Approved For Release 2000/9^Jpft;,^|lpl-^^-00789R001 1 00020015-2
for
COORDINATE .RKKOTE
, VIEWING
v
*JhG Coordinate Remote Viewing
(CRV)
Gaining procedure was
developed by an SRI-Internationni
(SRI-I)
subcontractor
in
the
oarly
J980s
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
6Y those factors that
in his view
tend to introduce
"noise" into the RV product
(imaginative,
environmental,
and interviewer
overlays)*.
The basic components
or
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
minimize imaginative overlays).
i
(2)
The use
of
a special ly—designed,
acoust ic— t i led,
relatively featureless,
homogeneously-colored
’’viewing
chamber’’
(to minimize environmental
overlays).
I
.
.
|
The adoption of
k strictly-pVescribed,
limited
patter
(to minimize interviewer overlays),
Yi
Yi
The applied CRV training procedure requires that the trainee
learn
a progressive multi-stage acquisition process postuldYed 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" acpurate 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:
°
(3)
i ntr?rvi ewer
Stage One
-
Stage Two
-
o
o
Stage Three
—
islands,
mountains;
sites of quality s
are uniquely descr
taste,
sound,
color)*
glaciers,
volcanoes
sites possessing
sij
characteristics su
airfields,
etc.
deserts,
etc.
nsory value;
sites
which
bable through touch,
,
or odor such as
,
industrial
plants,
etc.
4h
gnif icant dimensional
as buildings,
bridges,
Appendix
Approved For Release 2000/08/08
: CIA-RDP96-00789R001 10002001 5-2
Approved For Release 2000/0^
j.
iyid -00789R00 11 000200 15-2
St ;•£<?
Tour
--
i t <
• ?»
req'uiring qualitative
mental
p
pts
such
«i s
technical
j»ron,
military feeling,
re.con roll ,
etc.
St .ige Five
-
sitos requiring the interrogation of
qualitative mental
percepts
to produce
refined information such as aircraft fracking
radar,
biomedical
research facility,
tank
production plant,
etc.
.Stage Six —
sites requiring direct,
throo—di mensiona
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 consci ousness of the
trainee.
There are three classes
of CRV training.
These classes
deal
with
feedback requirements during
the CRV session,
control
ofi
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 y. 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
tl^e session.
The
i n t er v i ever
( mon itor)
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 definitions are
as follows:
!
Correct
(C)
— This indicates that the information
is
correct
in context with the site location,
but
is not
sufficient to end the session.
Approved For Release 2000/08/08
: CIA-RDP96-00789R001 10002001 5-2
Approved For Release 2000I08I0^(^aSSp^6-00788R00U000200A5-2
rroli.'ilil y Correct.
(PC)
- This
stnt*. v,< n t
u.o.-ttm
( h..»L
\ ).o
interviewer,
having limited
i n format ion about
Ukj
,<,i lo
,
though
ho c.mnot
ho absolutely sure,
bell oven
tli.it
I ho
information provided
is correct.
Hoar
(H)
- This indicates that
the
information provided
is not an element of the specific site,
but
is correct
for
the
immediate surrounding area,
r
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 correct nor
i ncor rect
.
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 0 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
di rect feedback during the course of the sessi'on.
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
wlhich
the
interviewer knows to pertain
to- the area of
interest
With practice
in Class
B,
the trainee soon
learns to
his own
pe
abi 1 i ty
.
rceptual
faculties and develops confidence
in
co,
h
It.
Urol
his
Approved For Release 2000/08/08
: CIA-RDP96-00789R001 10002001 5-2
Approved For Release 2000/p8/oS'^fflRip96-00789R001 1 0002001 5-2
CLASS
A:
CTnr.fi
A training
Is similar
(o vhnt
IheKf-D
•
coKi.'diuiiiy
ir ofora
to
.is
a
"(Joub) c blind”
t. xpcri m<nt.
Tlio
purposes
for Class
A training and for
Rft D double blind
experiments differ however.
The R&D community usP^tfoub) o
bland 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
^nnd 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 mot i va ted ' 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
si te
^ 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
jform.
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
booklet
is governed by corporate
laws of propriety and as such
may not be reproduced or disseminated without permission.
I
i
i
Approved For Release 2000/08/08
: CIA-RDP96-00789R001 10002001 5-2