Approved For Release 2000/08/07 : CIA-RDP96-00788R001000380004-7 Approved For Release 2000/08/07 : CIA-RDP96-00788R001000380004-7
nr ae | : o, { wp ild. . Approved For Release 2000/08/0i7 11 GIA-RDAYS -00788R001000380004-7 for COORDINATE RENOTE VIEWING “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, homogeneously-colored "viewing chamber” (to minimize environmental overlays). i : (3) The adoption of 4 strictly-preseribed, limited interviewer patter (to minimize interviewer overlays). “i 4 The applied CRV training procedure requires that the trainee learn a pragressive 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 “ohbjectifies” 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, ete. Stage Two 5 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 sudh as buildings, bridges, airfields, ete. Appendix 2 Approved For Release 2000/08/07 : CIA-RDP96-00788R001000380004-7
Approved For Release ponoiostey. (dul abpoe. 50.0,788R001000380004- -f Stage Fuur °s requiring qualitative mental peter pis 2UG h as technical wrea, military feeling, research, wle. Stage Five - sites requiring the interrogation of | qualitative mental percepts to produce refined information such as aireraft tracking radar, hiomedical research facility, tank production plant, ete. 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, harracks, 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 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 definitions sre 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 2000/08/07 : CIA-RDP96-00788R001000380004-7 ae ties
: Pr ae ‘ yay A dnt a Approved For Release 2000/08) 7s dlakabboe-poreeRaes9oosg0na4.t the *yohably Correc Eine nt inderviewer, having limited information about the site, though he cannot be absolutely sure, believes {hat 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 the immediate surrounding area. Can’t Feedback (CFB) - This statement indicates that, duce 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 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 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 specifiic 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 2000/08/07 : CIA-RDP96-00788R001000380004-7 arRARY 7
Apprqved.For Relgase.2000/0 psidz nf 1h tones poreenony 19008800044 community refers to as a “double blind” cxperiment. The purposes for Class A Ltrauining and for RED double hiind experiments differ however. The K&D conmunilty vses double blind experimental protocels Lo test a variable under controlled conditions Class A training Is 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 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 alsout the site of interest. This motivational difference is critical in forcing the traince 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 booklet is governed by corporate laws of Propriety and as such may not be reproduced or disseminated without permission. t °% Approved For Release 2000/08/07 : CIA-RDP96-00788R001000380004-7 CE RARY
ae Approved For Release 2000/08/07 :'GlA2RDP96!60788R001000380004-7 for ABSTRACT REFERENTS DISCRIMINATION OF BINARY ALTERNATIVES Remote Viewers have demonstrated little ability 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 ohjectives. The first is to identify trainees 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 % * “ 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 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. 4 q i 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. , : Appendix 3 Approved For Release 2000/08/07 : CIA-RDP96-00788R001000380004-7 OR APR Y .
Approved For Release 200}98h9? ; ei. RDP96-00788R001000380004-7 The overall purpose here is to develop an internalined feeling of confidence within the traince of psychic impressions through the use of feedback withdrawal Lactics. A data base of traince performiunce is also expanded during. this period. PHASE 3 During this phase of training the emphasis sheers away somewhat Crom discrimination of binary alternatives and begins to focus on the trainees ahility 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 hy 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 discrjminate 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 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 "coordinates" as cuving and the trainee attempts to discriminate between binary alternatives for each of six different abstract referents. Feedback is given »nly 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 2000/08/07 : CIA-RDP96-00788R001000380004-7 ALE TP ree
We -f ; ' | / , ospproyed For Release, 2ooaivala F lg ROP 95-00 7,8BR9Q 100038000457. 4 project is conducted, This Snvolves the use of a nix dipit binary code which is-sealed.in a envelope. = The trained source then attempts lo identify this code given appropriate abstract veferents. To be 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. x Approved For Release 2000/08/07 : CIA-RDP96-00788R001000380004-7 CEEDET
Approved For Release poooiabict: lala bpees. 0788R0Q1 000380004-7 , TRAINING PRECTS for _ OBJECT REMOTE VIEWING a The purpose of Object Remote Viewing (ORV) is to give the remote viewer, perceptual experience in an area vnaddressed hy other training. Basic training in remote viewing (RV) usually uses geographic locations as targets for the remote viewer. For the purposes of hasic RV training such targets serve well to develop - elementary viever 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 Lo be descrihed by the remote viewer is a concealed object as opposed to a geographic site, The procedures of hasic RV training programs remain the same, Appendix 4 Approved For Release 2000/08/07 : CIA-RDP96-00788R001000380004-7 AeaRey
Approved For Release 2000/08/07 : CIA-RDP96-00788R001000380004-7 Approved For Release 2000/08/07 : CIA-RDP96-00788R001000380004-7