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Attachment #1
Description of Training Procedure
a.
Tasking
SRI
International has been tasked during the FY’81-'83 period to work
toward the development of RV enhancement procedures that accommodate DoD needs.
Of particular interest are the development of procedures that can be transmitted
to others in a structured fashion
(i.e.,
"training" procedures),
and that can
be used in targeting on distant
sites of military or intelligence significance.
b.
Six-Stage RV Enhancement Procedure
At the beginning of the DIA/Army Joint Services Program
(FY’81),
SRI,
in
conjunction with its
sponsors, made a decision to go forward with developing
and codifying the most promising RV enhancement procedure that had emerged from
earlier work,
a six-stage training procedure developed by SRI
consultant
I.
Swann.
The procedure focuses on improving reliability of remote viewing by
controlling those factors that tend to introduce noise into the RV product.
The basic components of this procedure consists of
(1)
repeated target-address
(e.g.,
coordinate)
presentation, with quick—reaction response by the remote
viewer to minimize developing imaginative overlays,
(2)
the use of
a specially-
designed,
acoustic-tiled,
featureless, homogeneously-colored viewing chamber,
to minimize environmental overlays, and
(3)
the adoption of
a strictly-
prescribed,
limited interviewer patter to minimize interviewer overlay.
A
broad overview of the procedure, derived empirically on the basis
of
a decade
of investigation into the RV process,
is presented in Ref.
1.*
At this stage of near-completion of the development,
the RV
training procedure proceeds through a series of
six stages of
proficiency hypothesized to correspond to six stages of increased
contact with the target
site.
These are outlined in Table
1.
In a
given remote viewing session an experienced remote viewer tends to
recapitulate the six stages in order.
Ref.
1:
H.
E. Puthoff,
RV Reliability,
Enhancement, and Evaluation
(U)
, Final
Report, SRI Project 3279-1,
SRI
International, Menlo Park,
GA
(February 1982),
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Contents of Stage One Training
•
General orientation
•
Major Stage One signals,
lectures and practical exercises
•
Major sources of noise,
lectures
•
Stage One signal identification,
lectures and practical
exercises
.
•
Specific components of Stage One signals,
lectures
•
Specific components
of noise interference,
lectures
•
Types of major Stage One signals,
lectures and practical
exercises.
•
Simultaneous handling of signals and noise,
practical
exercises.
•
Objectification procedures,
lectures and practical exercises
•
Analysis of signals,
lectures and practical exercises
•
Anomalies encountered in signal identification
•
Self-correcting mechanisms inherent in signal/analysis,
lectures
•
Methods of recording,
preparing and presenting work materials,
lectures and practical exercises.
•
Culminating features of Stage One signals,
leading to emergence
of Stage Two signals,
lectures.
•
Final checking to ensure that competency has been gained
concerning Stage One phenomena.
Contents of Stage Two Training
•
General orientation
•
Major Stage Two signals, lectures and practical exercises
•
Separating Stage Two signals from Stage One signals
•
Specific characteristics of Stage Two signals,
lectures
•
Types of major Stage Two signals,
lectures and practical
exercises
•
Simultaneous handling of signals and noise, practical exercises
•
Stage IWo objectification procedures
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•
Analysis
of Stage Two signals,
lectures and practical exercises
•
Culminating characteristics of Stage Two signals,
leading to
acquisition of Stage Three types of
signals.
•
Final checking to ensure that competency has been gained
concerning the ability to identify,
decode and handle Stage
Two phenomena.
Contents of Stage Three Training
•
General orientation
•
The three major Stage Three signal
lines,
leading
into increased
flexibility concerning
discriminating
site characteristics,
lectures
and practical exercises.
•
Reduction of noise:
general orientation,
lectures and precise
monitoring of signal lines,
leading to flawless signal/noise
identification.
•
Why Stage Three competency indicates threshold operational
status,
lectures.
•
Exhaustive practical exercises on all three types of Stage
Three signals.
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