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TRAINING
REPORT
First
Quarter
1985
1.
(S/NF/WNINTEL)
BACKGROUND:
(U)
a.
(S/NF/WNINTEL)
In
December
1984
training
of
three
source
personnel
by
an
SRI
-
International
(SRI -I )
subcontractor
was
brought
to
an
end
upon
completion
of
the
training
contract.
During
the
first
quarter
of
CY
1985,
training
of
these
personnel
continued
using
an
in-house
program
modeled
after
the
SRI-I
subcontracted
training
procedure.
This
procedure
was
developed
by
the
subcontractor
to
satisfy
R&D
demands
on
SRI-I
to
enhance
the
reliability
(scientific
replicability)
of
remote
viewing
( RV
)
.
The
subcontractor's
approach
to
improving
the
reliability
of
RV
was
to
focus
on
the
control
of
those
factors
that
in
his
view
tend
to
introduce
"noise."
into
the
RV
product
(imaginative,
environmental,
and
interviewer
overlays).
The
basic
components
of
this
training
procedure
consist
of:
(1)
Repeated
target-address
(coordinate)
presentation,
with
quick-reaction
response
by
the
remote
viewer;
coupled
with
a
restrictive
format
for
reporting
perceived
information
(to minimize
imaginative
overlays).
(2)
The
use
of
a
specially-designed
,
acoustic-tiled,
relatively
featureless,
homogeneously-colored
"viewing
chamber"
(to minimize
environmental
overlays).
(3)
The
adoption
of
a
strictly-prescribed,
limited
interviewer
patter
(to minimize
interviewer
overlays).
This
training
procedure
requires
that
the
trainee
learn
a
progressive
multi-stage
acquisition
process
postulated
to
correspond
to
increased
contact
with
the
target
site.
Prior
to
WARNING
NOTICE:
SENSITIVE
INTELLIGENCE
SOURCES
AND
METHODS
INVOLVED
NOT RELEASABLE
TO
FOREIGN NATIONALS
CLASSIFIED
BY:
DIA/DT
DECLASSIFY
ON:
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COPY 2 .
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December
1984
three
source
trainees
were
schooled
in
the
first
three
’’stages"
of
the
training.
At
this
point
they
were
able
to
remote
view
and
describe
"stage
one"
sites
(islands,
mountains,
deserts,
etc.),
"stage
two"
sites
(targets
of
quality
sensory
value-^targets
which
are
uniquely
descr ibable
through
touch,
taste,
sound,
color,
or
odor— such
as
glaciers,
volcanoes,
industrial
p 1 a n ts
,
etc.),
and
"stage
three"
sites
(targets
possessing
significant
dimensional
characteristics
such
as
buildings,
bridges,
airfields,
etc.).
b.
( S /NF/WNINTEL )
In
spring
1984
an
individu a 1
was
assigned
to
this
office
with
the
intent
of
exposing
him
to
the
S R I - 1
subcontracted
training
program.
In-house
orientation
to
psychoenergetics
lasted
through
the
summer
of
1984
and
the
individual
was
ready
for
the
external
subcontracted
training
program
by
the
fall.
However,
attempts
to
carry
this
effort
forward
were
thwarted
by
an
overall
program
reorganization
and
congressional
funding
restrictions.
For
this
reason,
an
introduction
to
the
model
program
was
given
to
this
individual
in
the
fall
of
1984
and.
formal
in-house
training
was
initiated
1. n
the
first
quarter
of
1985
with
his
jo i n i n g
the
program
o u 1 1 i n e d
above.
.
(S /NF/WNINTEL)
GENERAL:
(U)
a.
( S /NF/WNINTEL )
The
training
program,
modeled
after
the
S R I ~ I
subcon tr a c t e d
training,
consisted
of
a p propriate
lectures,
drills,
and
practical
exercises
commensurate
wit h
t h e
trainees
demonstrated
levels
of
expertise.
The
following
chart
depicts
the
distribution
of
the
104
remote
viewing
training
exercises
conducted
by
the
trainees.
At
Appendix
A
is
an
explanation
of
Class
A
,
B
,
and
C
training.
V'iew^r
ClassJ
Class
C
Jptals
#03
# 1
*
2 6
2 7
#21
#101
* New
source
trainee.
b.
( S /NF/WNINTEL)
As
stated
previously,
this
training
procedure
requires
that
the
trainee
learn
a
progressive
multi-stage
acquisition
process
postulated
to
correspond
to
increased
contact
wit h
the
target
site.
It
is
this
procedure
which,
as
a
result:
of
technology
transfer
(SRI-I
to
this
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office),
was
modeled
and
administered
during
the
first
quarter
of
1985.
The
three
personnel
schooled
by
the
SRI-
subcontractor
in
stages
one,
two,
and
three,
continued
this
multistage
acquisition
process
into
"stage
four"
and
"stage
five."
In
"stage
four"
the
source
trainee
begins
to
form
qualitative
mental
percepts
(technical
area,
military
feeling,
research,
etc.)
of
the
target.
In
"stage
five"
the
source
trainee
learns
to
"interrogate"
these
qualitative
mental
percepts
in
an
attempt
to
produce
analytical
target
descriptions
(aircraft
tracking
radar,
biomedical
research
facility,
tank
production
plant,
etc.).
Stage
four
training
for
these
three
personnel,
began
o n
January
1. 9 8 5
and
was
completed
on
March
1985.
Stage
five
training
began
immediately
and
is
now
in
progress.
Training
for
the
forth
source
was
limited
to
stages
one
and
two
until
mid
March
1985,
when
he
was
introduced
to
the
concepts
of
stage
three.
Although
the
fourth
source
has
not
yet
achieved
complete
reliability
in
stages
one
and
two,
stage
three
concepts
have
been
introduced
to
allow
him
the
flexibility
of
stage
three
perception
and
description.
His
training
continues
at
this
level.
c.
( S /NF/WN INTEL )
Since
the
dimensional
nature
of
much
of
the
data
produced
during
the
R V
process
does
not
readily
lend
itself
to
verbal
or
written
objectification,
drawing
skills
become
important
in
allowing
the
individual
viewer
to
more
readily
and
accurately
debrief
data
and
impressions.
In
the
first
quarter
of
.1 985
,
an
in-house
training
program
in
elementary
sketching
and
drawing
skills
was
initiated.
Relying
on
the
skills
of
one
of
the
on “hand
personnel
who
has
had
formal
art
training,
and
using
Betty
Edwards'
book
Drawing
on
the
Ri.
j:
Side
of
th e
B rain
as
a
good
text
for
rapid
e 1 erne n taTy
skills
acquisition,
the
training
program
has
progressed
well.
All
trainee
personnel
involved
have
demonstrated
improved
drawing
capability,
which
has
been
manifested
in
improved
sketching
quality
during
RV
session
work.
The
intent
of
the
drawing
classes
is
to
increase
viewer
ability
and
flexibility
to
more
accurately
and
intelligibly
depict
form,
structure,
and
relationships
of
site-relevant
dimensionals
a n d
details.
A
secondary
benefit
of
d rawing
skills
is
that
they
facilitate
development
of
a
link
between
the
s pa t ia 1 1 y - c ogn i t i ve
,
global
processing
functions
of
the
brain's
right
hemisphere
and
t h e
more
linear
functions
of
the
brain's
left
hemisphere.
This
kinesthetic
interaction
wit h
the
target
(describing
the
site
'
wit h
drawings)
seems
to
facilitate
accurate
analysis
and
to
"clear
the
slate"
for
acquisition
and
description
of
further
site
relevant
informational
elements.
The
training
of
drawing
skills
continues
to
date.
%
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3.
(S/NF/WNINTEL)
SUMMARY:
(U)
a,
(S/NF/WNINTEL)
If
one
measures
the
progress
of
the
training
by
the
overall
quality
of
the
RV
product
one
must
first
have
a
scale
for
measuring
RV
quality.
This
in
turn
assumes
that
some
optimum
or
ideal
quality
standard
for
RV
is
known.
The
R & D
community
has
not
yet
determined
such
a
standard.
Training
progress
herein
is,
therefore,
measured
on
the
basis
of
achieving
a
level
of
expertise
within
the
parameters
set
forth
by
the
aforementioned
modeled
SR I -I
subcontracted
training
procedure.
For
example,
if
a
trainee
is
involved
in
"stage
two"
training
his
progress
is
measured
by
observing
his
ability
to
report
appropriate
sensory
(stage
two)
information
about
the
target.
b.
(S/NF/WNINTEL)
The
following
table
depicts
the
percentage
of
times
source
trainees
were
able
to
demonstrate
expertise
(report
appropriate
site
relevant
information)
within
their
"stage"
of
training
during
the
first
quarter
of
1985.
These
percentages
reflect
subjective
expectations
of
the
training
officer
prescribed
set
of
and
are
not
criteria.
based
on
any
1 i near
analysis
V i ewer
T raining
S
t: age s
S e s s i o n s
Qua 1 i t y
Sessions
#0 3
Four
and
Five
2 6
54%
#18*
One
,
Two
and
Three
2 7
81%
#21
F o u r
a n d
Five
5 0%
#101
F o u r
and
Five
2 7
70%
* N e w
source
trainee.
c.
(S/NF/WNINTEL)
Measurement
of
the
trainee
sources'
progress
by
the
above
method
does
not
reflect
their
readiness
for
intelligence
collection
operations.
The
SRI-I
subcontracted
training
procedure,
as
stated
previously,
was
developed
by
the
subcontractor
to
enhance
the
reliability
(scientific
replicability)
of
RV,
n cut
to
refine
or
develop
RV
resolution
to
a
point
of
operational
use ability
within
the
intelligence
community.
Operational
development
has
been
an
integral
part
of
in-house
training
since
1978.
The
SRI-I
subcontracted
training
described
above,
or
a
program
modeled
thereafter,
is
alone
insufficient
to
prepare
sources
for
operational
intelligence
collection.
Even
the
best
of
RV
sessions
produced
by
the
training
method
falls
short
of
many
operational
expectations/requirements.
The
benefits
of
the
SRI-I
subcontracted
training
format
are
that
it
is
learnable,
it
instills
confidence,
it
provides
experience,
and
it
may
serve
as
Approved For Release 2i
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Approved For Release 2
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a
foundation
for
later
development
of
operational
capabilities,
T r a i n i n g
during
the
second
quarter
of
1985
will
include
processes
designed
to
develop
R V
source
abilities
commensurate
w i t h
operational
goals.
The
association
with
the
undersigned
and
the
intelligence
community
is
classified
CONFIDENTIAL
,
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Approved For Release 200U@I^Glf||^i|u^0788R001 000370001 -1
This
statement
indicates
that
,
due
to
limited
information
about
the
target,
the
interviewer
cannot
make
a
judgment
as
to
the
correctness
of
the
data.
It
means
neither
correct
nor
incorrect,
AAJif“L
A ^
This
indicates
the
site
has
been
correctly
named
for
the
specific
stage
being
trained
(manmade
structure
for
Stage
I,
bridge
for
Stage
III,
etc,),
"Site"
indicates
that
the
session
is
completed.
During
the
session
the
trainee
writes
the
abbreviation
(see
above)
of
the
feedback
next
to
the
data.
This
allows
the
trainee
to
review
the
correct
elements
and
produce
a
summary
which
describes
the
site.
The
training
session
continues
until
the
interviewer
responds
with
the
feedback
of
Site.
3.
(S/NF/WNINTEL)
CLASS
B
:
0 n c £
a
trainee
begins
to
demonstrate
his
ability
to
reliably
distinguish
imaginative
overlay
and
report
target
relevant
data
elements,
feedback
is
withdrawn.
In
Class
B
training
sessions
the
interviewer
knows
what
target
he
desires
the
trainee
to
describe
but
does
not
provide
the
trainee
with
any
direct
feedback
during
the
course
of
the
session.
This
process
develops
the
trainee's
ability
to
internalise
his
awareness
of
relevant
(correct)
versus
extraneous
(incorrect)
cognitive
structures
(mental
perceptions).
During
Class
B
sessions
the
interview
1 may
ask
the
trainee
to
elaborate
on
specific
elements
of
data
provided,
thereby
guidi. ng
the
trainee
to
describe
specific
areas
of
the
target,
Ihe
interviewer
is
only
permitted
to
ask
the
trainee
to
elaborate
on
specific
elements
already
reported
by
the
trainee.
Ihe
interviewer
may
not
introduce
new
elements
into
the
session
(cue
the
source)
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
target
area
within
a
site
may
be
of
interest
(i.e.,
a
specific
room
in
a
bail, ding),
he
can
guide
the
trainee's
attention
to
that
area
by
asking
the
trainee
to
elaborate
on
specific
elements
of
data
which
the
interviewer
knows
to
pertain
to
the
area
of
interest.
With
practice
in
Class
B,
the
trainee
soon
learns
to
control
his
own
perceptual
faculties,
a
necessary
step
for
further
training
and
operational
intelligence
collection.
4,
(S/NF/WNINTEL)
CLASS
A:
Class
A
training
is
similar
to
what
the
R&D
community
refers
to
as
a
"double
blind"
experiment
*
The
purposes
for
Class
A
training
and
for
R&D
double
blind
experiments
differ
however.
The
R&D
community
uses
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
source
learns
to
function
with
the
interviewer
in
a
team
effort
to
acquire
and
describe
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information
concerning
a
target
of
interest.
In
Class
A,
both
the
trainee
and
the
interviewer
are
provided
no
information
(double
blind)
concerning
the
site
to
be
described
during
the
session,
_
Rather
than
trying
to
please
the
interviewer
with
his
descriptions,
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
data
( m
an
attempt
to
please
the
interviewer)
or
ata
RVed
f rom
. the
feedback
package
(in
an
attempt
to
receive
external
positive
reinforcement
from
the
interviewer,
i.e.
Correct,
I rob ably
Correct,
and/or
Site).
Working
as
a
team
in
a
Class
A
session
the
interviewer
and
source
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
target.
5.
(S/NF/WNINTEL)
The
three
classes
of
RV
training
(A
B
and
C)
are
interdependent.
Each
is
designed
to
deal
with’
separate
learning
requirements
in
the
acquisition
of
RV
skills
It
must
be
remembered
that
the
concept
of
classes
herein
applies
to
training.
^
Operational
application
of
RV
requires
its
own
unique,
specifically
designed
feedback
requirements
and
task
.ependent
control
of
interviewer/source
interaction*
Trainee
sources
also
require
operational
training
beyond
the
narrow
confines
of
the
SR 1-1
subcontractor
modeled
training
before.
they
can
be
expected
to
produce
dependable
intelligence
information.
program
timely
Approved For Release^
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