eee a eats! For Release 2000/08/08 : CIA-RDP36-00788R00180 320001-8 Final Report December 1984 Covering the Period 15 November 1983 to 15 December 1984 SPECIAL ORIENTATION TECHNIQUES: S-V, S-VI (U) _l et oe) meets meeevenngere wa ere ea international] poy — __- SRI Project 6600 7 Copy NC. srcscctecceree is document consists of 22 pages. af by: ae ' eens ——se L- ved For Release 2000/08/08 : CIA-RDP96-00788R001800320001-8 9 eee ROME OL RS fe a ne CN ENN ee Rm Sere
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UNCLASSIFIED
CONTENTS
(U)
LIST OF ILLUSTRATIONS
iii
LIST OF TABLES
iv
I
OBJECTIVE
II
INTRODUCTION
A.
General
B.
Description of Procedure
1.
Overview
2.
Stage
I
(Major Gestalt)
3.
Stage
II
(Sensory Contact)
4.
Stage III (Dimension, Motion and Mobility)
...
5.
Stage IV (General Analytical Aspects)
III
STAGES V AND VI TRAINING
A.
Overview
B.
Stage VI
C.
Stage V
IV
TRAINING EVALUATION AND RECOMMENDATIONS
A.
Training Rate
B.
Trainee Evaluation
C.
Recommendations for Follow-On Actions
ii
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ILLUSTRATIONS
(U)
Bunker Hill National Monument
Tulum Ruins, Mexico
Nuclear Power Plant,
Russellville,
Arkansas
...
Grand Coulee Dam,
Washington
Oconee Nuclear Power Plant,
South Carolina
iii
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TABLES
(U)
Stages
in Remote Viewing
Stage VI Sites
Stage V Sites
Distribution of Training Sites by Stage
iv
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I
OBJECTIVE
(U)
,
SRI International
is
tasked with developing remote
viewing (RV)* enhancement
techniques
k
0f
Par "
ticular interest
is
the development
of procedures
that have potential
^application,
and
that can be
transmitted
to others
in
a
structured
fashion
(i.e.,
"training
procedures).
j
Under particular
study
in
this effort
is whether
a Coordinate
Remote Viewing
(CRV)
technology,
a
technique
that utilizes
coordinates
to
facilitate acquisition
of
a
remote-viewing
target,
can
be
successfully
transferred
k
(U)
RV
is
the acquisition and description,
by mental means,
of
infor
mation blocked
from ordinary perception by distance
or
shielding.
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Table
(U)
STAGES IN REMOTE VIEWING
Stage
Example
i
Major gestalt
Land
surrounded by water,
an island
ii
Sensory contact
Cold
sensation, wind-swept
feeling
hi
Dimension,
motion, mobility
Rising up,
panoramic view,
island outline
IV
General qualitative analytical
aspects
Scientific research,
live
organisms
V
Specific analytical aspects
(by interrogating signal
line)
Biological warfare
(BW)
preparation
site
VI
Three-dimensional contact,
modeling
Layouts,
details,
further
analytical contact
T
(U)
visualize
a remote
site
tends
to stimulate memory and imagination--
usually
in visual-image
forms.
As
the RVer becomes aware
of
the
first
few data
bits,
there appears
to be
a
largely spontaneous
and undisci-
plined rational effort
to extrapolate and "fill
in
the blanks."
This
is presumably driven by
a need
to resolve
the ambiguity associated with
the
fragmentary nature
of
the emerging perception.
The result
is
a
premature
internal analysis
and
interpretation on
the part of
the RVer.
(For example,
an impression of
a
city
is immediately interpreted
as
New York City.)
This we call Analytical Overlay
(AOL)
.
(U)
Our investigation of
these overlay patterns
suggests
a
model of RV functioning.
With
the application of
a "stimulus"
(e.g.,
the reading of
a
coordinate),
there appears
to be
a momentary burst of
"signal"
that enters
into awareness
for
a
few seconds at most,
and
then
fades away.
The overlays appear
to be
triggered at
this point
to fill
in
the void.
Success
in handling
this complex process requires
that
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(u)
the RVer
learn
to "grab"
incoming data bits while
simultaneously
attempting
to identify
the overlays
as
such.
Observation of
this
process
in earlier development work suggests
that
the above behavior can
be
learned.
(U)
As indicated earlier,
the RV
training procedure
is
structured
to proceed
through
a
series
of stages hypothesized
to corre-
spond
to
stages
of
increased contact with
the
target
site.
These
stages
(described
in more detail below)
are
tutored
in order, with presentation
of
theory followed by
a
series
of practice
sessions-- taking
a
few weeks
per
stage.
The RVer
thus moves up
through
the
stages,
concentrating on
the elements
to be mastered
in each
stage before proceeding
to
the next.
In
the development work that preceded
this
study,
it was
found
that an
experienced
remote viewer applying
the
techniques
that
are
learned
in
this procedure
tends
to recapitulate
the
stages
in order.
The contents
of
the
six
stages
(as evolved
in
the development work)
are
as
shown
in
Table
1,
and
the
techniques employed
in
the
stages are described
in
the
following paragraphs.
2.
(U)
Stage
I
(Major Gestalt)
(U)
In Stage
I,
the RVer
is
trained
to provide
a
quick-
reaction response
to
the reading of
site coordinates
by
a monitor.
The
response
takes
the form of an immediate,
primitive "squiggle"
on
the
paper
(called
an
ideogram), which captures
an overall motion/feeling of
the
gestalt of
the
site
(e.g., wavy/fluid
for water).
Note
that
this
response
is essentially kinesthetic,
rather
than visual.
3.
(U)
Stage
II
(Sensory Contact)
(U)
In Stage
II,
the RVers
are
trained
to become
sensitive
to physical
sensations associated with
the
site,
i.e.,
sensations
they
might experience
if
they were physically
located
at
the
site
(heat,
cold,
wind,
sounds,
smells,
tactile
sensations,
and
the
like).
Again,
this response
is essentially nonvisual
in nature
(although color
sensa-
tions may arise
as
a
legitimate Stage
II response).
Of course,
in both
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Stage
I
and
Stage
II,
visual
images may emerge
spontaneously.
In
that
case,
they are not
suppressed,
but simply noted
and
labeled
as AOLs.
.
(u)
Stage
III
(Dimension. Motion and Mobility)
(U)
Whereas
in
Stage
I and
Stage
II viewing,
data appear
to
emerge
(typically)
as
fragmented
data
bits,
in
Stage
III,
we observe
the
emergence
of
a
broader concept
of
the
site.
With Stage
I
and
II
data
forming
a
foundation,
contact with
the
site
appears
sufficiently
strengthened
that
the viewer begins
to have
an overall appreciation
of
the
site
as
a whole
(which we
label
aesthetic
impact
).
Dimensional
aspects
such
as
size,
distance,
and motion begin
to come
into play,
and
emphasis
is placed
on generating configurational outlines
and
sketches
(e.g.,
the
outline
of
a
city).
Examples
generated
by RVer #059,
the
RVer
of
this
study,
can
be
found
in
the
footnoted
reference.
5 .
(u)
Stage
IV (General Analytical Aspects)
~
Because
of
the apparent
increased contact
with
the
site
that occurs
in
Stage
III
(a
"widening of
the aperture"
as
it were),
data
of
an analytical nature begin
to emerge.
This
follow-on
process constitutes
Stage
IV
in
our nomenclature.
Contained
in
Stage
IV
data
are elements
that
go beyond
the
strictly observational,
such as
ambiencej
I cultural
factors
,
and
function
or purpose^
J
Thus,
Stage
IV viewing transcends
simple
physical descriptions
of what
is visible
to
the
ta ^e
^nto
account human
intention.
Because,
kpoint of
view,
it
is
the
latter
that
is
typically
a matter
of
concern,
Stage
IV
is considered
to be
the
threshold
for crossover
into t&UatfrV''
.utility.
*(U)
Puthoff.
H.
E.,
"Special Orientation Techniques:
S-IV
(U),’
,
SRI International, Menlo
Park,
CA
(July
1984),'
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(U)
In Stage
IV,
the viewer
is
trained
to accumulate data
bits
in no
less
than eight separate categories,
in parallel,
in addition
to processing additional ideograms
and
sketches.
These range from broad
categories of sensations
and dimensional references,
through
specific
qualities
(physical/ technological detail,
cultural ambience,
and
func-
tional
significance),
and
include
tracking of
the analytical overlay
line.
To keep
these
separate
signal
lines on track requires exceptional
control
of session structure--an ability
trained
for
in
the
lengthy
S-I
through S-III
training period.
With
these elements under control,
the
Stage
IV data-bit-acquisition procedures
can then be used
to build up
an interpretation
as
to
the
site's activities
and
functions.
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III
STAGES V AND VI TRAINING
(U)
A,
(U)
Overview
(U)
Stages
I
through III are directed
toward recognition of
the
overall
gestalt and physical configuration of
a
target
site.
In these
stages,
information is collected
in
the
form of ideograms,
their motion
and
feeling
(S-I),
sensations
at
the
site
(S-II),
and
sketches
that
result from expanded contact with
the
site
(S-III).
Stage
IV
is designed
to provide
information as
to overall
function,
that
is,
as
to
the purpose
of
the activities being carried out at
the
site.
To attain this goal,
the RVer
learns
to track data bits
in several
separate categories.
(U)
In
the processes
through Stage
IV,
data
are extracted from
the
signal
line
as
they emerge
in
some natural
sequence;
any casual
attempt
to
force
the process by "probing"
or "questioning"
the
signal
line usually results
in triggering AOLs.
In Stage V,
however,
special
processes
for interrogating
the
signal
line without deleterious effects
are
introduced,
and
certain drills
are
carried out
to
incorporate
this
capability.
In order
to extract more
refined
data,
various data
bits,
which constitute attributes,
topics,
subjects and objects associated
with
the
site,
are
queried
as
to
the emanations associated with
them.
An adjunct
to
this process
involves learning
to recognize and handle
"AOL drives"--persistent AOLs
that color
a
session.
(U)
Training on Stage VI involves
four general categories:
•
Working toward creating
a
general
three-dimensional model
of
the major
features
of
the
site, using construction
materials
of various
types
(e.g., modeling clay,
poster
paper
layouts)
,
•
Extending and enhancing qualitative
factors
intuited
to
be paramount at
the
site,
•
Identifying emotional
factors
of people
at
the
site,
•
Working with
training
sites
in
a no-feedback mode
in order
to strengthen independence
of
the
training mode.
In
this
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(u)
^
mode,
a
circumscribed
intrasession
feedback
is
an option
typically used
by
the
training monitor
for pedagogical
purposes.
Feedback phrases consist
of
five
statements,
given at appropriate
times:
'’correct,
probably
correct,
near,
can’t
feedback,
site!.'
(U)
with
regard
to
the
emphasis
on modeling,
it
should
be noted
that
the use
of
such an approach
(which was derived
empirically)
is not
simply
an attempt
to
render
a more
exact representation
of
the
site
than
can be done verbally,
or
by means
of drawings.
Rather,
the kines-
thetic activity during modeling appears
to
(1)
quench AOL formation
associated with purely cerebral processes,
and
(2)
act
as
a
trigger
to
produce
further analytical content
on
the
site--even concerning aspects
not being .specifically addressed
by
the modeling.
(U)
In
the delivery
of
the
Stage V and
Stage VI
training package,
S-VI was delivered
out
of
sequence,
i.e.,
delivered
first.
When
RVer
#059
completed
S-IV
training only
S-VI
training was
ready
for delivery;
S-V
training was
still
in.R&D.
Because
the purpose
of
S-V
is
to correct
and
elaborate,
which
is
an addition
to,
rather
than
a
foundation
for,
the
use
of
S-VI procedures,
delivery
of
the
two
stages
in
reverse
order was
an acceptable
option.
The
two
stages will
therefore
be discussed
in
the
order
of delivery.
B.
(U)
Stage
VI
(U)
Altogether,
sites
(listed
in Table
2)
were used
in
the
S-VI
training sequence.
(U)
As
indicated
in
the
footnote
to Table
2,
those
sites noted
with
a
single asterisk
(five)
are
ones
for which clay models were
con-
structed
by
the
trainee during
the
training session,
before access
to
any
feedback materials.
All five
are
shown
in Figures
through
5.
As
can
be
see,
the
similarities
of
the models
to
the
sites
are
striking.
\
j
Among
the
six
test
sessions used
to complete
the
S-VI
series
(in which no
feedback was
given during
the
session),
the
trainee correctly
(1)
described
the
Padre
Bay,
Utah,
site
(a point
on
07^
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UNCLASSIFIED
Table
(U)
STAGE VI SITES
Trial
Date/Time
Coordinates
Site
18 Apr 84—1100
42°22
' 52"N,
71°03'40nW
Bunker Hill National
Monument, MA
19 Apr 84—1008
20°10'N,
87°29’W
Tulum Ruins, Mexico
*
Nuclear Power Plant
Russellville, AR
24 Apr 84—1035
35°18'36"N,
93° 13
' 53"W
25 Apr 84—1102
38° 12
1 12"N,
85°46
' 10"W
Race track at
Churchill Downs,
KY
26 Apr 84—1029
37°18'44"N,
78° 19
' 15"W
High Bridge,
Farm-
ville, VA
26 Apr 84—1035
28°24'41"N,
81°34'58"W
Disney World,
FL
27 Apr 84—0952
37°10'N,
86°08'W
Mammoth Caves,
KY
14 May 84— 1555
30°42'33"N,
84°52'43"W
Apalachee Correction-
al
Institution,
Apalachee,
FL
*
Grand Coulee
Dam, WA
15 May 84— 1146
47°57'23"N,
118°58'50"W
16 May 84—1209
36°02' 57"N,
95°57'03"W
Oral Roberts Univer-
sity,
OK
17 May 84— 0907
37°41'34"N,
88°16'02"W
Level Hill Cemetary,
Ford County,
IL
18 May 84—0955
29°38
' 54"N,
82°20'03"W
Alachua General Hos-
pital,
Alachua
County,
FL
26 Jun 84— 1036
26 Jun 84— 1415
27 Jun 84—0915
34°47
' 38"N,
0 53'55"W
Oconee Nuclear Power
Plant,
SC*
VoV
28 Jun 84— 1012
37°04'24"N,
111°18'20"W
Padre Bay, UT
kk
29 Jun 84—0842
44°17' 17"N,
110°53'21"W
Ragged Falls,
Yellowstone
Park, WY
kk
2 Jul 84—1015
58°25'30"N,
134°03
' 00"W
Taku Glacier, AK
3 Jul 84—0949
37°24'53"N,
122°03'00"W
Moffett Field,**
Mt.
View,
CA
4 Jul 84—0958
Special
l
25°22
’ S,
54°34'W
Access Only
(SAO)
_
,
^
**
Itaipu Dam,
Paraguay/Brazi
kk
Client-chosen site
Sites
for which clay models were constructed
No intrasession feedback
UNCLASSIFIED
o
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FIGURE
(U)
BUNKER
HILL
NATIONAL
MONUMENT
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CPYRGHT
UNCLASSIFIED
(b)
RV RESPONSE
FIGURE
(U)
TULUM
RUINS, MEXICO
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UNCLASSIFIED
(b)
RV RESPONSE
FIGURE
(U)
NUCLEAR POWER
PLANT,
RUSSELLVILLE, ARKANSAS
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CPYRGHT
UNCLASSIFIED
(b)
RV RESPONSE
FIGURE
(U)
GRAND COULEE DAM, WASHINGTON
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CPYRGHT
FIGURE
(U)
OCONEE NUCLEAR POWER PLANT, SOUTH CAROLINA
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Lake
Powell* s eastern
shore
flanked
by buttes),
as
rising
land
and
water;
(2)
identified
Ragged Falls
in Yellowstone
Park as
a waterfall;
(3)
obtained
an
image
of
a dam
in response
to
Itaipu dam (although
incorrectly
labeling
it
as AOL)
;
and
(4)
provided
a high-quality
result
.
Given
the
apparent
integration of aptitudes expected
in
S-VI
training,
and
the
pattern
of remaining problem areas
designed
to
be handled
by
S-V
techniques,
the
RVer was
then advanced
to
the
remaining
S-V
training
portion
of
the
overall
training package
as
presently configured.
C.
(U)
Stage V
(U)
Stage
V
is
considered
a
corrective-action
stage.
Special
n query n process
techniques have
been developed
for
the
refinement
of
certain
types
of data
as
they emerge,
and
for
the
correction
of AOLs
by
the determination
of what
lies underneath.
*
,
Progress
on
incorporating
S-V
techniques
into
the
RV process was very
rapid
for Trainee #059,
in part because
of having
assimilated
the
S-VI
structure
first.
Only eight
sites were
required
to
declare
Trainee #059 complete
on
S-V.
The
trainee* s
responses
to
the
sites
are
listed
in Table
3.
,
In addition
to
the
results
generated
in
the
SRI
training
format
(Table
3),{
*
Trainee #059 began
a
series
of
verification
tests under
^controlled
conditions.
It
is
reported
that
in
the
two
tests done
to date
(carried
out under conditions
in
which no
feedback
is provided
to
the
RVer
as
the descriptions
are
being
generated),
results
of
the
quality
reported
in
the
above
table were
obtained
.
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Table
(U)
STAGE V
SITES
Trial
Date
Site
Response
Oct 84
United Nations
United Nations
2 Oct 84
L'Opera,
Paris
Opera
3 Oct
Weyerhauser lumber
facility
Longview, WA
Factory,
floating
logs,
making
lumber
4 Oct
Library of Congress
Library of Congress
11 Oct 84
Keeneland Race Course,
Lexington,
KY
Racetrack
12 Oct 84
Bureau of Engraving,
Printing
of money
Nov 84
Geyers
steam
field,
Sonoma
Geothermal production
Dfcc 84
Church at Lourdes
Church at Lourdes
Approved For Releasje 2000/08/08
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Approved For Releask2000/08/08
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L
IV
TRAINING EVALUATION AND RECOMMENDATIONS
(U)
A.
(U)
Training Rate
iTrainee #059
is
the first
individual
to complete
the
six-stage
training package described
in
this
report.
The distribution of
site viewings over
the various
stages
is
shown
in
Table
4.
The
time
frame
involved
in
this
effort was 21/2 years.
An
accelerated work program with recent
trainees
indicates,
however,
that
this
time might
be
shortened
considerably.
Table
(U)
DISTRIBUTION
OF TRAINING
SITES
BY STAGE
Stage
Number
of Sites
I
II
III
IV
V
VI
Total
223
UNCLASSIFIED
B.
(U)
Trainee Evaluation
~~
J
As
the
first
trainee
to complete
the
S-I
through
S-VI program,
Trainee #059
fulfilled
an
important role
in
the development
of
the
overall
training package.
Although Stages
I
through III had
been
Approved For Release 2000/08/08
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I
V
Approved For Releas
(
2000/08/08
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pretested with other
trainees,
the desire^
^
to move ahead
expeditiously with
the
training of
this particular candidate
resulted
in his providing our first research data
on
technology transfer of Stages
IV
through
VI.
The
trainee's attitude
in
this position
is
to
be highly
commended
for
(1)
his
readiness
to accept coaching and tutoring
in
this
difficult discipline,
(2)
attentiveness
to all aspects of
the discipline
as
it developed within him,
and
(3)
his patience
in working
through
the
subtle
intellectual
learning process
required.
With regard
to
the quality of
the
remote viewing
being generated
on
a
routine
basis,
it would appear
that Trainee #059 has
an unexcelled potential
for continuing
to develop remote viewing as
a
viable
information-gathering
tool.
C.
(U)
Recommendations
for Follow-On Actions
Trainee #059
is now
in
the position
of being able
to contribute valuable
information
for
the carry-over
of
training into
the
applications
area.
Detailed authentication of
the
skills
transfer
(e.g.,
by extensive double-blind
testing)
was beyond
the
time/funding scope
of
this
training effort.
It
is
recommended
t
"" ’
y the
Trainee's
skills
to pursue appropriate
in-house
tasks
to determine
the
overall efficacy of
the
training!
Should*
interest exist
in contributing additional archival
research
data
(in-
valuable
to
the overall effort),
it
is also recommended
that authentica-
tion
of skills
transfer
be documented
in appropriate scientific
formats.
For example,
videotaping of sessions
carried
out under double-blind
conditions
(where access
to complete verification materials
is possible),
would constitute
an excellent vehicle
for documentation.
Approved For Release 2000/08/08
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\jc