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13.
(U)
Objective F, Task
1—Fundamental Parameters of RV
(S/NF)
Two different precognition experiments were conducted
during FY 1987.
The first
of
these
involved
a well-calibrated viewer
(Viewer
372)
and used natural Bay Area sites
as
targets.
Ten real-time
and ten precognitive trials
(counterbalanced)
yielded no
statistical
evidence
for remote viewing.
In
the
second experiment,
4 viewers
contributed approximately
30 trials each
in
a similar counterbalanced
real-time versus precognition protocol.
In this experiment,
however,
the
target material was photographs
from a national magazine.
No statistical
evidence for remote viewing was observed
in this experiment.
In
a third
experiment designed
to explore
the role
of feedback upon remote viewing
quality,
two of
four viewers produced
independently highly significant
evidence for remote viewing.
There was no correlation between the quality
of RV and the
intensity of the feedback for either of
the
significant
viewers.
These data do not generally support
the precognition model.
To
confirm this,
we must examine the validity of
the assumption that
the
actual feedback
is related
to
the consciously perceived feedback.
In
other words,
we question what constituted
"enough"
feedback to saturate
the RV signal.
14.
(U)
Objective F, Task 2—Video Disk Training Technology
(U) The FY 1987
effort was aimed
at developing a technology
for enhancing the
acquisition of remote viewing skills. One important factor in the development of a new skill
is the
ability to practice the skill under conditions similar to a test situation.
Until now, practice was a
time-consuming effort that required the services of a monitor and an assistant in order to ensure
a double-blind protocol.
With the advent of video disk technology coupled with the random
number capability of a personal computer,
it has become possible to develop the capacity to do
multiple RV sessions at a single sitting as well as work on specific target features with the ease and
timeliness of a forced choice task.
(U) Assembling the components
of the
system
involved
the purchase
of
a video
camera, a video disk recorder, and a Macintosh computer,
The heart of the system is the video
disk recorder, a specialized machine making possible the recording of both static and dynamic
targets from a variety of video inputs.
Access to any target
is on the order of one-half second.
Each 10-inch disk can store 24,000
still targets or up to 15 minutes of a motion target.
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(U) Random access to any single target was programmed via the computer, and a
tutorial program was constructed that walked the practicing viewer through an RV session.
Using
these
tools, an individual can randomly
select
a
target from
the
pool, do
a remote viewing
session, and receive immediate feedback.
(U) The
first step in exploring the use of video disk RV training technology was to
establish a suitable video target pool.
It was discovered that because of some deterioration in
picture quality inherent in the recording and playback process,
a different set of visual criteria
had to be applied to obtain targets that, when copied to the video disk, retained acceptable levels
of feedback information.
Additional considerations included,
for example, finding appropriate
target materials to
fit within frame parameter constraints, achieving acceptable color, granularity,
and focus,
etc.
After some experimentation, 243 National Geographic Magazine targets were
photographed frame by frame onto the video disk to serve as a pilot target pool.
(U) One of the best novice viewers from the FY 1986 training group was used to
demonstrate the capability of the system.
Viewer 137 produced two sets of eight RV responses to
each of 16
targets selected randomly by computer.
The responses were judged by comparing
each response to the eight targets
in the
set and ranking the response according to the
visual
correspondence between the response and the eight targets.
Analysis of these rankings showed
that significant RV occurred in one of the two sets. We concluded that significant RV functioning
could be obtained using the video disk format and propose that in coming years this device be
employed in conjunction with any proposed training program.
In addition to using the video disk
technology
as
a
training device, we
also formulated
a way of applying
it
to
a
screening and
selection task
(see Objective F, Task 7).
15.
(U)
Objective F, Task 3—Develop and Test RV Training Hypotheses
(U)
During FY
1987, an informal group of advanced remote viewer trainees and
researchers was organized to:
(1) discuss variables that may affect the quality limits of RV,
(2)
conduct practice sessions to maintain the in-house viewers in a state of readiness for formal RV
experiments,
(3)
provide
a
setting
for reinforcing the positive psychological
set necessary
for
consistency
of
viewers’
effort,
and
(4)
develop
experimental
protocols
designed
to
test
hypotheses generated during discussions.
This effort was exploratory in nature and
it was agreed
that any formal experiment proposals generated would be reviewed by the appropriate primary
investigator and the SOC before any formal experimental trials were conducted.
(U) The
group met
weekly
during
the
first
half
of
the
year.
On
the
basis
of
discussions and informally conducted RV sessions, three experiments were proposed. The
first
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(u)
was designed to test the hypothesis that several RV sessions could be conducted over a period of
time
without feedback
after each
session.
The purpose
of
this proposed experiment was
to
examine what
effect lack of feedback would have on subsequent viewing attempts, given the
possibility that post—session feedback may not always be available.
(U) A second proposed experiment dealt with the issue of different types of target
material.
Some viewers have reported subjectively different impressions when the task is to view
an actual outdoor scene
(after which the viewer goes to the scene for feedback) than when the
task
is
to view
a photograph
of an outdoor scene
(following which the viewer
is shown the
photograph)
. The specific opinion
is that the RV impressions are richer, more varied, and not as
limited to
visual
for actual scenes than
for the photographs.
It
follows that viewer responses
might also be more detailed and not as limited to visual impressions.
This hypothesis could be
tested by conducting a
series of viewings where
targets are randomly chosen from
a pool
of
outdoor sites and photographs.
(U) A third proposal reached the stage of a formal written protocol.
It was to test the
idea that experienced viewers could perform just as well without a monitor as with a monitor
present
in the RV session.
This experiment was rated
as a
high
priority because
if
it were
successful
it would
(1)
reduce
the
resources
necessary
to
conduct an RV
experiment,
(2)
eliminate potential monitor cues, and
(3) allow multiple viewers to work on the same target at
once.
(U)
Formal work on
experiments
previously proposed and
approved preempted
further
efforts on
these
proposals.
Advanced
viewers
spent
the
second
half
of
the
year
participating in several experiments with large numbers of remote viewings.
Weekly meetings of
the group ceased for the remainder of the year.
16.
(U)
Objective F, Task 4—Develop RV Training Hypothesis
(U)
This
task,
originally
intended
to
be
fulfilled
through
a
subcontract
with
Consultants International (Cl), was converted to a consulting relationship with the founder of Cl,
Mr. Gary Langford.
During FY 1987, Mr. Langford provided consulting services in two areas:
•
Remote Viewing
During the year Mr. Langford served as a viewer in approximately 100
RV sessions including practice, exploratory, and pilot work, and served
as
subject
in
two
major
experiments:
(1)
the
Real-Time
versus
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(u)
Precognition
experiment
and
(2)
the
Feedback
experiment
(see
Objective F, Tasks
la and
lb).
•
Hypothesis Generation
Mr,
Langford
participated
in
the
meetings
with
other
viewers
and
researchers contributing to the formulation of testable RV hypotheses.
17.
(U)
Objective F, Task 5—Investigate RV Stimulus-Response Times
(U)
Experienced
monitors
of remote
viewing
sessions
have
often come up
with
hunches as to how to tell when a particular session might be more successful than another.
One
such hunch has to do with the length of the response latency following the writing of the stimulus
word
“target.”
The hypotheses tested
in
this
pilot study were
(1)
shorter response latencies
produce relatively better RV responses, and
(2) better responses are produced when less time
is
spent producing them.
(U) Twenty-four RV
sessions from
a
separate experiment were
videotaped.
An
independent
analyst
viewed
the
tapes
and
measured
the
response
latency
following
each
presentation of the stimulus word “target” with a stopwatch.
In addition, the total time elapsed
irom when the viewer began his response to when he stopped to take a break was recorded. The
RV responses were analyzed by figure of merit analysis. The average response latency and the
average production time
for each presentation of the stimulus word were calculated
for each
session.
Results showed a significant tendency for higher quality viewings both when response
latencies were relatively short and when production times were relatively brief.
(U) These results also add confirmatory evidence that RV impressions are relatively
brief and easily subject to modification by the associational processes of memory and experience.
18.
(U)
Objective F, Task 6—Investigate Hypnosis as an RV Debriefing Tool
(U)
It
has been assumed
that
remote
viewing
information
is
mediated through
subconscious processes and is therefore not readily available to conscious retrieval.
Hypnosis has
been found to increase the
ability of observers
to
recall information acquired
in
a
variety of
circumstances
where
conscious
recall
has
been
blocked
(i.e.,
material
was
presented
subliminally,
trauma
was
associated
with
the
initial
perception,
or
information
overload
occurred).
In the present study, hypnosis was used in an attempt to enhance the data of an RV
session.
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