| Approved For Release 6-00788R001000370001-1 office), was modeled and administered during the first quarter of 1985. The three personnel schooled by the SRI-I subcontractor in stages one, two, and three, continued this multistage acquisition process into "stage four" and "stage five." In "stage four" the source trainee begins to form qualitative mental percepts (technical area, military feeling, research, etc.) of the target. In "stage five" the source trainee learns to "interrogate" these qualitative mental percepts in an attempt to produce analytical target descriptions (aircraft tracking radar, biomedical research facility, tank production plant, ete.). Stage four training for these three personnel began on 14 January 1985 and was completed on 1 March 1985. Stage five training began immediately and is now in progress. Training for the forth source was limited to stages one and two until mid March 1985, when he was introduced to the concepts of stage three. Although the fourth source has not yet achieved complete reliability in stages one and two, stage three concepts have been introduced to aflow him the flexibility of stage three perception and description. His training continues at this level. C. (S/NF/WNINTEL) Since the dimensional nature of much of the data produced during the RV process does not readily lend itself to verbal or written objectification, drawing skills become important in allowing the individual viewer to more readily and accurately debrief data and impressions. In the first quarter of 1985, an in-house training program in elementary sketching and drawing skills was initiated. Relying on the skills of one of the on-hand personnel who has had formal art training, and using Betty Edwards' book Drawing on the Right Side of the Brain as a good text for rapid elementary skills acquisition, the training program has progressed well. All trainee personnel involved have demonstrated improved drawing capability, which has been manifested in improved sketching quality during RV session work. The intent of the drawing classes is to increase viewer ability and flexibility to more accurately and intelligibly depict form, structure, and relationships of site-relevant dimensionals and details. A secondary benefit of drawing skills is that they facilitate development of a link between the spatially-cognitive, global processing functions of the brain's right hemisphere and the more linear functions of the brain's left hemisphere. This kinesthetic interaction with the target (describing the site’ with drawings) seems to facilitate accurate analysis and to “clear the slate" for acquisition and description of further site relevant informational etenents. The training of drawing skills continues to date. Approved For Release r P96-00788R001000370001-1
Approved For Release P96-00788R001000370001-1 3. (S/NF/WNINTEL) SUMMARY: (U) Ae CS/NF/WNINTEL) If one measures the progress of the training by the overall quality of the RV product one must first have a scale for measuring RV quality. This in turn assumes that some optimum or ideal quality standard for RV is known. The R&D community has not yet determined such a standard. Training progress herein is, therefore, measured on the basis of achieving a level of expertise within the parameters set forth by the aforementioned modeled SRI~I subcontracted training procedure. For example, if a trainee is involved in "stage two" training his progress is measured by observing his ability to report appropriate sensory (stage two) information about the target. b. (S/NF/WNINTEL) The following table depicts the percentage of times source trainees were able to demonstrate expertise (report appropriate site televant information) within their "stage" of training during the first quarter of 1985. These percentages reflect subjective expectations of the training officer and are not based on any linear analysis of a prescribed set of criteria. Viewer Training Stages Sessions Quality Sessions #03 Four and Five 26 54% #18%* One, Two and Three 27 81% #21 Four and Five 24 504 #101 Four and Five 27 TOR *New aource trainee. Cc. (S/NF/WNINTEL) Measurement of the trainee sources' progress by the above method does not reflect their readiness for intelligence collection operations. training procedure, as stated subcontractor to enhance the replicability) of RV, a point of operational community. Operational in-house training since not to The previously, reliability refine or useability development 1978. within has SRI-I subcontracted the The SRI-I was developed by (scientific develop RV resolution to the intelligence been an integral part of subcontracted training described above, or a program modeled thereafter, is alone insufficient to prepare sources for operational intelligence collection. Even the best of RV sessions produced by (the training method falls short of many operational expectations/requirements. The benefits of the SRE-T subcontracted training format are that it is learnable, it instills confidence, it provides experience, and it may serve as Approved For Release 2@@ )P96-00788R001000370001-1
wee Approved For Release 20g a foundation for Later development of operational Training during the second quarter of 1985 will processes designed to develop RV source abilities with operational goals. The association with the undersigned and the in community is classified CONFIDENTIAL. SGFOIA3 5 b96-00788R001000370001-1 capabilities. include commensurate telligence Approved For Release 2000/08/02 : CIA:-RDP96-00788R001000370001-1
1) Fi96-00788R001000370001-1 | Approved For Release 200g aLU,A APPENDIX A TRAINING REPORT First Quarter 1985 SUBJECT: Classes of Training (U) 1. (S/NF/WNINTEL) There are three classes of Remote Viewing (RV) training used in that portion of the in-house training which was modeled after the SRI-I subcontractor program. These classes deal with feedback requirements during the RV session, control of interviewer patter, trainee skill development, and motivation. These three classes (A, B, and C) are discussed below.* . 2. (S/NF/WNINTEL) CLASS C: The majority of the training sessions for novice trainees are Class C. During this phase, the source trainee must learn to differentiate between emerging target relevant perceptions and imaginative overlay. To assist the trainee in this learning, immediate feedback is provided during the session. The interviewer is provided with a feedback package which may contain a map, photographs, and/or a narrative description of the target. 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. Probably Correct (PC) This statement means that the interviewer, having limited information about the target, 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. . *NOTE: The use herein of the terms Class A, B, or C differs from the definition applied and published by SRI-I for Class A, B, or CG Coordinate Remote Viewing (CRV). a i pA DPI6-00788R001000370001-1 Approved For Relea
Approved For Release 2000S PES Tee rae70 0 788R001000370001-1 Can't Feedback (CFB) This statement indicates that, due to limited information about the target, the interviewer cannot make a judgment as to the correctness of the data. It means neither correct nor incorrect. Site (S) This indicates the site has been correctly named for the specific stage being trained (manmade structure for Stage I, bridge for Stage TII, ete.). "Site" indicates that the session is completed. During the session the trainee writes the abbreviation (see above) of the feedback next to the data. This allows the trainee to review the correct elements and produce a summary which describes the site. The training session continues until the interviewer responds with the feedback of Site. 3. (S/NF/WNINTEL) CLASS B: Once a trainee begins to demonstrate his ability to reliably distinguish imaginative overlay and report target relevant data elements, feedback is withdrawn. In Class B training sessions the interviewer knows what target 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 interview’ may ask the trainee to elaborate on specific elements of data provided, thereby guiding the trainee to describe specific areas of the target. The interviewer is only permitted to ask the trainee to elaborate on specific elements already reported by the trainee. The interviewer may not introduce new elements into the session (cue the source) 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 target 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 asking 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, a necessary step for further training and operational intelligence collection. 4, (S/NF/WNINTEL) 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 eontrolled conditions. Class A training is not a test for the trainee, but a process whereby the source learns to function with the interviewer in a team effort to acquire and describe 296 -00788R001000370001-1 Approved For Release 2000/08 /f2. , EN SAL AE RL EI LI SKS se NR CE, AA Fo BQ, >