"U'Ga gt , Approved For Release 2000/08/68: AR 96:00%89R001100020015-2 Lor EXTENDED REMOTE VIEWING ote The Extended Remote Viewing (ERV) Craining procedure draws on the expertise of over two decades of research hy 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 hricf psychic impressions. ‘The trained ERV percipient is able to control, observe, and report perceptions which would otherwise he 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 must master. The basic components of the ERV training procedure involve the trainee in learning the following skills: ; Skill.1 -|Ability.to physically relax. ; . ITraining in progressive relaxation techniques, biofeedback, yoga, etc. : % 4 Skill 2 - Ability to reduce level of physical arousal. . Training in biofeedback techniques, self-control exercises, autogenic training. Skill 3 - Ability to attenuate sensory inputs. Training in sensory isolation, concentration { exercises, and “centering devices” Skill 4 - Ability to increase awareness of internal feelings and images. : Training in dream recall, guided visual imagery exercises, subliminal recognition ‘drills, iHemispheric Synchronization etc. Skill 5 ~ |Ability to engae "receptive mode/right themispheric functioning. ' Hemispheric Synchronization training, biofeedback, mode recognition, drawing classes; etc. Skill 6 ~jAbility to achieve an altered view of reality. Reading assignments, intellectual |study, meditation and contemplation exergises, etc. Appendix 1 Approved For Release 2000/08/08 : CIA-RDP96-00789R001100020015-2
. Approved For Release 2000/03: P96-00789R001100029015-2 ~ ANIISty/desdive Ca Toena | cane aed unconsesous) on remole viewing CnWV) Cask. Training in organizational management, counseliug, personal. reinforcement, motivation, elec. “Skill 8 - Ability to*“communicate RV perceptions. Training in right hemispheric verhbalization techniques, sketching techniques, practice in non- . analytic reporting, elec. Each one of these skills is trained over a period of several weeks. When the trainee demonstrates independent mastery of cach 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, Tabel 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 hy simply internally identifying with the "remote viewer” as easily as one becomes a parent, spouse, or athlete. This feat is accomplished hy willfully identifying with a role (a learned set of state dependent behaviors) in an appropriate (socially accepted) environment.| Oo ‘Once the trainee is able to “become a remote viewer” by engaging learned skills, he/she fs challeyged to perform under controlled conditions. This is done hy 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 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 attempt3 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. , Approved For Release 2000/08/08 : CIA-RDP96-00789R001100020015-2
a vs ; +: a. Approved For Release 2000/08/ Ce METITIPSE-00789R001100020015-2 GJebhLal Trrgetla - Mie trainivig cennton $a condueted Sn oa Similar manner with the czception that the selected target is not limited Lo the local area and Is usually designatee w by. geographic coordinate, photograph, or other identifying data. The trainee, of course, is not provided any information about the site and must hy the very | nature of the problem remote view it. Application 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 hut general descriptive data provided by the trainee is insufficient to satisfy training objectives. Specific, significant qualitative duta which would be of exploitable value nust 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 sfte whereas during other training sessions the interviewer may know nothing about the site. © _- 2 ~ ° 2 % i 3 | i j SQ rs pany r; : Approved For Release 2000/08/08 : CIA-RDP96-00789R001100020015-2
v 4 Approved For Release 2000/98%0 : : %-00789R001100020015-2 : . for COORDINATE REMOTE, VIEWING. oo 5+ ‘The Coordinate Remote Viewing (CRV) Lraining procedure was developed by an SRI-International (SRI-I) subcontractor in the early {980s 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 KV 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 minimize imaginative overlays). (2) The use of a specially-designed, acoustic~tiled, relatively featureless, homogeneous] y-colored “viewing chamber" (to minimize environmental overlays). (3) The adoption of 4 strictly-prescribed, limited - interviewer patter (to minimize interviewer overlays). % 43 The applied CRV training procedure requires that the trainee learn a pragressive multi-stage acquisition process postulzted 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- usvally 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 9 ? are uniquely describable through touch, _ taste, sound, colot,-or odor such as ” Slaciers, volcanoes, industrial plants, ete. Stage Three —- sites possessing significant dimensional characteristics such as buildings, bridges, airfields, etc. Appendix 2 Approved For Release 2000/08/08 : CIA-RDP96-00789R001100020015-2
Approved For Release 2000/0 ' -00789R001100020015-2 Stage Four = sites re qui ron ng qualitative mental pofecptis such as technical area, wilitary feeling, research, ele. Stage Five - sites requiring the interrogation of qualitative mental percepts Lo produce reLined information such as ajreraft tracking radar, hiomedical research facility, tank production plant, cte,. on Stage Six - sites requiring direct, three-dimensional assessment of site elencnts Lo one another such as airplanes inside one of three camouflaged hangars or a military compound with a command huilding, 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 trainee. 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 hy SRI-I for Class A, By and C ERV 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 Siven. Should the trainee state an element of information that appears incorrect, the interviewer remains silent. Feedback, in order to rrevent inadvertent cuing (interviewer overlay), is in the form of very specific statements made by the interviewer. These statements and their definitions sre as follows: | , | Correct (C) - This indicates that the information is i correct in context with the site location, but/is not sufficient to end the session, vege v3 Approved For Release 2000/08/08 : CIA-RDP96-00789R001100020015-2
Approved For Release 2000/08/08 HRD F6-00789R001100020015-2 Preohiably Correct (PC) ~ This statement meaunag Ghat ihe interviewer, having limited informution about the site, though he cannot he absolutely sure, belleves that the information provided is corrects: eo ‘« Near (N) - This indicates that the $nformalion provided is not an clement of the specific site, hut 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 correct nor incorrect. ; Site (S) - This indicates the site has been correctly identified for the specific stage heing 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 descrihe 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 practice in Class B, the trainee soon learns to control his own perceptual faculties and develops confidence in! his ability. - Approved For Release 2000/08/08 : CIA-RDP96-00789R001100020015-2
Approved cor, Relgase, 2000! pei08 ch \ z Pdodlar Co what the hed - community refers to as a “deuble blind" experiment. The purposes for Class A training and for RED double h)lind experiments differ however, The R&D community uses“deulle hlind experimental protocols to lest a variable. under:«.-.-. controlled conditions. Class A training {5 not a test for the trainee, but a process wherehy 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 informalion concerning the site and the traince 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 full 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 booklet is governed by corporate Vaws of Propriety and as such may not be reproduced or disseminated without permission, ' °% Approved For Release 2000/08/08 : CIA-RDP96-00789R001100020015-2
7i98-9Q789R001100020015-2 | + +: - Approved For Release 2000/08/98 4 GIAKRD Ry NEA ABSTRACT REFERENTS DISCRIMINATION OF-B INA! Remote Viewers have demonstrated little ubjlity to discriminate alphanumeric information. Remote perception and description of geographic locations, buildings, and objects appears to he 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 Ltrainees who possess an innate ability to psychically discriminate between different alphanumerics 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 discrimination 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: , ' PHASE 1 » 4% : During Phase 1 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 ewn visual field. Negative oral feedback is never provided. t 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, te ° PHASE 2 ) If a trainee is able to complete Phase 1 (successfully “ discriminate between binary alternatives to a statistically Significant level), Phase 2 is|initiated, During Phase 2 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. , “Sy Appendix 3 Approved For Release 2000/08/08 : CIA-RDP96-00789R001100020015-2
Sid elite P96-00789R001100020015-2 Approved For Release 200 alien Hite %% “The overall purpose here in to develop an fnteenalised go, feeling of conLidence vithin the Lraince of psychia impressions through the use of Ceedhback wilhdrawal lactics. A-data base of traince performnunce is also expanded during this period. - Ss ne PHASE 3°” aor During this phase of training the emphasis sheers away somewhat from discrimination of binary alternalives and begins to focus on the trainces ability to respond to abstract referents, In ARDBA Phase 3 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 4 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 betweén binary alternatives at a given coordinate (abstract, referent cue) provided by the trainer. The trainer records tHe results but does not provide feedhack to the trainee, This phase serves to extinguish the trainee’s dependence on the previous target pool as well as external feedback. PHASE 5! ; 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 "coor inates" as cuing and the trainee attempts to discriminate betlween binary alternatives) for each of six. different abstract referents. Feedback is given wnly after the completion of six “coordinates, ” This phase completes the training concept and demands the trainee accurately respond to a series =: to receiving feedback. t Approved For Release 2000/08/08 : CIA-RDP96-00789R001100020015-2 £ requirements prior
Approved For Release 2000/QojU6«, UIF 96-00789R001100020015-2 - Cr Oure there stapes have Leon Cota letod “AN Sneha “needa - project is conducted, This Snvolves the use of alas yte mee binary “code which is: sealed.in a onvelopeck The [Leas ne (hen attempts lo identiLfy this code given appropriate. abatrac referents. To he effective, a nOUrcat Must: be See R RE oes ““SPseriminate hetween binary’ alternatives -intatedquentialichain PRG anGiVenya,complex abstract referent cuing.systemegeThedul timate ye — Ce SES“HOal of this program might be to detect and déscribe _ cryptographic code at remote locations. This newly trained source ability will have to he integrated {nto conventional © remote viewing techniques. A source will have to locate Re poeraphtc systems through remote viewing and then apply is/her abi Lo discriminate hin; Z Lives specif 3 nes cher abil Iontion binary alternatives in specific fee it MSsou ce f Pay t i 5 | i} : . %% j | a | 3 | Approved For Release 2000/08/08 : CIA-RDP96-00789R001100020015-2