.
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Fourt
[P96-00788R001 00001 0001 -0
Training Highlights
<U>
a.
( S/SK/WNINTEL )
ERV trainees completed the
"beaconing”
phase of training during October.
Training sites are currently
selected from global
training site
files.
It
is anticipated that
source #079
will
become operational
sometime during the first
quarter
of
1987.
b.
(S/SK/WNINTEL)
CRV source
#011
completed Stage
on
October and Stage
on
5 December.
This source also
is expected
to become operational
during first quarter
1987.
3.
(S/SK/WNINTEL)
Source Notes
(U)
a.
(S/SK/WNINTEL)
Source
#003 received one and one—half
years
of CRV training and has
had two years
of operational
experience.
Source
was
the primary author/compi ler
of
the CRV
training document used by this office.
b.
(S/SK/WNINTEL)
Source
#011
was previously assigned to
this office and employed as
an operational
ERV source and
interviewer.
Source
is now being trained
in the CRV technique
and has completed through Stage
3.
c.
(S/SK/WNINTEL)
Source
#018 received one year
of CRV
training.
After working operationally,
six months
of cross-
training m
the ERV technique
was
provided.
Source
is now dual
qualified and can contribute
to
the operational
effort
in either
an ERV or
CRV mode.
d.
( S/SK/ WN INTEL )
Source
#021
received one and one-half
years
of CRV training and has had two years
of operational
experience.
This source has displayed some ERV talent
and
is
being utilized with greater frequency
in that
technique.
Source
was co-author /compi 1 er
of
the
CRV training document.
e.
( S/SK/WN INTEL
)
Source #079
has received eight months
of
ERV training and
is
looking forward
to the challenge
of
operational
activities.
Source prepared the Draft Briefing found
at Enclosure
of
the SUN STREAK Annual
Activities Report
for
1986.
f.
( S/SK/WNINTEL
)
Source
#101
received one
and one—half
years
of CRV training and has had two years
of operational
experience.
Source also received six months
of ERV^training.
Experienced
in both CRV and
ERV,
#101
is utilized
in
the ERV
technique
for
all
operations and advanced training sessions.
4.
(S/SK/WNINTEL)
Training Techni ques
(U)
a.
( S/SK/WN INTEL
)
Abstract Referents Discrimination
of
Binary Alternatives
( ARDBA)
was
incorporated into the training
program during the forth quarter
of
1987
with two desired
objectives
in
mind:
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1)
IdentiTy* potential
trainee-sources
who possess
innate ability to discriminate between different alphanumerics
,
historical ly
,
one
of
the most difficult psychic
tasks.
2)
Determine
the feasibility of training this
ability.
The precis
for ARDBA training
is attached
as Appendix
3.
b.
(S/SK/WNINTEL)
Object Remote Viewing
(ORV)
training
was
incorporated
into the training program during the third quarter
of
1986.
The prime objective
of ORV training
is
to train
a
source
to provide greater detail
about specific objects,
e.g.,
components,
assemblies,
etc.,
the description
of which may be
of
intelligence
value.
Detailed descriptions
of discrete objects
are not emphasized during normal
RV training
or operational
sessions.
As
a result,
trained sources experience
some
difficulty perceiving object detail
when required,
ergo,
the
rationale behind ORV training.
The
precis
for ORV training
is
attached
as Appendix
4.
c.
(S/SK/WNINTEL)
Advanced
Individual
Training
(AIT)
continues
to
be utilized
to some degree within
the training
program.
A precis
for
this training technique
is
included
as
Appendix
5.
5 Appendices
1.
Training Precis
for
ERV
(U)
Cy
Training Officer
2.
Training Precis
for
CRV
(U)
Cy
3.
Training Precis
for
ARDBA
(U)
Cy
4.
Training Precis for
ORV
(U)
Cy
5.
Training Precis
for
AIT
<U>
Cy
SGI J
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^I%^88R001 00001 0001 -°
for
EXTENDED REMOTE VIEWING
The Extended Remote Viewing
(ERV)
training procedure draws
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
impressions.
The trained ERV percipient
is
able
to.
control,
observe,
and report perceptions which would otherwise
be
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
ski 1 1 s
:
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,
Hemispheric Synchronization
etc.
Skill
- Ability to engage
"receptive mode/right
hemispheric functioning."
Hemispheric Synchronization 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
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SkiTl
- AbilTty/SPsr^^a
focua
lnt8enC
(conacTous
a„d
unconscious)
on
remote viewing
(RV)
task.
Training
in organizational
management,
counseling,
personal
reinforcement,
motivation,
etc.
Skill
- Ability to communicate RV perceptions.
Training
in right hemispheric verbalization
techniques,
sketching techniques,
practice
in
non-
analytic
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
parent,
spouse,
or athlete.
This feat
is accomplished
y
willfully identifying with
a role
(a learned set
of state
dependent behaviors)
in
an appropriate
(socially accepted)
environment
.
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 complex RV tasks coupled with
a reinforcement
.
strategy designed
to develop self confidence and
to
internalize
ego state stabilizing factors.
Assessment
of
individual
R
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
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.
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Global
Targets
-
P96-C
in
a
similar manner with
the exception
that
the selected target
is not
limited to
the
local
area and
is usually designated
by geographic coordinate
(
photograph,
other
identifying
data.
The trainee,
course,
is
not provided any information
about
the site and must by the very
nature
of
the problem remote view
it.
or
of
Appl ication
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 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’* ability and Leds.
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
o
the
site.
rjrt
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Approved For Release 2005/0SEGR0
TRAINING PRECIS
for
COORDINATE REMOTE VIEWING
96-00788R001 00001 0001 -0
The Coordinate Remote Viewing
(CRV)
training procedure
was
developed by an SRI-International
(SRI-I)
subcontractor
in
the
early
1980s
to satisfy R&D demands
on SRI-I
to enhance the
reliability
(scientific replicability)
of remote viewing
<R
•
The subcontractor's approach
to improving
the reliability of
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 spec i al 1 y-desi gned
,
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)
.
The applied CRV training procedure requires that
the trainee
learn
a progressive multi-stage acquisition process postulated
o
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
<J>‘
glaciers,
volcanoes,
industrial
plants,
etc.
Stage Three
-
sites possessing significant dimensional
characteristics such
as buildings,
bridges,
airfields,
etc.
Appendix
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Stage Four
-
SEWP96-00788R001 00001 0001 -0
sites requiring qualitative mental
percepts
such
as technical
area,
military feeling,
research)
etc.
Stage 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
consci ousness
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,
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 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.
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Probably Correct
(PC)
- Thia statement means
that
the
interviewer,
having
limited information about
the
site,
though
he cannot
be absolutely sure,
believes that
the
information provided
is correct.
Near
(N)
- This
indicates that
the
information provided
is
not
an element
of
the specific site,
but
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 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 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.
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.
M
1111
T"l
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 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
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 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.
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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
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
al phanumer ics 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
During Phase
the trainee
is directed
to use
whatever
r
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
trai n i ng/test i ng and the third
purp6se
is
to build self confidence
on
the
part
of
the
trainee through
immediate positive feedback.
PHASE
If
a trainee
is able
to complete Phase
( successf ul 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 only feedback
provided
is
given orally by the
trainer.
Appendix
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to develop
an
internalized
Approved For Release 2005/0C
The
overall
purpose here
is
to develop
an
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
this
period.
PHASE
During this
phase
of training
the emphasis sheer s away
somewhat from discrimination
of binary alternatives and
begins
to focus
on
the trainees ability to respond
to
abstract referents.
In ARDBA 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 only 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 2005/(^^||(|^^P96-00788R001 00001 0001-0
Onca tee^°ar
fi^e«00»W
<H»WI
project
is
conducted.
This
involves the
use
of
a six digit
binary code which
is sealed
in
a envelope.
The trained source
then attempts
to identify this
code given appropriate abstract
referents.
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.
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for
OBJECT REMOTE VIEWING
£j^-g0788R001 00001 0001 -0
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
well
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.
Appendix
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TRAINING PRECIS
for
ADVANCED
INDIVIDUAL TRAINING
The purpose
of Advanced
Individual
Training
(AIT)
is
to
involve
fully-trained and experienced remote viewers
in progressive
perceptual
techniques and
"novel” training sessions.
These
training sessions are selected
to provide site stimuli
not
normally encountered during day-to-day remote viewing sessions.
AIT sites may include such off planet
locations
as
the Mars
Viking Lander,
sites
of religious significance
like
the Vatican,
locations
of catastrophic events
like Hiroshima,
etc.
AIT sites
serve
a dual
purpose;
they maintain
the trained remote viewer's
interest
by challenging his/her ability and
in
so doing enhance
the ability itself
by expanding the perceptual
experience
level
of
the remote
viewer.
Also available
within the AIT program are
seminars,
conferences,
and meetings which would serve
to enhance
remote viewing ability.
Of special
interest
in
the AIT
of
selected experienced remote viewers
is hemispheric
synchronization training available from The Monroe
Institute.
This training
has been successfully employed
in the
past and
is
fully documented under separate cover.
Appendix
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RDP96-00788R001 00001 0001-0