-Stage
Five
-
sites requiring
the interrogation of
qualitative mental
percepts
to produce
refined
information such as aircraft tracking
radar,
biomedical
research facility,
tank
,
production
plant,
etc.
Stage
Six
—
sites requiring direct,
three-dimensional
assessment
of site elements
to one another
such
as airplanes
inside one of three
camouflaged hangars
or
a military compound
with
a command building,
barracks,
motor
pool,
and underground weapons storage
area.
As Stage
Six
is engaged,
an assessment of
relative temporal
and spatial
dimensional
elements along with further qualitative
elements evolve
into the consciousness of the
t r a i nee
•
j
There are three classes
of CRV training.
These classes deal
with
feedback
requi remen ts during
the CRV sessi on ,
control
of
interviewer patter,
trainee skill
development,
and motivation.
These three classes
(Aj
B, and C)
are discussed below but differ
somewhat from the definition applied and published by SRI-I
for
Class
A,
By. and
C CRV training.
CLASS
C:
When
a
trainee begins
a
’’stage”
of training the
sessions
are
of
the Class
C
type.
During this phase,
the
trainee must
learn
to differentiate between emerging site
relevant perceptions and imaginative overlay.
To assist
the
trainee
in
this
learning,
immediate feedback
is provided
during
the
session.
The
interviewer
(monitor)
is provided
with
a
feedback
package which may contain
a
map,
photographs,
and/or narrative description
of
the
site.
During Class
C sessions
the interviewer provides
the trainee
with immediate feedback
for each element
of data
he
provides,
with
the exception that negative feedback
is
not
given.
Should
the trainee state
an element of
information
!
that appears
incorrect,
the interviewer remains
silent.
Feedback,
in order
to prevent
inadvertent cuing
(interviewer
overlay),
is
in
the form of very specific statements made
by
the
interviewer.
These statements and their
definition's
are
as
foil ows
Correct
(C)
- This indicates
that
the information
is
correct
in context with
the
site
location,
but
is not
sufficient
to end the session.
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i
Approved
< 1.0
inioi viewer,
having
limited
i nforma t i on about
though
ho cannot
be absolutely sure,
boll eves
information provided
is correct.
the
that
i t r*
,
t he
Hoar
(N)
- This
indicates that
the
information provided
is not
an element of the
.specific site,
but
is correct
for
the
immediate surrounding area.
'
*
Can't Feedback
(CFB)
— This statement
indicates
that,
due
to limited information about
the site,
the
interviewer cannot make
a judgement
as
to the
correctness
of the data.
It means neither con ect nor
incorrect.
Site
(S)
- This
indicates
the site has been correctly
identified for
the specific stage being trained
(manmade structure for Stage
One,
bridge for Stage
Three,
etc.).
’’Site”
indicates that
the session
is
completed.
CLASS
B:
Once
a trainee begins to demonstrate his ability
to reliably distinguish imaginative overlay and report site
relevant data elements,
feedback
is
withdrawn.
In Class
B
training sessions
the
interviewer knows what site he desires
the trainee
to describe but does not provide the
traineje
with any direct feedback during the course
of
the session.
This process develops
the trainee's ability to internalize
his awareness of relevant
(correct)
versus extraneous
(incorrect)
cognitive structures
(mental
perceptions).
During Class
B sessions the
interviewer '(monitor)
may direct
the trainee
to elaborate
on specific elements
of data
provided,
thereby guiding the trainee to describe specific
areas
of
the
site.
The
interviewer
is only permitted to
direct
the trainee
to elaborate
on specific elements already
reported by the
trainee.
The interviewer may not
introduce
new elements
into the session
(cue
the trainee)
in
an
attempt
to encourage
the trainee
to properly describe
the^
site.
Class
B sessions
are especially helpful
in developing
refined skills
in
the trainee.
For example,
when
the
interviewer knows that
a particular site area within
a
rr.ay be
of
interest
(i.e.
,
a specific room
in
a building)
,
can guide the trainee's attention
to that area by directing
the trainee
to elaborate
on specific elements of data
w^hich
the
interviewer knows
to pertain
to the area of
interesjt.
With practice
in Class
B,
the trainee soon
learns
to control
his own perceptual
faculties and develops confidence
inj his
abi 1 i ty.
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(M
3rmnr
rr
ro
Appr
community refers
io ns
a
"double
bland*'
f. xpcr i mr nl
.
The
'
piirpo^efl
for Clans
A training and
for
R&D double blind
experiments differ however#
The R&D community ones double
blind experimental
protocols
to test
a variable under
controlled conditions.
Class
A training
is
not
a
test
for
the trainee,
but
a process whereby the trainee
learns
to
function
with
the
interviewer
in
a team effort
to acquire
and describe
information concerning
a site
on
interest.
In
''Class
A the
interviewer
is provided very little
or
no
information concerning
the site
and the trainee
is provided
no feedback during
the^ session.
The trainee
is motivated
to
work with
the
interviewer
in producing valid information
about
the site
of
interest.
This motivational
difference
is
critical
in forcing
the trainee
to use
his RV ability to
acquire and describe site dependent
information
as opposed
to interviewer dependent
(telepathic?)
information.
Working
as
a team
in
a Class
A session,
the
interviewer
(monitor)
and trainee combine their aptitudes
(the
interviewer with
his directive,
analytic
skill
and the trainee with his
exploratory,
perceptual
ability)
to report
information
of
interest about
the designated site.
As
a result
of
the technology transfer from the SRI-I
subcontractor to this office
the CRV training procedure
is fully
documented
in booklet
form.
Copies of
this: booklet are
maintained by this office and are available to those with
a
verified need-to-know.
Of special, note
is
the fact
that this
y'i
^
booklet
is governed by corporate
laws
of propriety and as such
may not
be reproduced
or disseminated without permission.
o
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ABSTRACT REFERENTS
D J SCR 1 Ml HAT I OH OF BINARY ALTERNAT1 VKS
Remote
Viewer/5 have demonstrated
little ability to discriminate
alphanumeric
information.
Remote perception and description
of
geographic
locations,
buildings,
and objects appears
to be
different
than
the remote perception
of man generated symbolic
data
(letters
and numbers).
Abstract Referents
D i scr i mi na t i on
of
Binary Alternatives
(ARDBA)
training
has two objectives.
The
first
is
to identify trainees
who possess
an
innate ability to
psychically discriminate between different alphanumeric^ and
second
to determine
the feasibility of training this ability.
The training/testing program has been designed
so that training
progresses through five training phases from simplistic exercises
to
the eventual
use
of abstract referents
(i.e.
geographic
coordinates)
to direct
the trainees 'attention
to the
d i sc r i mi n at i on between binary alternatives
at remote
locations.
Each
one
of
these phases requires
a different behavior
on
the
part
of
the trainee and
is conducted
for different purposes with
an
overall
goal
in
mind.
Following, is
an overview of these ARDBA
Training Phases:
!
j
PHASE
Yi
t
y\
During Phase
the trainee
is directed
to
psychic ability available
to discriminate
alternatives by active selection within
a
pool.
The trainer
then provides positive
appropriate
to reinforce
the trainee's
own
Negative
oral
feedback
is
never
provided.
use whatever
between binary
closed target
oral
feedback when
vi sua 1
field.
The
purpose
of
this phase
of training/testing
is threefold.
The first purpose
is
to determine
if
a particular individual
has any ability.
The second purpose
is
to establish
a data
which
to base further tra i n i ng/test i ng and the third
is
to build self confidence
on
the part
of
the
through
immediate positive feedback.
base
on
purpose
t r a i nee
PHASE
If
a trainee
is
able
to complete Phase
(successfully
discriminate between binary alternatives
to
a stat i st i ca 1 1
y
significant
level),
Phase
i s
j
i n i t i ated.
During Phase
the training environment
is similar with
the exception that
feedback
is reduced.
The trainee
in
no longer provided with
visual
feedback from the target
pool.
The only feedback
provided
is given orally by the
trainer.
Appendix
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i
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The overall
purpo.uo
lic ro
is
to do vo 1 op
an
5 nt*
j n.i
i y.t-ti
fueling
of confidence within
the trninoo of psychic
i mpross i ons through
the
u*;o
of feedback withdrawal
tactic*?.
A data base
of trainee performance
is also expanded during
this
period.
PHASE
¥
During this phase
of training
the emphasis sheers away
somewhat from discrimination
of binary alternatives and
begins
to focus
on
tjic trainees ability to respond
to
abstract
referents.
In
ARDJ3A Phase
the
trainer selects
a target from within
the closed target
pool
and then directs
the
trainee
to state
what
the selected target
is
(choose
between binary alternatives)
•
Positive oral
feedback
is
provided when appropriate by the trainer.
The overall
purpose
of this phase
is
to begin
to transfer
a
trainee's demonstrated ability outside the immediate
environment
and to prepare
the trainee for
the next
phase.
PHASE
This phase establishes abstract referent cuing as
the prime
directive.
The trainee
is presented with
a grid matrix
consisting of six positions.
Each position
will
has
a
’’coordinate.
The
task
for the
trainee
is
to discriminate
between binary alternatives
at
a given coordinate
(abstract.^
referent
cue)
provided by the
trainer.
The trainer records
tHe
results
but does
not provide feedback
to the trainee.
This phase serves
to extinguish
the trainee's dependence
on
the previous
target
pool
as
well
as external
feedback.
PHASE
Given
that
a trainee
can demonstrate reliable performance
through Phase
4,
Phase
5 attempts
to chain together six
matrix
"coordinates”
into one six digit binary number.
The
trainer provides
the trainee with
’’coordinates”
as cuing and
the trainee attempts
to discriminate
betjween binary
alternatives) for
each
of six different abstract
referents.
Feedback
is
given
a>nly after
the completion
of six
’’coordinates.
rst
This phase completes
the training concept and demands
the
trainee accurately respond to
a series
of requirements prior
to receiving feedback.
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for
EXTENDED REMOTE VIEWING
The Extended Remote Viewing
(EJiV)
training procedure draws
on
the
expertise of over two decades
of research by
i ndopondent
investigators and recognized academic institutions including
the
University of Virginia Medical
Center,
the Haimonides
Medical
Center,
the Mind Science Foundation,
the University of California
at
Davis,
Texas Southern University of Houston,
Mundelein
College,
Syracuse University and others.
The ERV approach has
as
its
goal
the subjective temporal
extension
of subliminally brief
psychic
impressions.
The trained ERV percipient
is able
to.
control,
observe,
and report perceptions which would otherwise
be
ignored or neglected fleeting
images.
This extension
of
the
perceptual
window
is accomplished through the achievement
of
a
discrete state of consciousness defined by identified state
dependent behaviors.
These behaviors
are regarded as skills
which the
trainee
roust master.
The basic components
of
the ERV
training procedure
involve
the trainee
in
learning the following
skills:
;
Skill..
Skill
I
!
I
-(Ability to physically
jrelax.
j
[Training
in progressive relaxation
biofeedback,
yoga,
etc.
&
techniques
,
•s.i
-Ability to reduce
level
of physical
arousal.
Training
in biofeedback techniques,
self-control
exercises,
autogenic training.
Skill
- Ability to attenuate sensory inputs.
Training
in sensory isolation,
concentration
exercises,
and
"centering devices”
Skill
Ability to increase awareness
of
internal feelings
and
images.
Training
in dream recall,
guided visual
imagery
exercises,
subliminal
recognition :drills,
, Hemispheric Synchron i zat i on
etc.
skill
- Ability to engage
’’receptive
mode/fright
jhemispheric functioning."
Hemispheric Synchronization
trainij
mode recognition,
drawing classes
J
Skill
-
V
Ability to achieve
an altered vie
Reading assignments,
intellectual
meditation and contemplation
exerct
ng,
biofeedback,
etc
.
of real ity.
study
,
i ses
.
etc
.
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ra-fmVY
Apprp^Fcy Relj^^Qp/^
uncoiuxi ouji)
on
r <
* mo 1* e
v ) o vj j
( K* V )
^ •* <*k •
Training
in organisational
management
,
comiM’) ini;,
personal
reinforct'iiiont,
motivation,
etc.
.Skill
- Ability to communicate RV perceptions.
Training
in right hemispheric verbalisation
techniques,
sketching techniques,
practice
in
non
analytic reporting,
etc.
*
Each one
of these skills
is trained over
a period of several
weeks.
When
the trainee demonstrates independent mastery of each
skill,
he
then
learns
to combine
the
skills.
His goal
is to
si snul tan sous ly exhibit
all
of
the
learned skills thereby
achieving
a specified discrete state
of consciousness
in which
the trainee
is able
to
RV.
The behavioral
psychologist would
call
this state dependent repertoire
of behaviors
a
subpersonality,
label
it
as
"remote viewer” and include
it along
with other subpersonalities
(parent,
spouse,
athlete,
office
supervisor,
etc.)
in the individuals overall
identity.
From this
perspective,! the trained ERVer
is able
to RV by simply internally
identifying with the
"remote viewer”
as easily as one becomes
a
parent,
spouse,
or athlete.
This feat
is accomplished by
willfully identifying with
a role
(a
learned set
of state
dependent behaviors)
in an appropriate
(socially accepted)
environment.!
Once
the trainee
is
able
to
11 become
3. remote viewer
by engsging
learned skills,
he/she
fis challenged
to perform under controlled
conditions.
This
is
done by presenting
the trainee with
progressively complex RV tasks coupled with
a reinforcement
strategy designed to develop self confidence and
to
internalize
ego state stabilizing factors.
Assessment
of
individual
RV
capabilities can begin during this phase
of training.
For
just
as there
are parents,
spouses,
athletes,
and teachers with
different
abilities,
so too are there remote viewers possessing
a
wide range
of abilities.
The general
target
or site categories
for these progressi vel y complex RV tasks
are outlined below:
Local
Targets
—
The ERV team
(interviewer and trainee)
are secluded within
the RV room.
An
outbound
’’beacon”
individual
proceeds
to
a selected site unknown
to the ERV team.
The liRV team attempts to describe the
"beacon's"
location.
After
the training
session
the
’’beacon” takes
the ERV team
to the site to assess the accuracy of
the training session.
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1 fit
in
n
.similar manner
vi th
the exception
that
l he
fioloclod target
i 59
not
limited
to
the
local
area and
Is usually designated
by geographic coordinate,
photograph,
or
other identifying data.
The trainee,
of
cotir.ce,
is
not provided any information
about
the site and must
by the
very
nature of
the problem remote view
it.
Appl i cat i on
Targets
—
^ At this
point
the trainee
is
introduced
to RV problems which mimic actual
operational
potential.
Training
is
conducted the same as with Global
Targets but general
descriptive data
provided by the trainee
is
insufficient
to satisfy training objectives.
Specific,
significant qualitative data
which would be of exploitable value must
:
be reported.
Feedback requirements during ERV training are similar
to those
outlined for CRV training as
“Classes*
1 of CRV training.
The
interviewer
is able to -vary the
level
of feedback depending
on
the trainee's ability and needs*
The
level
of feedback
is always
based on
the development of
a reliable,
qualified remote viewer
and
an effective ERV team.
At times this may require
that
the
interviewer know about
the selected training sfte whereas during
other training sessions
the
interviewer may know nothing about
the
site.
i
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