure skin conductance.

However, in experiment one, the results based only on the GSR inasmuch as it proved to
be the most effective parameter. Both experiments revealed that the item-specific
countermeasures tended to decrease detection efficiencies. The result support the notion that
manipulations designed to enhance the attention to the relevant information, and which make the
relevant stimuli more difficult to ignore are associated with greater differential economic
responsibility and with better psychophysiological differentiation.
PHYSICAL

PHYSICAL COUNTERMEASURES REQUIRE THE DELIBERATE MANIPULATION OR

treatment of some part of the body for the purpose of affecting the physiological data recorded on
the polygraph chart. The most common of these is the subject’s attempted control of his/ her
breathing rate.

Other physical countermeasures include movements, which may cause distortion of the
physiological tracing, or pain, which can cause a physiological reaction and/or distortion. Again,
anti-countermeasures can be most effective in the prevention and identification of such attempts
to defeat the polygraph examination. One such anti-countermeasure and countermeasures is the
motion or movement detection chair.

PHARMACEUTICAL

The use of drugs, whether stimulants or depressants, by an examinee is always of concern

to the polygraph examiner, and the pre-test interview should probe those areas. While some
research has shown that certain drugs have influenced the outcome of polygraph examination
which lack control questions, other research has shown that even with the use of propranolol, a
beta blocking drug, the overall error rate was low, but the inconclusive rate was high. However, a
study (by lacono) found that ingestion of neither 10 milligrams of methylphenidates (retaline)
affected the accuracy of detection. Results in both active drug conditions were more accurate than
when subjects ingested a placebo containing lactose.

ALCOHOL

Attempted to determine the effect that alcohol would have on the detection rate subjects
who had committed a mock crime while sober but were administered a polygraph examination
while under the influence of alcohol. Polygraph technique, and the emotional psychodynamics
found in a real-life situation, the use of alcohol as a countermeasure failed. But the study also
showed that alcohol intoxication during the crime reduced detect ability with detection scores
derived from the measurement of skin responses on the control question test and the guilty
knowledge test.

ACCURACY OF POLYGRAPH
 A great deal of research has been done on the validity and reliability of the polygraph.
Criminal case examination has yielded more impressive results than laboratory experiments. The
more that is at risk for the person who is lying, the greater emotion he will exhibit when being
deceptive and the easier it is for the polygraph examiner to detect that deception. In the laboratory
it is difficult to duplicate the degree of emotion an actual criminal suspect encounters when lying
about a crime.

There are two components is assessing the value of an examination reliability and validity.
First, the measurements recorded by the instrument do not directly indicate lying. The second
factor is the ability of the polygraph examiner to interpret the test results. Since there is no unique
physiological pattern associated with lying and individuals differ widely in their physiological
responsively, no one can identify a given response as lie without comparing it to the same
individual’s physiological response to other questions. In other words, the key to a valid test
procedure is the control questions used for comparison with crucial questions.

According to the latest research polygraph accuracy is suggested to be in the 95% to 98%
accuracy range. Recent studies also conclude that a well-designed examination administered by
a skilled polygraph Examiner is highly valid and close to 100% accuracy on the computerized
systems. To date, twenty-four (24) states have enacted laws requiring the licensing of polygraph
examiner. These licensing requirements help ensure that persons conducting polygraph
examinations have the necessary training to give reliable and valid test.

If the examiner is well qualified and trained, the possibility that the results of a polygraph
test will be admitted as evidence in a disciplinary enquiry or by the appropriate dispute resolution
body, will be greatly increased.

This renders it to be favorable as evidence, provided that there is supporting evidence and
the test was performed by well qualified examiner.

Occasionally you will hear reports from those who fear the polygraph may not be accurate.
The American Polygraph Association (APA) answer them with this:

“One of the problems in discussing accuracy figures and the differences between the
statistics quoted by proponents of the polygraph techniques is the way that the figures are
calculated. At the risk oversimplification, critics, who often don’t understand polygraph testing,
classify inconclusive test result as errors. In the real life setting an inconclusive result simply means
that the examiner is unable to render a definite diagnosis. In such cases a second examination is
usually conducted later. Critics of the polygraph technique would calculate the accuracy rate as
70%. Since those who use polygraph testing do not consider inconclusive test results as negative,
and do not hold them against the examinee, to consider them as errors is clearly misleading and
certainly skews the figures.
 Certain physiological as well as psychological conditions can influence the examination to
the extent that under such circumstances it is not recommended to administer such an
examination. The examination can only be performed when the subject voluntary subjects him/her
to the procedure.

Controversy surrounds the potential of certain individuals to “beat the polygraph”, especially
those diagnosed as psychopathic. Because these persons theoretically exhibit no emotion
because of lying, the polygraph would be unable to detect the deception. While one or two studies
confirms this hypothesis, most research refute it. Results with criminal suspects support the
position that deceptive psychopaths are as physiologically reactive and as readily detected as non-
psychopaths.

Voodoo or Valid

Detractors of the polygraph call lie detection a voodoo science, saying that polygraphs are
no more accurate at detecting lies than the flip of a coin.” Despite claims of “lie detector” does not
measure truth-telling; it measures changes in blood pressure, breath rate and perspiration rate, but
those physiological changes can be triggered by a wide range of emotions.” What has happened
over the years is that the media has dubbed this lie detection, and that’s what clicked, but from a
scientific perspective, not. There’s no such thing as lie detection. Polygraph Examiners couldn’t tell
what a lie looks like. Examiner’s assert that polygraphs can detect deceptive behavior even though
the stress brought on by the exam itself. If the examiner is properly trained and has the experience.
Though specific procedures that the examiner will employ. Anxiety will not penetrate it.

LESSON III

Technique in detecting lies.

The first test

Once the instrument has been properly calibrated and adjusted, the examiner can now
begin the first test by giving the subject the usual instruction, such as “the test is about to begin,
do not move any part of your body, just look straight ahead, and answer all the questions with
“yes” or ‘no’ only”. The next series of steps to follow are detailed below.

1.The examiner runs the machine for another 10 seconds

2. Start with question number 1 (irrelevant), then give the subject around 15 seconds to
think and contemplate on his answer before saying “yes or no”
3. The examiner asks question number 2 (irrelevant) which is answerable by “yes”. The
subject is given another 15 seconds before he answers.
 4. The examiner introduces the third question (weak relevant). The subject is given
another 15 seconds before he answers.
5. The examiner give the next stimulus question (irrelevant), which give the subject some
time to return to his norm. The subject is given 15 seconds before he answers.
6. The strong relevant question is introduced, with 15 seconds given to the subject before
he answers
7. Question No.5 immediately followed by a primary control question. Again, the subject is
given 15 seconds before he answers.
8. the examiner introduces another irrelevant question to level down the physiological
reaction the subject may have from the last two stimuli. The subject is again given 15
seconds before he answers
9. next comes question No. 8 (evidence connecting questions. Again, the subject is given
15 seconds before he answers.
10. this followed by knowledge question No. 9, a 15 second interval and followed by
question No. 10 (secondary control question), with another 15 second interval to allow the
subject to think about his answers.
11. Finally, the examiner gives the final instruction as follows: the test is about to end. Do
not move any part of your body. I will release the pressure on your cuff for a while. When
the cuff is released, the examiner allows 10 seconds to pass so that the pneumo tracings
can run before totally stopping the test.

The second test

This test is not related to the case being investigated. In this kind of test, the examiner
asks the subject to choose a number out of five numbers he has written on a slip of paper. The
examiner asks the subject to encircle one of the numbers and remember it carefully. The subject
should not forget this number. The examiner may or may not leave the room while the subject
chooses the number.

Next the examiner explains the purpose of the second test. Some of the reasons why a
second test is necessary are mentioned below.
a. If the subject is skeptical, the second test will allow him to familiarize himself with the
machine (and whether it is in good condition). This is because after the test, the examiner reveals
the number chosen by the subject.
b. The second test would allow a highly nervous but innocent subject the opportunity to
prove early on that he is innocent.
c. the second test will make a guilty subject think about the outcome of the test and that
what he is doing is not a joke. Usually, a guilty subject is very aggressive in taking the polygraph
test at the start of the investigation
d. once the subject has encircled a number. The examiner thoroughly explains its purpose
and procedure. In this test, the subject is instructed to answer “no” to all the questions the
examiner will ask, the irrelevant questions must also be answerable by “no” once the subject
confirm that he has clearly understood the instructions and says “yes” the commences. The
prepared questions should be given in sequence.

Sequence of Questions in the Card Test

1.Irrelevant questions (answerable by no)

2.The number in the sheet of paper
3.The number in the sheet of paper
4.The number in the sheet of paper
5.The number in the sheet of paper
6.The number in the sheet of paper
7.Irrelevant question (answerable by no)

Next, the examiner repeats the test using the same set of questions, ending with a total of
14 questions in all. Here, there is only one relevant question on the subject’s mind: his chosen
number. Thus, there is no need to set 15-second intervals from one question to another unless
the examiner is really an expert who can easily spot the reaction on the half set, the time spent is
almost the same as the other regular test.

After successfully finishing the card test, the examiner now gives the final instruction for
the second test.

The main value of card test is the following:

1. To simulate the lying subjects into specific responsiveness to the subsequent relevant
questions, through the demonstrated efficacy and accuracy of the polygraph technique,
especially in relation to the card test.
2. To ensure truthful subjects of the technique’s dependability and stimulate concern about
the answer that should be given to the control question on the next test; and
3. To give lying subject the opportunity to try to distort the polygraph tracings, thereby
further exposing his deception in relation to crime being investigated.

The Third Test

The third test represents the overlook of the subject in relation to the test. At this point, a
guilty subject will be more serious about the test because he knows the likelihood of him being
found guilty would already be very high. By contrast, at this point, an innocent subject will be much
more relaxed and his skeptical attitude about the test would be lessened. The test starts again as
the examiner provides the initial instructions to the subject. This time only the five questions are
rearranged. The succeeding five remains the same.

In this test, the examiner should have an idea on how to properly stimulate a subject, base
on the result of previously conducted number test. This also gives the examiner the opportunity to
ask the subject if the later really understand all questions given to him. Usually, the innocent
subjects would clarify his responses to question No. 6 (on test number 1). Once the queries have
been addressed then start now the 3rd test

The mixed questions test

The mixed is specifically designed to eliminate what the examiner calls the “spot responses”
(example., the subject anticipates that the next question will be the weak relevant questions). If the
subject is guilty, he would try to guess what the questions will be. Thus, this question is changed
to other relevant questions. In this sequence, the instruction will be given, along with the
explanation on how the mixed question test should proceed.

There are four distinct advantages in using the mixed question test.
1.It allows the additional pin-pointed pairing of relevant and control question responses;
the relevant question No.5 is paired with control question Nos. 6 and 10.
2. A change in the sequence of questions on the fourth test will help reduce the possibility
of spot responses.
3. It reduces the likelihood of misleading eventuality, wherein a subject may anticipate
certain questions and prompts him to give “anticipatory” responses.
4. To discount the possibility of cuff discomfort, usually on the questions on the later part
of the test

Sequence of Questions in the Mixed Questions Test

1.Irrelevant question No. 4
2. Irrelevant Question No.1
3. Strong relevant Question No.5
4. Primary control Question No.6
5. Irrelevant Question No. 2
6. Weak relevant Question No. 3
7. Secondary control Question No. 10
8. Knowledge Question No. 9
9. Evidence connecting Question No.8
10. Primary control Question No. 6
11. Strong relevant Question No.5
12. Secondary control Question No.6

The Silent Answer Test (SAT)

Since the advent of the control question technique, the most significant advancement in the
polygraph questioning technique is the SAT, in this type, the examiner instructs the subject to
refrain from giving any audible answers to the question that would be given. He will just listen to
each test questions and answer to himself, including nodding his head.

The SAT is typically administered near the end of the test series in cases where the first few
tests do not clearly reveal the subject’s status, or the subject’s effort to answer the test questions
verbally distorts the tracings. However, the SAT can also be employed as the very first test in the
examination series.

It could be emotional hindrance for the subject if he is not allowed to answer questions.
Therefore, it is presumed that the subject would be at distinct disadvantage if told not to answer
questions, especially during polygraph test. The subject who is lying to the relevant questions may
exhibit suspicious behavior when told not to answer any of the questions; consequently, he may
think much more about the questions to which he can silently lie. A mental conflict thus occurs,
which produces an emotional reaction reflected on the polygraph record.

In addition, when answering questions aloud, some subjects are defending themselves
against the examiner, and by talking, they are allowed to relieve themselves from tension created
by the questions. However, during the SAT, these subjects can no longer “defend” themselves
against the examiner and must now lie to themselves (in the case of guilty subject). As he lies
silently, he will try harder to conceal the deception, which can accentuate his polygraph responses.

There are two (2) significant points to keep in mind to achieve the benefits of SAT.
1.The subject must understand that he will be asked the exact questions from the previous
test.
2. The subject must understand that although he cannot answer orally but be truthful to all
his answers.

COMPUTERIZED POLYGRAPH TECHNIQUE

Steps to follow:

1.Create a Polygraph file containing all essential information about the subject down to the
test result.
2. Enter the personal history information, including fingerprint scanning and verification,
signature scanning and verification, and photograph of the subject being examined
3. Select a question set; the examiner types the questions that will be asked on the actual
test
4. prepare the subject for the test; review the question that will be asked on the actual test
5. Enter the examination information into the computer
6. Record the chart
7. Review the chart
8. Score the chart using automatic and or manual scoring
9. Create a report
10. Print the report

Utah Approach to Comparison Question Polygraph Testing

(Mark Handler and Raymond Nelson)
 In 1970, David Raskin, a psychologist and researcher at the University of
Utah, began a study of the probable lie comparison question polygraph
technique. Raskin and his colleagues systematically refined the elements of
polygraphy by determining what aspects of the technique could be scientifically
proven to increase validity and reliability (Raskin & Honts 2002). Their efforts
culminated in the creation of what is known today as the Utah approach to the
Comparison Question Test (CQT), an empirically consistent and unified approach to
polygraphy. The Utah-CQT, was traditionally employed as a single- i s s u e Zone
Comparison Test (ZCT). It is amenable to other uses including multi-facet testing
of a single crime issue, as a Modified General Question Technique (MGQT)
format, or as a multiple-issue (mixed-issue) General Question Technique (GQT). The
Utah-CQT and the corresponding Utah Numerical Scoring System (Bell, Raskin,
Honts & Kircher, 1999; Handler, 2006) resulted from over 30 years of scientific
research and scientific peer3 review. The resulting technique provides some of
the highest rates of criterion accuracy and interrater reliability of any polygraph
examination protocol (Senter, Dollins & Krapohl, 2004; Krapohl, 2006) when
applied in an event-specific testing situation. The authors discuss the Utaht CQT
using the Probable Lie Test (PLT) as well as the lesser- k n o w n Directed Lie
Test (DLT) and review some of the possible benefits offered by each method.

Three-Question Format
The Utah-CQT begins as other testing procedures do, with the pre-test
interview, accomplished in a non-accusatory manner. The examiner should obtain
the necessary test release that includes a brief statement of allegations or issues to
be resolved, and if applicable, a statutory rights waiver and then collects general
biographical and medical information from the test subject. Rapport- building
discussion gives the examiner a chance to evaluate the test subject’s suitability for
the examination. Interaction with the test subject also gives the examiner the chance
to do a rough assessment of the
The following describes an example of question numbering and type of question
used in the three-question version of the Utah-CQT. For a single-issue
examination, there will be three relevant questions, each slightly reworded.
Example of a Utah PLT 3-question wording

For an event-specific, single-issue test surrounding a bank robbery

occurring last Thursday, one might ask the following questions:

Introductory 1: Do you understand I will only ask you the questions we discussed?

Sacrifice Relevant 2: Regarding whether or not you robbed that bank do you
intend to answer all of these questions truthfully?

Neutral 1: Are the lights turned on inside of this room right now?

Comparison 1: (Before turning X), Did you ever do anything that was dishonest
or illegal?
 Relevant 1: Did you rob that bank located at in Austin?

Neutral 2: Are you now physically located within the State of Texas?

Comparison 2: (Between the ages of X and Y), Did you ever take anything that
did not belong to you?

Relevant 2: Did you rob that bank located at in Austin last Thursday?

Neutral 3: Do you sometimes listen to music while riding in a car?

Comparison 3: Did you ever take anything from a place where you worked,
(before age X)?

Relevant 3: Did you rob that bank at on

?

The examples above are shown with the exclusionary clause of the
comparison question in brackets.

For a multiple-facet examination, the examiner has a choice of asking two

reworded relevant questions with the same meaning and another relevant
question that is directly related to the issue under investigation. This third
relevant question can be an evidence- connecting, guilty knowledge or secondary
involvement question.

If one were to construct a multiple-facet polygraph examination surrounding a

single crime event involving a bank robbery, examples of alternative relevant questions
may be:

Introductory 1: Do you understand I will only ask you the questions we discussed?

Sacrifice Relevant 2: Regarding whether or not you robbed that bank do you intend to
answer all of the questions truthfully?

Neutral 1: Are the lights turned on inside of this room right now?

Comparison 1: Did you ever steal anything from someone who trusted you?

Relevant 1: Did you rob that bank at on ?

Neutral 2: Are you now physically located within the State of Texas?

Comparison 2: Did you ever steal anything from a friend or family member?

Relevant 2: Did you plan or arrange with anyone to rob that bank at?
Neutral 3: Do you sometimes listen to music while riding in a car?

Comparison 3: Did you ever steal anything from a place you worked?

Relevant 3: Did you participate in any way in the robbery of that bank?

Four-Question Format

The four-question format is similar in design to a version of the Air Force

Modified General Question Technique (DoDPI 2006) using pairs of relevant
questions that are bracketed by comparison questions. This allows the examiner
greater flexibility covering more than one aspect of the relevant issues and in
scoring by using the surrounding comparison questions. The relevant questions can
range from one to four distinct behavioral aspects or facets of a single crime or
allegation. The question construction rules are the same as those described above
for the multiple-facet version of the three-question version.

The following describes an example of question numbering and type of

question used in the four-question version.

I1 Introductory
SR2 Sacrifice Relevant
N1 Neutral
C1 Comparison
R1 Relevant
R2 Relevant
C2 Comparison
N3 Neutral (optional) This neutral question may be inserted at the option of
the examiner to allow some decrease of tension and recovery to baseline. If
inserted, the examiner will skip over this neutral question during scoring.
R3 Relevant
R4 Relevant
C3 Comparison
N2 Neutral

In Test Operation

The test subject is instructed to sit still and answer each question truthfully.
However, the approach is to avoid doing this in a heavy-handed manner. For
example the following admonition would be typical for this approach:
 “I need you to sit still during the asking of the questions. Movement will create
distortion and artifacts in the recordings that will require me to repeat the
questions and that will make the test longer.”

The examiner rotates the neutral, comparison, and relevant (if desired) questions
during the next and subsequent presentations. The examiner may prefer leaving the
relevant questions always in the same position, and rotating only the comparison and
neutral questions, making it easier to score the charts by having a fixed order of
relevant questions. Moving the questions helps to prevent pattern recognition and
anticipation of a specific order of questions during the examination.

The following are examples of serial positioning in the question strings showing
one example of question rotation.

Three Question Version

First Chart
I1,SR2,N1,C1,R1,N2,C2,R2,N3,C3,R3
Second Chart
I1,SR2,N2,C3,R2,N3,C1,R3,N1,C2,R1

Third Chart
I1,SR2,N3,C2,R3,N1,C3,R1,N2,C1,R2
Four Question Version
First Chart
I1,SR2,N1,C1,R1,R2,C2,N3
(N3 is optional),R3,R4,C3,N2

Second Chart I1,SR2,N2,C2,R1,R2,C3,N3

(optional),R3,R4,C1,N1

Third Chart
I1,SR2,N1,C3,R1,R2,C1,N3
(optional),R3,R4,C2,N2

Note how the examiner places equal emphasis on each group of questions
during the stimulation and review.
Examiner: OK Roy, did you have any problems with any of those questions on
the test?

Roy: No.

Examiner: Anything come to mind when I asked you those questions?

Roy: No.
 Examiner: How about those questions about the drug transaction? Is it clear
what I am asking you? Do you understand them?

Roy: Yep.

Examiner: How about those questions about lying? Any problem with any of
those?

Roy: Nope.

Test Data Analysis and Decision Criteria

➢ The Utah scoring System is based on physiological response data that
has been proven to be a valid and reliable indicator of sympathetic
arousal.

➢ Numerical evaluation of the test data is accomplished by comparing

the relative strengths of responses to comparison and relevant
questions

➢ uses a 7- position numerical scoring approach.

➢ The relative strengths of physiological reactions for each sensor are
compared and a score is assigned. The possible scores range from -
3 to +3.
➢ The reaction of each relevant question is compared to the reaction to
the preceding comparison question in the 3-question CQT format or
the stronger of the two surrounding comparison questions in the 4-
question MGQT format.
➢ If the relative strength of the relevant question is greater than that of the
comparison question, a negative value is assigned.
➢ Conversely if the comparison question strength exceeds the relevant
question strength, a positive score is assigned.
➢ If there is no observable difference, a zero is assigned . (In some components
there are minimum relative ratios that must be achieved to assign a score).
For the three-question version shown above
➢ the relevant question is normally compared to the preceding comparison
question for evaluation.
➢ If the preceding comparison question is distorted by an artifact, the
examiner may use the closest artifact-free comparison question for
evaluation.
For the four-question version
➢ the examiner compares the relevant question to the two bracketing
comparison questions, component by component.
Example. In
the first chart of the four-question version shown above, R1 is
compared to C1 and C2.
 ➢ The examiner will find the strongest reaction channel separately of each
channel for C1 and C2 and use that to compare to the corresponding
channel of R1
➢ Using the reaction of the stronger bracketed comparison question has
been shown to produce valid field results
The Utah Scoring System
➢ The Utah Scoring System uses a total of seven primary scoring
criteria in the respiration, cardiograph, electrodermal, and peripheral
vasomotor activity channels. Values of -3, -2, -1, 0, +1, +2, and +3 are
assigned by channel to each relevant question.
➢ As mentioned above, if the relevant question is the larger of the
two, the score will be a negative number.
➢ If the comparison question is the stronger of the two, the score will
be a positive number, and no difference yields a score of zero.
➢ Only one score of +/-3 can be assigned per chart, in the cardio and
electrodermal channel, and only if the baseline for the channel is stable
and the reaction is the largest in that channel on the chart.
➢ The relevant question totals are calculated after three charts and, if
inconclusive, after five charts.

❖ For the respiration channel, there are four empirically confirmed

features that are considered diagnostic
➢ Three of those features are captured by the phenomenon known as
Respiration Line Length “RLL”
➢ RLL is simply the measurement of the length of the respiration line for a fixed
period. The total line length for the designated period of time between the
relevant and comparison question or questions is compared.
➢ The greater the suppression the shorter the line length, thus the stronger
the response.
• Those three features are suppression of respiration amplitude (Figure 2),
• reduction in the respiration rate (which includes changes in the
inhalation/exhalation ratio if they result in respiration rate decreases,
Figure 3)
• and apnea occurring near the exhalation cycle (Figure 4). The fourth
respiration criterion is atemporary rise in the baseline of the tracing.
➢ A respiration tracing is considered to be diagnostic if there are at least
three successive cycles of an RLL feature or temporary baseline
arousal. The exception to this is apnea, where there may not be any
discernible cycles of respiration.
➢ While the thoracic and abdominal respirations are recorded
separately, a single value is assigned.
➢ That value is based on the noted combined difference between the
relevant and comparison questions.
➢ The developers of the Utah-CQT have taught and practiced
conservatism when evaluating the respiration channel.

➢ respiration scores of 0 were assigned about 75% of the time. Scores

of +/-1 were assigned about 20% of the time, and +/-2 or 3 less than
5% of the time.
❖ For the electrodermal channel, scores are based primarily on a
comparison of the peak amplitude (Figure 6), a criterion that has been
empirically shown to be diagnostic.

➢ A score of +/-1 is assigned if the relative strength is twice as large, a

score of +/-2 is assigned if the relative strength is three times as large and a
score of +/-3 is assigned if the relative strength is four times as large. If the
electrodermal tracing is labile, a score of 3 should not be assigned.

➢ Duration of response and complexity can be considered as secondary

reaction criteria. Reactions that have clearly longer duration or complexity
may increase a 0 to a
+/-1 or a +/- 1 to a +/-2 (Figures 7 & 8). If the amplitude ratios are at least
1.5:1 with complexity over no complexity or increased duration of reaction
time, this allows an increase of a score of 0 to +/-1. Similarly, a ratio of at
least 2.5:1 to increase a score of +/- 1 to +/- 2 following the same rules
regarding increased complexity or duration. Bell et al. noted in the
electrodermal channel scores of 0 were assigned about 50% of the time,
scores of +/-1 about 25%, +/-2 about 20 % and +/-3 less than 10% of the
time.

❖ For the relative blood pressure channel, relative strengths of

reactions are assessed based on upward movement from baseline
(baseline arousal) as shown in Figure 9. A minimum ratio of 1.5:1 is
required for a score of +/-1; a ratio of 2:1 for a score of +/-2; and 3:1 for
a score of +/-3. Bell et al. (1999) reported duration of the response may
be considered when evaluating the relative strength of the reaction and a
reaction with greater duration may increase a score from 0 to 1 or from
1 to 2 (see Figure 10).

❖ For the peripheral vasomotor activity, the relative strength of the

reactions is assessed by comparing the reduction in pulse amplitude
(Figure 11). The source of this channel is a photoplethysmograph
monitoring reduction in finger pulse amplitude. Numerical scores are
based on the duration and degree of amplitude reduction.

➢ Scores may be assigned when there is no difference in amplitude

decrease but a discernable difference in duration of the reactions
(Figure 12). Bell et al. noted in scoring finger pulse amplitude scores
of 0 were assigned about 70% of the time and scores of +/-1 about
30%, (Bell et al. 1999).
 Examples of Scoring Criteria
Respiration

Figure 2 below shows an example of suppression of respiration

amplitude.

Figure 3 below shows an example of reduction in respiration rate.

Figure 4 below shows an example of apnea occurring at or near

exhalation.

Note: The above three reaction criteria are those that are captured by the phenomenon known
as RLL.

Figure 5 below shows an example of temporary baseline arousal.

Electrodermal Activity

Figure 6 below shows an example of amplitude Increase.

Note the ratio of the above tracings on the recovery side of the tracing. This
is about 2.6:1 (26 mm vs. 10 mm in ratio would qualify for a score of +/-2
amplitude) with obviously longer duration based on the increased duration and
and complexity complexity.

Figure 7 below shows an example of increased duration.

Note the ratio of these tracings is about
1.8:1 (18 mm vs. 10 mm in amplitude) with
obviously longer duration and complexity on the
recovery side of the tracing. The amplitude ratio
does not exceed the 2:1
normally required for a score of +/-1. This
would qualify for a score of +/-1 based on the
ratio of at least 1.5:1 with greater duration and
complexity.

Figure 8 below shows an example of complexity.

Note the ratio of the tracings in figure

8 is about 1.8:1 (18 mm vs. 10 mm in
amplitude) with obviously longer duration and
complexity on the recovery side of the tracing.
The amplitude ratio does not exceed the
2:1
normally required for a score of +/-1. This
would qualify for a score of +/-1 based on
the ratio of at least 1.5:1 with greater
duration and complexity.
Cardiograph

Figure 9 below shows an example of baseline arousal.

Figure 10 below shows an example of increased duration of response.

. The amplitude ratio in figure 10

does not exceed the 1.5:1 normally
required for a score of +/-1. This
ratio would qualify for a score of
+/-1 based on the greater
duration observed in the first
reaction

Note the ratio in figure no

10 is about 1.3:1 (8 mm vs.
6 mm in amplitude) with
obviously longer duration and
complexity on the recovery side of
the tracing
 .

Photoplethysmography
Figure 11 below shows an example of

amplitude reduction

Figure 12 below shows an example of

increased duration of amplitude
reduction
Polygraphy
Polygraphy

LESSON IV

CHART INTERPRETATION AND MARKINGS

The second most critical part of any polygraph examination is the analysis and
interpretation of the physiological data recorded on the polygraph charts. The first is the
scientific formulation of relevant and control questions in a valid psychological test that
is properly administered, without which chart interpretation becomes useless.

The interpretation of polygraph charts requires the knowledge of physiological

and psychology as they pertain to the polygraph Examiner. Many polygraphs Examiner
are “technicians” who interpret chart tracings by memorizing known tracing pattern
without knowing the physiological cause for the particular pattern analysis. This can
lead to errors in interpretation that otherwise could have been avoided. As an analogy,
you would not want your x-ray to be analysed by an x-ray technician, you want a a
medical doctor trained in radiology to interpret your x-rays.

While knowledge of the various physiological patterns that may be recorded on

polygraph charts is essential, an understanding of their etiology is also required in order
to make an accurate evaluation.

A polygraph chart contains basically four separate physiological records, which

are seen on the chart as four lateral tracings. Respiration patterns are recorded at the
top portion of the chart by two separate pneumograph pens, one record thoracic
breathing and the other records abdominal breathing. Older polygraph instrument used
only one channel to record breathing. The middleprotion of the chart is reserved for the
GSR tracing, which reflects cardio tracing, relative changes in the subject’s conductivity
of minute induced electrical impulses. The cardio tracing, reflecting relative changes in
blood pressure, pulse rate and pulse amplitude is recorded as the bottom tracing on the
polygraph chart.

Test questions are spaced at 20 seconds interval, from the answer to one
question to the beginning of the next question, to allow the sympathetic and
parasympathetic systems to activate and manifest themselves on the chart. The
subject is restricted to a simple yes or no answer on the test, since all test question
have been previously reviewed with the subject during the pre-test interview. At the
beginning of the test question, a short vertical line is placed at the bottom of the moving
Polygraphy

chart line with the tip of the cardio pen, either manually with the felt tip pen or with the
use of a stimulus marker. When the question is finished, another vertical line is marked
on the moving chart. When the subject answer yes or no, a plus or minus marking is
placed on the moving chart at the exact time the answer was given. Underneath the
markings, the question number is inserted.

Uniform Chart Markings were developed by Cleve Backster, to document on the

polygraph chart at the exact time of occurrence any artefact caused by the examinee or
the polygraph examiner. This standardized procedure permits the reconstruction of the
test conditions for subsequent evaluation by another polygraph examiner.

Breathing analysis

A person’s inhalation causes the pneumo pen climb proportionately clockwise on

the chart. When aperson exhales, the pen returns counterclockwise to its normal
baseline. Each inhalation/exhalation iscnsidered one cycle. A series of consecutive
cycles forms a traing segment or pattern.

When a subject has no immediate fear of detection regarding a particular

question on the test, the subject’s breathing cycles should be equal height and
amplitude in as much as there is no psychological change that would inhibit the
subject’s diaphragm-intercostal muscular complex. Consequently, the subject has tidal
air intake during inhalation and average residual air volume as a result of the relaxation
of the diaphragm-intercostal complex not being inhibited.

When subject experience a fear of detection regarding a particular question on

the test that represents a threat to his/her wellbeing, psychological change. During
inhalation, the diaphragm-intercostal muscular complex is inhibited, causing a reduction
in the tidal air intake. This results in either sustain, ascending descending or suppressed
breathing of less than average amplitude on a stable baseline. Sustained, ascending
from reaction tracing segment.

Galvanic Skin response/conductance analysis

To properly interpret the GS tracing, one must understand the causes and effect
of the particular tracing to be analyzed. The sweat glands are activated by sympathetic
nerves that use acetylcholine as their chemical mediator

Cardio analysis.
Polygraphy

The basic purpose of the cardiograph component is to record from

brachial or radial artery at mean blood pressure relative changes in blood
pressure and rate and strength of pulse beat. The cardio cuff is actually
measuring changes in the volume of the arm.

THE GENERAL RULE IN CHART INTERPRETATION

1.There must be specific response.

2. To be specific, it must form a deviation from the norm.
3. The specific responses must appear in at least two (2) test charts.
4. The best indication of deception is the simultaneously specific in
the 5. three (3) tracings of the chart.

TRACINGS

TRACINGS TAKEN BY A COMPUTERIZED POLYGRAPH

Polygraphy

PNEUMO TRACING DECEPTION REPONSES

PNEUMO TRACING DECEPTION REPONSES

Respiratory Block – appear at the end of the exhalation

Respiratory Block – appears at the end of the inhalation

SUPPRESSION – APPROACHES BUT DOES NOT QUITE EQUAL THE TYPICAL RESPIRATORY
BLOCKS IN A AND B.
Polygraphy

STAIRCASE SUPPRESSION
GALVANOGRAPH DECEPTION RESPONSES
▪ Double Saddle Response
▪ Rise from the Baseline
▪ Vertical Rise Point
▪ Long Duration
▪ Plunging of the tracing
CARDIO TRACING NON-DECEPTION RESPONSES
Polygraphy

Consistently Irregular (ectopic) Relatively small (obese subject)

CARDIO TRACING DECEPTION RESPONSE

Slow PulseRoller Coaster Shape

Polygraphy

Chart Markings

To facilitate accurate evaluation and interpretation of the test charts, markings

are employed using signs and symbols, which enable the examiner to determine the
following:
1.The exact time at which the test commenced and terminated
2. Initial and final blood pressure levels as well as galvanograph reading
3. The particular point at which each question started and ended, the
corresponding identification of the question, as well as the type and time answer given
by the subject.
4. Duration and amplitude of reaction pattern
5. Any instruction given, or a repetition of question given
6. Any movement, cough, or talking by the subject or outside distractions that
occurred
7.Mechanical adjustments or re-adjustments made before, during, or after the
test
8.Time interval between questions
9. Extraneous factors that affected the test chart (e.g. paper jam, power outrage,
etc.)
10. The chart number, the name of subject, and the time, date. And place where
the test was taken.

Signs and symbols in placing Chart Marking

Signs and Symbols

Single x ( X )
Indicates the beginning of test.
Inform the subject that the test begins.
X is placed on the chart below the tracing
Wait for 15-20 Seconds before asking the first question.

Double x (XX)
Indicates the end of the test.
XX mark is put below the tracing.
Inform the subject that the test is about to end.

/ //
/ Indicates the beginning of a question
// indicates the ending of a question

Numbering of Question - Numbering should be done between the stimulus marks either below or
right of stimulus marking.

Positive (+), Negative (-) and No sign

+ is used when the subject answered YES.
- is used when the subject answered NO
No sign if subject did not answer.
 Polygraphy

T-----T - used when the subject is talking. The horizontal line between the letters shows how long
the talking made by the subject.
TI - used when the Examiner is giving instructions to the subject.
C – indicates coughing of subject
M or M-------M – the letter M indicates movements of subject. M----M is used when there is
prolonged movements of subject.
MI – movement instructions given by the Examiner.
Arrow up & Arrow down – mechanical adjustments made by the Examiner on the machine.
CT – when Clearing of Throat was done by the subject, place below the pneumo tracing.
OSN – marked when Outside Noise is heard outside that would affect the test.
S – indicates Sigh (deep breath) made by the subject, placed inside the Pneumo tracing.
SN – indicates Sniffing (breathing thru the nose = “singhot”) of subject, place Below the Pneumo
tracing.
SZ – indicates Sneezing (involuntary expelling of air thru the nose and mouth = “hatsing”) of
subject, placed Below the Pneumo tracing.
B – indicates Burping (a noise made thru the mouth = “dighay”), placed below the tracing (pnuemo
and Galvo tracings)
L – indicates Laughing made by the subject. Placed below the Pneumo tracing (This also affects
the Cardio tracing)
Y – indicates Yawning (opening of mouth wide due to tireness or boredom). Placed below the
pneumo tracing. This also affects the Cardio and Galvo tracings.
VC – indicates Voice Change, placed at the break of Cardio tracing.
IM – indicates Involuntary Movement. Placed at the break point of Cardio tracing.
ARM------ARM – indicates Blood Pressure Cuff discomfort of the subject.
BI – indicates Breathing Instructions made by the Examiner. Placed below the Cardio tracing.
RQ – indicates Repetition of Question was requested by the subject.
PJ – indicates Paper Jam below the Cardio Pattern.
EE– Examiner’s error.Must be put on the most affected tracing.
\ \ – Disregard response. Used for Electro Dermal Tracings only to disregard early response.
WR – Will repeat Last question. Mark is put below the Cardio tracing.

Method of Numbering of Charts for Identification

1. Identifying information on test charts.

a. Subject’s name, rank, or profession.
b. Date and hour of examination.
c. Test or chart number.
d. Initial of examiner.
e. To be written above the pneumo pattern near the beginning of the chart.
2. Identifying signature of subject.
a. At the completion of the examination the subject will be required to sign
across the three recorded graph.
b. Done for the purpose of positive identification of each chart.
Chart Probing is the process of asking questions done by the examiner to the
subject by exploring the questions asked.

Examples
1. What was your feelings when I asked you the first relevant question?
 Polygraphy

2. Why is that you were perspiring when I asked you the 2 nd relevant question?

Purposes of Chart Probing

1. To determine the true cause of the recorded responses.

2. To calm an overly stimulated subject.
3. To clarify confusion or misunderstanding that might have been caused by the questions
asked.
4. To convince doubtful subjects who may be testing the instrument or the efficiency of the
examiner.
5. To re-stimulate a subject who has produced little response or no response.
6. To obtain the cause or origin of a flat or unemotional chart.
7. To gain additional information pertinent to any specific issue.
8. To set the stage for the succeeding chart by rectifying given questions that may
necessitate rephrasing.
9. To maintain a gentle psychological pressure
10. To verify whether or not the subject has been truthful in answering the questions asked
during the test.

Samples of Chart Probing Questions

1. What was in your mind when I asked you this question?
2. Did you recall any similar incident when I asked you this question?
3. Is there something you are afraid to tell me about?
4. Can you tell me what could have caused this reaction when I asked this question?
5. What did you do after I asked you this question?
Chart Interpretation

Accuracy of Instrumental Detection of Deception

The accuracy of instrumental detection of deception is dependent upon the examiner’s
ability to diagnose truth or deception by reading and interpreting the chart of the subject.

Keynotes to Accurate Chart Interpretation

Question Formulation

This is the keynote to accurate chart interpretation.

If a relevant question has been properly phrased and delivered to resolve its particular
purpose, it will influence subject’s fight or flight mechanism in a manner, which will
facilitate chart interpretation.

Cardinal Rules in Chart Interpretation

General Rule is “Any change from normal requires an explanation.” The responsibilities
of the examiner are to determine:
 Polygraphy

a) Whether a change from normal is psychological or physiological?

b) Whether it results from direct, indirect, implied, associated, considered, sensitive, fearful
or distasteful sources.
c) Whether sources are immediately at hand or extraneous.
d) Whether the change from normal was a result of one or a combination of all these.
A smart examiner would want to be right in his interpretation of chart tracings. He must
be right; law objectivity goes out of the window and subjectivity reigns.

Descriptive Types of Breathing

a. Normal
b. Rapid
c. Slow
d. Shallow
e. Deep
f. Serrated inhalation
g. Serrated exhalation or both
h. Deviation caused by coughing.

GOOD LUCK…THANK YOU

You are given ten (10) days upon receipt to accomplish this module. You can submit through my
joebigwacs@gmail.com or messenger for the online classes, while offline class submit it to Dean Gilbert.
You can get succeeding module upon completion. Please be guided accordingly. Thank very much.

References.

Books
Ferguson, Robert Jr. The polygraph in private industry. Springfield, Illinois: Charles C. Thomas publisher,
1966.

Matte, James. Forensic Psychophysiology Using the polygraph. N. Y: J. A. M.

Publications, 1996.

Reid, John E. and Fred E. Inabau. Truth and Deeption. Baltimore: The Williams and Wilkins Company,
1977

Journals, Magazines, and Newspapers

Polygraphy

Polygraph examiner’s refresher and proficiency course, NHQ, Crime Lab. Camp Crame, Quezon City. Oct.
13, 2006.

Polygraph Examination Regulation, Federal Register. v. 64, 45o62, 2001.