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Stage
Four
-
sites requiring qualitative
mental
percepts
such
as
technical
area,
military feeling,
research,
etc.
Stage Five
-
Stage
Six
-
sites requiring
the
interrogation
of
qualitative mental
percepts
to produce
refined
information
such
as aircraft tracking
radar,
biomedical
research facility,
tank
production
plant,
etc,
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 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,
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.
CRCT
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Probably Correct
(PC)
- This 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
i ncor rect
,
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
abi 1 i ty
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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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training "precis
f or
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 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
During Phase
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.
PHASE
If
a trainee
is able
to complete Phase
(successfully
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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I
The
overall
purpose here
is
to develop
an
internalized
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 sheers 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
,
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.
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Once
these stages
have
seen completed
an
In-house assessment
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 accuratel
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.
I
SECRET
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TRAINING PRECIS
for
OBJECT REMOTE VIEWING
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
QFPRFT
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