VII
DISCUSSION
A.
Background
In considering
this report on Coordinate Remote Viewing
(CRV) work,
several
important distinguishing features may be borne
in mind.
An in-depth review of
the history
of
formal psychical
or paranormal
research
covering some
100 years—clearly reveals
that no successful
training methodologies have been
located or evolved prior
to
the work
undertaken
at
SRI,
specifically
in CRV.
While certain epochs
of psychical
work
in
the .past have extraordinary merit,
these
for
the most part have
had
as
their goal
the establishing
of credibility
that
the several
psychical manifestations
d_o exist.
These manifestations
have been contacted
in
a
spontaneous
form,
and
displays
of
their arrays
always
have been dependent upon
the
innate
"giftedness"
of
subjects
if
they emerged
or could
be
located.
The
spon-
taneous
forms have not
in
a continuing form lent themselves very well
to
the
scientific parameters designed
to "capture"
them.
Because
of
this,
the
"field"
or
"state-of-the-art," as
a whole, was
forced
to view the
spontaneous arrays
through, usually,
statistical methods
of evaluation
and averaging.
The
statistical
approaches have sufficed
to establish credibility
for
the existence
of
spontaneous paranormal aptitudes
in given individuals
or groups;
by
itself, however,
it has not been sufficient or capable
of
extrapolating on
the exact nature of aptitude-characteristics
in any given
and continuable psychical manifestation.
Furthermore
,
seeking
to utilize statistical approaches
to
the problems
before
them,
psychical researchers ultimately came
to seek experiments
that might better
increase
the statistical averages
they sought.
This
overall approach
led
to
a drastic proliferation
of random experimentations
that had
as
their goals more experimental design but often affiliated
them
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less with actual psychical aptitudes.
Throughout this history,
the actual
problem
of psychical manifestations has been addressed only tangentally,
if
at all,
prior
to
the present CRV work.
This problem consists
of
two equally important factors:
(1)
What makes
superior data, when
it emerges,
superior?
(2)
What makes
inferior data, when
it emerges,
inferior?
This
dual problem
is
a problem for research
(rather
than random
experimentation)
into
the different factors
that govern the perceptual modes
that underlay
this extraordinary duality.
In approaching
this duality,
the statistical averaging or evaluation of experiments
of
the superior
into
the
inferior data
is
and has been of
little avail
in that
it does not
$
lead
into intimate contact with
the perceptual attributes
involved.
The hallmark of
the CRV R&D work— leading
to training capabilities—has
been
to concentrate upon
the exact nature
of both superior and
inferior
arrays
of data and
to plumb
into
the exact nature of
the perceptual
attributes
involved
in each of
them.
It was assumed,
at
the outset,
and
correctly
so,
that
superior data contained
less or
least
false data among
its overall contents,
and
that inferior data were data
sets
in which most
of
the content was
false.
Superior data,
therefore, were data relatively
free
of
false
data,
and
it became easy
to
think of
the overall problem
as
one
of
signal versus noise.
The characteristics both of
signal and noise
had
to be discovered
and
isolated,
and
it
is
the cumulative
breakthroughs
in
this history that have
led
to constant progress
in CRV R&D and,
ultimately,
to
a training program based upon
those breakthroughs
so
far discovered.
B .
The Definition of Training
Prior
to
a training program being established,
no
specific
set of
methods
or practices had been brought
into existence
that elevated psychical
aptitudes
or attributes above
just merely attempting
to encourage
the
emergence of
spontaneous displays.
It had been
in
the recent past
?
possible
to give general orientation
to
individuals
about the nature
of psychical
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abilities,
and
thereafter
leave
it
to
themselves
to attempt
to evoke
spontaneous psychical displays.
It
is
the definition
of
''training
1 '
that gives
the CRV project a con-
siderable difference from orientation and spontaneous displays of psychical
aptitudes.
"Training”
implies
a prefigured regime
that will,
if correctly
applied,
lead
to predictable performance which,
in
turn, will
yield
superior results.
Such
a training program should
be considered viable
if,
together with
increasing discoveries,
it continues
to develop along
lines
of
increasingly refined results and precision.
The R&D training project has well established
that predictable per-
formance
can
be
trained;
and
its
results correctly extrapolated
into use-
oriented
functions.
Furthermore,
the overall approach utilized
in R&D
continues
to reveal
increasingly refined capabilities which
in
turn,
as
of
the
close
of
the
three-year project,
imply pending entrance
into
some
truly
interesting areas of
tactical
concern.
C *
Epochs
of CRV R&D and Training
Exploration and development of Coordinate Remote Viewing
(CRV)
has
gone
through many phases:
from random experimenting
in
1974,
ultimately
to
its
substantive contents now
isolated
into
a primary,
but standardized,
training course.
Based
strictly upon
the
increasing success
of trainees
,
it
is antici-
pated
that
the CRV procedures will continue
to
increase
in value
as
a
practical applications
tool.
See Figure
4 below.
It
is nearly
impossible
to
talk
in detail
of
the complexity of
the
tasks of precision
and perceptual-control which which
the viewer-trainee
is
faced
as
he
or
she begins
to
try
to achieve command over
the
signal
line.
The reality of
the multiple
tasks
involved only become apparent
to
the
trainees during
the course
of
their
training
through each subsequent
stage
.
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1.
EXPLORATORY
1972 TO
1976
-am
2.
INTERVENING AREA
1974 TO
1976
3.
PROBLEM OF SIGNAL
vt NOISE
1976 TO
1978
mi
4.
FUNDAMENTAL PERCEPTUAL STUDIES
1977 TO
1979 AND CONTINUING
5.
ISOLATION OF THE IDEOGRAM
1979
6.
TRAINING/LEARNING
1980 — PRESENT AND CONTINUING
7.
INTENSIVE ENHANCEMENT
1982 AND CONTINUING
8.
PROJECTION OF
READINESS
1983 AND CONTINUING
mi
P
*
F
-
FIGURE
EPOCHS OF COORDINATE REMOTE VIEWING
(CRF)
,
R&D
D.
The Precision
of CRV
R&D,
aligned with
training,
have
shown
that "psychic"
signals offer
themselves up
to
interpretative consciousness
through
a predictable
series
of
"signal
impulses."
This
series
starts with "greatest" meaning,
and evolves
into
"specific" components.
This predictable process has
easily yielding "stages" each of which,
in training,
can be
specifically tutored.
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It
is
important to establish,
in the context of
this first overall
report on CRV training,
that these tasks are of extraordinary delicacy
and require precision control,
as will
be exhibited by the trainees upon
completion of
each stage of training.
The psychological perspective
that
necessarily
is
required
to surround
this operation,
should be
seen
as
a
new contribution
to overall perceptual psi requirements.
This psychologi-
cal perspective
should not be assumed
to resemble any other forgoing
idea
of requirements
in
the area of general spontaneous
psi displays.
E-
The CRV Training Course
is Carefully Designed
The most important task
in creating
the CRV training course was
to
come
to grips with
the subtle factors
involved
in accepting the
fact that
the
self-generating creative faculties of
the
trainee would achieve prime
importance
p
The
second
task was
to design an approach
that might
incorporate
psychic
functions
on
a strict and repetitive basis,
and
yet not drive
these emerging
functions
into extinction.
The result has
been
the devising
of
a course
of
training
that has
produced
satisfactory results
in
these very important areas.
Analysis
of
learning patterns,
display patterns
that are recognizable
in other disciplines
of training
in which
a new performance-skill
is gained
through precision
tutoring
or coaching.
See Figure
5 below.
WHAT ARE WE ASKING THE TRAINEE TO DO?
•
TO CONTACT A DISTANT
SITE BY MEANS OTHER THAN NORMAL
SENSORY EXPERIENCE
•
TO ACHIEVE A COMPREHENSION THAT INFORMATION
IS AVAILABLE
THROUGH NONSENSORY CHANNELS
•
TO ACTIVATE PARTICIPATION
IN THESE INFORMATION CHANNELS
•
TO ACTIVATE AND FORM NEW SKILLS TO DO SO
•
TO PUT THESE NEW SKILLS ON A CONTROLLABLE AND PREDICTABLE
FIGURE
THE CRV TRAINING TASK
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How
is Progress Judged?
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It has
transpired
that
the
learning patterns
of
the CRV training
do exhibit great similarities
to other
learning-patterned
tasks
in which
a new skill
involving consciousness
interpretation vis
a vis neuro-motor
functioning
is gained:
(i.e.,
sports, musical performance, machinery
driving,
flying,
navagating,
etc.).
We therefore
interpret that
the psychical component of CRV
is not
solely one of intellectual mentation,
but one
in which mental-physical
performance
is achieved.
As with
a number of fields,
the elements
of the performance
of which
respond
to careful
tutoring,
we
find,
during
the course
of CRV training
first
a "spontaneous" performance closely related
to
the
"first time"
phenomenology.
After
that,
as
the
trainee attempts
to
take over both on
a cognitive
level
and on an unconscious habit-forming control
of both
physical
and ..mental
responses, we
see
a high elevation
of
"noise."
Shortly
thereafter,
as
the varied elements
of
the
tasks become organized within
the
intellectual-mental attributes
of
the
trainee,
we
see
a quick
"con-
solidation" of
the
task aptitudes
involved.
At
the
end
of
this
consoli-
dating experience,
the new skill
or
"plateau" emerges.
See
fig.'
6 below.
FIGURE
CONSOLIDATION/PLATEAU PATTERN
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During
the course of training on each element, within the "stages,"
the viewer-trainee will predictably progress through this progress pattern.
Therefore,
the results
of
each trainee both can be monitored while
the
training progresses,
and his overall pattern of response can be displayed
through
the graph plan found
in Figure
6 above.
Actual graphs
of selected viewers will be found
in Annex A.
The
selected graphs
are few to achieve optimum understanding;
it should
be
borne
in mind
that all
the viewers trained have responded with near
similarity
to each other.
G •
CRV Training Course Methods
and Protocols
The general
elements
of
the CRV training course are presented below
in Figures
7 through
9.
*
(a)
.The design and establishment of
the CRV training course neces-
sitated
a great deal
of research
into methodologies
of other fields.
The
most effective
instructional procedures ultimately utilized
are found
in
Figure
8 below.
(b)
The CRV training course
is comprised of
a general design, whose
elements
are
followed
in each stage of
the
training.
While each element
is
of
importance
in
its
place,
the element pertaining
to
"reactive
inhibition" achieves predominant placement.
This
has
to do with under-
standing
the phenomena associated with "overtraining"
the result of which
causes
the
trainee
to exhibit negative effects of disinterest,
etc.,
the
ultimate
result of which
is
a
type
of
inhibition
in producing
the desired
elements
of
the
training.
In other psi research experiments,
this
inhibition achieved notoriety under
the
terminology of "psi-missing .
It
is
a simple psychological effect
that can be guarded against.
See
Figure
9 below.
(c)
The
training course also
includes
several
special
features
which are applicable
to
the psi
task at hand
in each stage.
The feed-
back protocol was designed
to reinforce
the
trainee's contact with
the
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signal
line but not to assist him with random cuing.
The use
of essays
will exhibit
the trainee's current understanding of each phenomena,
and
can be used
to uncover areas of misunderstanding
that the
training monitor
can not spot
in advance.
See Figure
below.
•
EFFECTIVE INSTRUCTIONAL PROCEDURES
-
ACTIVE PARTICIPATION:
THE LEARNER
IS ACTIVELY INTERACTING
WITH THE CURRICULUM MATERIALS BY RESPONDING. PRACTICING
AND TESTING EACH STEP OF THE MATERIAL TO BE MASTERED.
-
INFORMATION FEEDBACK:
THE LEARNER FINOS OUT WITH
MINIMAL DELAY WHETHER THE
RESPONSE
IS CORRECT.
IMMEDIATE
FEEDBACK HAS BEEN SHOWN TO BE IMPORTANT
IN A RANGE OF
-
INDIVIDUALIZATION OF INSTRUCTION:
THE LEARNER MOVES
AHEAD AT
HIS OR HER OWN
RATE.
FIGURE 7
INSTRUCTIONAL PROCEDURES
•
GENERAL DESIGN OF CURRICULUM MATERIALS
-
THEORY
-
PRACTICAL EXERCISES AND DRILLS
-
INFORMATION FEEDBACK
• SIGNAL
LINE
• COACHING ON CONTROL OF STRUCTURE
-
INDIVIDUALIZATION OF
INSTRUCTION
-
REACTIVE
INHIBITION
-
ENDING OF PRACTICAL SESSIONS
-
DAILY REPORTS
FINAL SURVEY
FIGURE
GENERAL DESIGN
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FIGURE
SPECIAL FEATURES
-
FEEDBACK PROTOCOL
• SILENCE,
IF SOME STATEMENT
IS WRONG
• PROBABLY CORRECT
(PCI
• NEAR
(N)
• CAN'T FEEDBACK
(CFB)
• CORRECT
(C)
• SITE
(S)
-
USE OF ESSAYS
-
CONSTANT OBSERVATION OF
TRAINEES' ATTITUDES
-
CONSTANT SUPERVISION FOR POSSIBLE MISCOMPREHENSIONS
OR MISUNDERSTANDINGS
SPECIAL FEATURES
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H.
Summary of
Increase
in Yields
While there
is,
of course,
yet a significant amount of work
to be
done,
especially relative
to training
in
the upper complex
stages,
the
following generalized graph illustrates general
increase of yields
(1980-1983)
in several categories of
importance.
See figure 10 below.
CRV {JSSFZSm) POTENTIAL
FIGURE
FIVE-YEAR INCREASE IN YIELDS
(1978-1983)
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ANNEX
Examples
of Stage
1 progress
in graph form
Witn reference
to the consolidation/plateau pattern
as shown
in
figure
6,
each trainee proceeds
to learn through four recognizable
patterns
of learning:
spontaneous
success,
increase of noise
as
separate elements
are dealt with separately,
consolidation
of
the
elements,
and,
finally,
a new plateau
of skill.
In the following
figure
and
12,
the elements
of two {
~
selected trainees
J & K
are shown,
and these are compared with first group trainees B & C.
t
It
can be seen
that
the learning patterns
are approximately
the
same, the end product being conscious
control
of
the signal
and
a generating
of
an accurate and noiseles
signal
line.
Following figure 12 are four consecutive examples
of
^
~~
t
selected trainee K at
the culmination of
the new plateau achieved
as
a
result
of stage
2.
Stage
2 involves signal-line perception
of delicate site
features
that must
be handled and achieved
in
a
manner totally different
from Stage
techniques.
Stage
2 techniques,
however,
often
can generate
a
total
site-comprehension,
as
the four
samples
indicate.
As
of
the writing of
this
report,
two trainees
(I
& K)
are
nearing completion
of stage
3.
An additional
report will
be tendered
concerning stage
3 upon their completion.
Stage
4 has been confirmed,
packaged,
and
is awaiting delivery
to training candidates who have successfully completed stage
3.
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training performance
FIGURE 12
TRAINEES
B & C PROGRESS GRAPHS,
STAGE
1, Pi.
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