Approved For Release 2000/08/08
:
6.
(S/SK/WNINTEL)
The scope
of
the POG remote viewing effort
for
1987
is
well
documented.
An effort
to determine
the results
of
the effort
in terms
of accuracy and timeliness was
accomplished internally.
The
intelligence
value
and use
of
the
end product remains to be determined through the receipt
of
intelligence evaluations prepared by requirement originators
and
other
intelligence community customers
in response
to tasking.
SGI J
5 ENCLOSURES
TABS A-D
As stated
above
Acting Branch Chief
TAB
E -Training Precis
o
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Wrb nr
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>; ClA-RPP9&-00I89R002 100350002-9
OPERATIONAL
•IT:.)JEST
I
::CEP0RT
PROJECT
SO l.J 17 Cl:78
SESSIONS
CONI
•I...E
1 ED
EVALUATION
86OS*
y
Ongoi ng
N/A
8609 A**
i
t“\
On g a i n g
IM/A
8701
1 1
Jun
Pend i ng
H 7 U Is!
1 2
Jun
Pend i ng
8704
1 15
19 Jun
Pend i ng
8706
*p
y
Jun
Pending
8708
.J;i
&
19 Jun
Pendi ng
8709
Aug
Pendi ng
8710
O "ifo
Jul
Pendi ng
871
6 Aug
Pendi ng
87.1.2
1.0 Sop
N/A
8713
19 Nov 87
Pendi ng
87.1.4
Dec
Pendi ng
8715
1 6
Oct
Pendi ng
8716
22 Nov 87
Pendi ng
8717
Continuing.
.
.
.
.1. 8
4 Nov
Pending
(OA)
8719
10 Nov 87
Pending
(OA)
SG1B
( N OTE s
)
T I") i s
rep o
t
:i. b
c u mu I a t
:L v e
i n
n
t. ur e
a n cl
r e -f 1 e ts to t a 3.
(results
to date
for
CY
'87)
Approved For Release 2000/08/08 r:-Clf-RPP9&-Q07&9R0021 00350002-9
Approved For Release 2000/08/0&
: CIA-RDP96-00788R0021 00350002-9
ur i l
:i: t y
a ss e:s s m e n t
r e;r o r t
PROJECT
V I EWE! Id8
SEISS 1 DNS
LJT I L I
l"Y
D
Useful
(.3
Useful
f
Va 1 u e
( V e r b a 1
)
M
,
LJse-f ul
N
Useful
N-l
i
1 1
Oral
Eval
N--2#
Cont i nui ng
y>
Useful
p**
&
No
Intel
Value
Q
Useful
R
o
U n d e t e r m ined
>
*
Addi ti onal
taski ng
1 'o6>
involves the
c o n d u c t
of
a
sea r c h
p r o b 1 a
**
Project
"P"
is
a utility asses sine
remote viewer's ability and
prop on <3 it
in tel 1 i gence
in
a
predictive
tftode.
A
f ee ci b a c k
t::: a p a b i 1
:i. t i es
,
w a s
i n i t i a t e id
n t
d es i g ned
to
de t er m i n
y
t o
c o 1
1 e c t
f a r e i g n
n ew
p r ot oc o 1
w i t h
b u i 1 1 -
in mid-June
1987 with
t h
a
i n
consent
and
knowledge
of
the participants.
Target
corre.l. at i on
in
both
instances was weak
and ranged
from
13 to
18 percent.
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Approved For Release 2000/08/Q8
: CIA:RDP96-00789R0021 00350002-9
REMOTE
VIEW! JR prouuctign
report
VIEWER
OPERATIONAL
SESSIONS
UTILITY
ASSESSMENTS
TRAINING*
SESSIONS
TOTAL
SESSIONS
003
124
Oil
4 4
131
018
2 8
021**
079
161
095
099
101**
232
156
2 59
647
*
Train
ng sessions
include
lectures
and
dri 11s.
** Viewer
021
and Viewer
101
were reassigned during
the report i ng
period.
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19 87
TR A 1 N I N G
R KCAP
VIEWER
II
CRV(a)
1!
ERV(b)
OR V
( c
)
ARDBA(d)
SOLO
TOTAL
003
II
1!
||
on
li
II
018
li
i!
5!
0 2 1
l!
li
li
079
{!
1!
II
095
II
II
li
101
l!
II
204
i iimiiiiiii in in in nl iiiiniilliiitiiHitimiiiiiiiHi
mi i' nun III III ntrtl null nun nmin
n i
in iiiiii iinii iimi nini in in i mil
259
;
(a)
Coordinate Remote Viewing
(b)
Extended Remote Viewing
(c)
Object Remote Viewing
(d)
Abstract Referents Discrimination
of Binary Alternatives
*See
the Training Presis,
attached
as
TAB
E,
for
a complete
explanation
of each technique.
a
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i
Approved For Release 2000/08/08
:
-9
f or
EXTENDED REMOTE VIEWING
The Extended Remote Viewing
(ERV)
training procedure
d raw;;
on
the
expertise
of over
two decades
of research by independent
investigators
and recognized academic
institutions
including
the
University
of
Virginia Medical
Center,
the
Maimonides
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
inipress ions.
The trained ERV percipient
is
able
to
control
,
observe,
and report perceptions
which would other wise
be
ignored
or neglected fleeting
images.
Tills 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 must
master.
The basic components
of
the ERV
training procedure
involve
the
trainee
in
learning
the following
skills:
Skill
- Ability to physically relax.
Training
in progressive relaxation techniques,
biofeedback,
yoga,
etc.
Skill
-
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,
I
Hemispheric
Synchron i zat i on
etc.
i
Skill
j— Ability to engage
’’receptive mode/right
i
hemispheric
functioning.
Hemispheric
Sy n chr on i z a t i on
training,
biofeedback,
mode
recognition,
drawing classes,
etc.
Skill
Ability to achieve
an altered view of reality.
Reading assignments,
intellectual
study,
meditation
and contemplation
exercises,
etc.
Appendix
Approved For Release 2000/08/08
: CIA-RDP96-00789R0021 00350002-9
W.RPT
Approyed
}For Releas^ ^(|0p^8/0^ ^Gl^^pP^^-Op^^^lO^ppS^OO^-^ n
.': C
i O U
.'3
ijiicon'icious)
on
roinole
viewing
(RV)
lar.k.
Training
in
or g a n
i z a t i on a 1
management,
coun.no
p o r s o n a 1
r oi nf o remnunt
,
motivation,
etc.
i ng
Skill
- Ability to communicate
KV perceptions.
Training
in
right
hemispheric
verbalization
techniques
,
sketching techniques,
practice
in
non-
ana lytic
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
simultaneously 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
I
parent,
spouse,
or
athlete.
This
feat
xs accomplished by
willfully identifying with
a
role
(a
learned
set
of
state
dependent behaviors)
in
an appropriate
(socially accepted)
en vi ron ment
.
Once
the
trainee
is able
to
"become
a remote viewer” by engaging
learned skills,
he/she
is challenged
to perform under controlled
conditions.
This
is
done by presenting
the trainee
with
progressively co mp lex 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 progressively 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 ~ERV team attempts
io 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.
i;
r_ on d u i; t
i
• (i
1 n
a
o x c <: pi
i nn
i
:
.
1 t
Approved For Release 2000/08/08
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i9R002 100350002-9
Global
Tor go- is
-
Fh e
training
‘.m.:.-. 1 on
is
s i
in i
]
. i r
manner
with
the
l lie
se 1 c.m; ted target
is
not
limited
lo
the
local
area
and
is usually designated
by geographic coordinate,
photograph,
or
other
identifying
data.
The
trainee,
of
cour.se,
is
not provided any information
about
the
site
and must
by the
very
nature
of
the problem remote view
it.
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”
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^'site
whereas during
other training sessions
the
interviewer may know nothing about
the
site.
App 1 i ca t i on
Targets
—
o
o
SBrQQ
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2100350002-9
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: CltefeDP9^-Ool59R0021 00350002-9
'/RAINING
I'RECIS
for
COORDINATE REMOTE VIEWING
The Coordinate
Remote Viewing
(CRV)
training procedure
was
developed by an
SR I- In to r n at i ona 1
(SRI-I)
subcontractor
in
the
early
1980s
to satisfy E&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 site-address
(coordinate)
presentation,
with
quick-reaction
response
by the remote
viewer;
coupled with
a
restrictive
format
for
reporting perceived information
(to
minimise
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
s t r i c t 1 y-pr escr i bed
,
limited
interviewer patter
(to minimize
interviewer overlays).
The applied CRV training procedure requires
that
the
trainee
learn
a progressive multi-stage acquisition process postulated to
correspond
to
increased contact
with
the
site.
Initially the
trainee
is presented with RV sites requiring minimal
detection
and decoding skills
(’’stage one”
sites).
When
the
trainee
demonstrates
an ability to control
the
’’signal
line” and reliably
’’objectifies” accurate descriptions,
the
next
’’stage”
of training
is engaged.
This procedure continues through
’’stage six” and
usually takes
a number
of months
to master.
The CRV Stages
are
identified
as
follows:
Stage
One
—
islands,
mountains,
deserts,
etc.
Stage
Two
-
sites
of quality sensory value;
sites
which
are uniquely describable through touch,
taste,
sound,
color,
or
odor such
as
glaciers,
volcanoes,
industrial
plants,
etc.
Stage
Three
—
sites possessing significant dimensional
characteristics such
as
buildings,
bridges,
airfields,
etc.
Appendix
Approved For Release 2000/08/08
: CIA-RDP96-00789R0021 00350002-9
Approved For Release 2000/08/08
: <£hA-
S 1
ri go
Fuu r
~
J
OQ789R0021 00350002-9
sitrs
i'Vq’ui ri n/;
i laU vc
irnvni.nl
pr.icr pis
r.ueh
as ledmi cal
area,
ini 1 i tary feeling,
r a
, oarch
,
eic.
•Singe
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 consc i ousness
of
the
t ra i nee
j
i
There
are
three classes
of CRV training.
These classes
deal
with
feedback requirements during
the CRV session,
control
of
interviewer
patter,
trainee
skill
development,
and motivation.
These
three
classes
(A,
B,
and
C)
are discussed below but differ
somewhat
from the definition applied and published by SRI-I
for
Class
A,
B,
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
defii|iiti ons
are
as
foil ows
!
Correct
(C)
- This
indicates
that
the
information
is
correct
in context
with
the
site
location,
but
is not
i
sufficient
to end
the
session.
Approved For Release 2000/08/08
: CIA-RDP96-00789R0021 00350002-9
nnr
Approved Fo,rRel
fia^
, hlll
,
i niorvi uwer
,
having
limited
information
nljout
the
.site,
though
he
cannot
bn almoluloly cure,
bolieven
that
the
information provided
is correct.
Near
(N)
—
This
indicates
that
the
information provided
is
not
an clement
of
the
specific
site,
but
is correct
for
tire
immediate surrounding
area.
Can't Feedback
(CFB)
— This statement
indicates
tlrat
,
due
to
limited
information
about
the
site,
the
interviewer cannot
make
a
judgement
as
to
the
correctness
of
the
data.
It
means neither correct
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
comp 1 e ted
.
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 trainee
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 site
may be
of
interest
(i.e.
,
a specific
room
in
a building)
,
he
can guide
the trainee’s attention
to that
area by directing
the
trainee
to elaborate
on specific elements
of
data which
the
interviewer
knows
to pertain
to the area
of
interest.
With practicb
in Class
B,
the trainee
soon
learns
to control
his
own perceptual
faculties
and develops confidence
in his
abi 1 i ty
.
Approved For Release 2000/08/08
: CIA-RDP96-00789R0021 00350002-9
:1I
x\
i fiL
L
'
t
>l
;
Approved ^
F^eleas^ ^000/0^0^
: dlAf-RD^
t
the
KftD
community
ri’fcr.'i
to
ns
a
"double blind”
exp o r i roc n t
.
The
purposes
for
Class
A braining
and
for
R8-D double blind
experiments differ
however,
'Die
R&D community uses
doubl
e
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
tire
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
tire 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—
subcontractor
to this office
the CRV training procedure
is fully
documented
in booklet
form.
Copies
of
this booklet
are
ma intained by this office
and are available
to those
with
a
verified need—to—know.
Of special
note
is
the fact
that
this
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 I SCR 1 M 1 NAT I ON OF BINARY ATTKRNAT1VFS
Remote
Viewers
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 Discrimination
of
Binary Alternatives
(ARDBA)
training
has
two objectives.
The
first
is
to
identify trainees
who possess
an
innate
ability
to
psychically discriminate between different
a 1 pha numerics and
second
to determine
tire 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
discrimination between binary alternatives
at remote
locations.
Each one
of
these phases
requires
a different behavior
on
tire
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:
PHASE
/,
'
Yi
During Phase
the trainee
is directed
to use
whatever
'
psychic ability available
to discriminate between binary
alternatives by active selection
within
a closed target
pool.
The trainer
then provides positive
oral
feedback
when
appropriate
to reinforce
the trainee's
own
visual
field.
Negative
oral
feedback
is never
provided.
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
base
on
which
to base
further training/testing
and the third
purpose
is
to build self confidence
on
the
part
of
the
trainee through
immediate positive feedback.
PHASE
>
If
a trainee
is
able
to
complete' Phase
( success
f
u 1 1 y
^
discriminate between binary alternatives
to
a statistically
significant
level),
Phase
is
initiated.
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
on iy feedback
provided
is given orally by the
trainer.
Appendix
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The overall
purpose
here
is
to develop
,in
i nlernal
i
;:i
<1
feeling
of confidence
within
the
trainee
of
psychic
impressions
through
the
use
of
feedback withdrawal
tactics.
A data
base
of
trainee performance
is
also expanded during
tliis
period.
PHASE
During
this
phase
of training
the emphasis sheers away
somewhat from discrimination
of
binary alternatives
and
begins
to focus
on
the trainees
ability to respond
to
abstract
referents.
In AEDBA 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 between binary
alternatives
for
each
of
six different abstract
referents.
Feedback
is
given
inly after
the
completion
of
six
’’coordinates. ”
This
phase
completes
the
training concept
and demands
the
trainee accurately respond
to
a
series
of requirements prior
to receiving
feedback.
Approved For Release 2000/08/08
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’
project
i s
conducted.
Thi S involve1;
the
u;;e
of
a
six
digit
Id nary code
which
i s
.coaled
in
a
envelope.
The trained
source
then attempts
to identify this
code
givon
appropriate
abstract
referents.
To
bo
effective,
a source
must
be
able
to accurately
discriminate between binary alternatives
in
a
.sequential
chain
given
a complex abstract
referent
cuing
system.
The
ultimate
goal
of
this
program might
be
to detect
and describe
cryptographic
code
at remote
locations.
This newly trained
source ability will
have
to
be
integrated
into conventional
remote viewing techniques.
A source
will
have
to
locate
cryptographic systems
through remote
viewing
and
then apply
his/her ability
to discriminate binary alternatives
in
specific
codes
at
the
location.
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TRAINING
I 'NEC IS
for
OBJECT REMOTE VIEWING
The
purpose
of Object
Remote
Viewing
(ORV)
is
to
give
the
remote
viewer
perceptual
experience
in
an
area unaddressed
by other
training.
Basic training
in
remote
viewing
(RV)
usually uses
geographic
locations
as targets
for
the
remote
viewer.
For
the
purposes
of
basic
RV training
such targets serve
we 1 1
to develop
elementary viewer
skills
and establish some
level
of
viewer self
confidence
as
well
as
a degree
of
reliability.
Basic
RV training
does
not,
however,
place
any emphasis
on
the
accurate acquisition
and description
of fundamental
structural
elements
or
individual
objects.
Since
such
information
is
important
in
the
practical
exploitation
of
RV,
training exercises
in
ORV are conducted.
ORV
exercises differ only
in
the context
that
the designated target
to
be described by the
remote
viewer
is
a concealed object
as
opposed
to
a geographic
site.
The procedures
of basic
RV
training programs
remain
the
same.
y-j
o
Appendix
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: CIA-RDP96-00789R0021 00350002-9
mm