Approved For Release 2000/08/08
: CI^(^r:(*)788R001 8001 00001 -2
F.
How
is Progress Judged?
It has
transpired that the learning patterns
of
the CRV training
do exhibit great similarities
to other learning-patterned
tasks
in which
a new skill
involving consciousness
interpretation vis
a vis neuro-motor
functioning
is
gained:
(i.e.,
sports, musical performance, machinery
driving,
flying,
navagating,
etc.).
We therefore
interpret that
the psychical component
of CRV
is not
solely one
of
intellectual mentation,
but one
in which mental-physical
performance
is achieved.
As with
a number
of
fields,
the elements of the performance
of which
respond
to careful
tutoring, we
find,
during
the course
of
CRV training
first a "spontaneous" performance closely related
to
the
"first time"
phenomenology.
After
that,
as
the
trainee attempts
to take over both on
a cognitive
level
and on an unconscious habit-forming control
of both
physical and mental responses,
we
see
a high elevation of
"noise."
Shortly
thereafter,
as
the varied elements
of
the
tasks become organized within
the
intellectual-mental attributes
of
the trainee, we
see
a quick "con-
solidation"
of
the
task aptitudes
involved.
At
the end of
this consoli-
dating experience,
the new skill
or
"plateau" emerges.
See
fig.'
6 below.
•
JUDGMENT OF PROGRESS
SUCCESS
NOISE AND CONFUSION
PLATEAU
(NEW SKILL GAINED)
FIGURE
CONSOLIDATION/PLATEAU PATTERN
SECRET
Approved For Release 2000/08/08
: CIA-RDP96-00788R001 8001 00001 -2
Approved For Release 2000/08/08
: c$£@|^p7o788R001 8001 00001 -2
During
the course
of training on each element, within the "stages,"
the viewer-trainee will predictably progress
through this progress pattern.
Therefore,
the results
of
each trainee both can be monitored while
the
training progresses,
and his overall pattern of response can be displayed
through
the graph plan found
in Figure
6 above.
Actual graphs
of
selected viewers will be found
in Annex
A.
The
selected graphs
are few to achieve optimum understanding;
it should be
borne
in mind that all
the viewers
trained have responded with near
similarity
to each other.
G.
CRV Training Course Methods
and Protocols
The general elements
of
the CRV training course are presented below
in Figures
7 through
9.
(a)
The design and establishment
of
the CRV training course neces-
sitated
a great deal
of research
into methodologies
of other fields.
The
most effective
instructional procedures ultimately utilized are found
in
Figure
8 below.
(b)
The CRV training course
is comprised
of
a general design, whose
elements
are followed
in each stage
of
the training.
While
each element
is
of
importance
in
its
place,
the element pertaining
to "reactive
inhibition" achieves predominant placement.
This
has
to do with under-
standing
the phenomena associated with "overtraining"
the result of which
causes
the
trainee
to exhibit negative effects
of disinterest,
etc.,
the
ultimate result of which
is
a type
of
inhibition
in producing
the desired
elements
of
the training.
In other psi research experiments,
this
inhibition achieved notoriety under
the terminology of
"psi-missing
.
It
is
a simple psychological
effect that can be guarded against.
See
Figure
9 below.
(c)
The training course also
includes
several
special
features
which are applicable
to
the psi
task at hand
in each stage.
The feed-
back protocol was designed
to reinforce
the trainee’s contact with
the
SECRET
Approved For Release 2000/08/08
: CIA-RDP96-00788R001 8001 00001 -2
Approved For Release 2000/08/08
:
I0788R001 8001 00001 -2
signal
line but not
to assist him with random cuing.
The use
of
essays
will exhibit
the trainee's current understanding of each phenomena,
and
can be used
to uncover areas of misunderstanding that
the training monitor
can not spot
in advance.
See Figure
below.
•
EFFECTIVE INSTRUCTIONAL PROCEDURES
-
active PARTICIPATION:
THE LEARNER
IS ACTIVELY INTERACTING
WITH THE CURRICULUM MATERIALS BY RESPONDING, PRACTICING,
AND TESTING EACH STEP OF THE MATERIAL TO BE MASTERED.
-
INFORMATION FEEDBACK:
THE LEARNER FINDS OUT WITH
MINIMAL DELAY WHETHER THE RESPONSE
IS CORRECT.
IMMEDIATE
FEEDBACK HAS BEEN SHOWN TO BE IMPORTANT
IN A RANGE OF
TASKS.
-
INDIVIDUALIZATION OF INSTRUCTION:
THE LEARNER MOVES
AHEAD AT HIS OR HER OWN
RATE.
FIGURE 7
INSTRUCTIONAL PROCEDURES
•
GENERAL DESIGN OF CURRICULUM MATERIALS
-
THEORY
-
PRACTICAL EXERCISES AND DRILLS
-
INFORMATION FEEDBACK
• SIGNAL LINE
• COACHING ON CONTROL OF STRUCTURE
INDIVIDUALIZATION OF INSTRUCTION
-
REACTIVE
INHIBITION
-
ENDING OF PRACTICAL SESSIONS
DAILY REPORTS
FINAL SURVEY
FIGURE
GENERAL DESIGN
SECRET
Approved For Release 2000/08/08
: CIA-RDP96-00788R001 8001 00001 -2
Approved For Release 2000/08/08
: Cly§Qj|^|
788R001 8001 00001 _2
•
SPECIAL FEATURES
-
FEEDBACK PROTOCOL
• SILENCE,
IF SOME STATEMENT
IS WRONG
• PROBABLY CORRECT
(PC)
• NEAR
(N)
• CAN'T FEEDBACK
(CFB)
• CORRECT
(C)
• SITE
(S)
-
USE OF ESSAYS
-
CONSTANT OBSERVATION OF
TRAINEES' ATTITUDES
-
CONSTANT SUPERVISION FOR POSSIBLE MISCOMPREHENSIONS
OR MISUNDERSTANDINGS
FIGURE
SPECIAL FEATURES
SECRET
Approved For Release 2000/08/08
: CIA-1
88R001 8001 00001 -2
Approved For Release 2000/08/08
: CJ/0ggj^gip88ROO1 8001 00001 -2
^ _
Summary of
Increase
in Yields
While
there
is,
of
course,
yet
a significant amount of work
to be
done,
especially relative
to training in the upper complex stages,
the
following generalized graph illustrates general
increase
of yields
(1980-1983)
in several categories
of
importance.
See figure 10 below,
FIGURE 10
FIVE-YEAR INCREASE IN YIELDS
(1978-1983)
Approved For Release 2000/08/08
: CIA-RDP96-00788R001 8001 00001 -2
Approved For Release 2000/08/08
: Cl,
I788R001 8001 00001 -2
ANNEX
Examples
of Stage
1 progress
in graph form
Wita reference to the consolidation/plateau pattern
as
shown
in figure
6,
each trainee proceeds
to learn through four recognizable
patterns
of learning:
spontaneous
success,
increase
of noise
as
separate elements
are dealt with separately,
consolidation
of
the
elements,
and,
finally,
a new plateau
of skill.
Iu the following
figure
and 12,
the elements
of
two sponsor selected trainees
J & K
are
shown,
and these
are compared with first group trainees B & C.
It
can be seen that
the learning patterns
are approximately
the same,
the end product being conscious
control
of
the signal
and
a generating
of
an accurate and noiseles signal
line.
Following figure 12 are four consecutive examples
of sponsor
selected trainee K at the culmination
of the new plateau achieved
as
a result
of stage
2.
Stage
2 involves
signal -line perception
of delicate site features
that must
be handled and achieved
in
a
manner totally different
from Stage
1 techniques.
Stage
2 techniques
however,
often
can generate
a total site-comprehension,
as
the four
samples
indicate*
As
of
the writing
of this
report,
two trainees
(I
& K)
are
nearing completion
of stage
3.
An additional
report will
be tendered
concerning stage
3 upon their completion.
Stage
4 has been
confirmed,
packaged,
and
is
awaiting delivery
to training candidates who have successfully completed stage
3.
Approved For Release 2000/08/08
: CIAJ^pi^oSsROOl 8001 00001 -2
Approved For Release 2000/08/08
: Cl
788R001 8001 00001 -2
(VIEWER
J)
Approved For Release 2000/08/08
: CI/SCQR0788ROO1 8001 00001 -2
Approved For Release 2000/08/08
: CI^|I^^^788R001 8001 00001 -2
TRAINING PERFORMANCE
FIGURE 12
TRAINEES B & C PROGRESS GRAPHS,
STAGE l,pl
Approved For Release 2000/08/08
: CIA-I
88R001 8001 00001 -2
Appreveyif gr RReaNe POP OSISBE CIXRAPSEDTSpROOMPADOMMEX I CO ol SECRET ; 108° 2" 30" CPYRGHT sand : 1S; ) SECRET
cei Approved For Re MONUMENT : cla eb bd horetkoot PAN WA y T A H SEC R ET