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HEALTH, EDUCATION, A - WELFARE
TYPE
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IPROGRAM
NUMBER
GRANT APPLICATION
REVIEW GROUP
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COUNCIL (Month, Year)
DATE RECEIVED
TO BE COMPLETED BY PRINCIPAL INVESTIGATOR (Items 1 through 7 and 15A)
1. TITLE OF PROPOSAL (Do not exceed 53 typewriter spaces)
Techniques To Enhance Extraordinary Human Perception
2. PRINCIPAL INVESTIGATOR
13. DATES OF ENTIRE PROPOSED PROJECT PERIOD (This application)
2A. NAME (Last, First, Initial)
Targ, Russell
FROM
Oct. 1, 1972
THROUGH
Oct. 1, 1973
28. TITLE OF POSITION
4. TOTAL DIRECT COSTS RE-
QUESTED FOR PERIOD IN
ITEM 3
15. DIRECT COSTS REQUESTED
FOR FIRST 12-MONTH PERIOD
Senior Research Physicist
2C. MAILING ADDRESS (Street, City, State, Zip Code)
BLDG. 30, K1054
· Stanford Research Institute
Menlo Park, CA. 94025
6. PERFORMANCE SITE(S) (See instructions)
SGFOIA2
Stanford Research Institute
333 Ravenswood Ave.
Menlo Park, CA.
94025
California 11
D. DEGREE
B.S. Physics
Grad. Work, Columbia
25 SOCIAL SECURITY NO.
SGFOIA3
2F. TELE- Area Code TELEPHONE NUMBER AND EXTENSION
PHONE
DATA
415
326-6200 X3202
2G. DEPARTMENT, SERVICE, LABORATORY OR EQUIVALENT
(See Instructions)
Electronics and Bioengineering Lab.
.2H. MAJOR SUBDIVISION (See Instructions)
Information Science and Engineering Div.
7. Research Involving Human Subjects (See Instructions)
A.
NO B.
YES Approved:
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TO BE COMPLETED BY RESPONSIBLE ADMINISTRATIVE AUTHORITY (Items 8 through 13 and 15B)
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333 Ravenswood Ave.
Menlo Park, CA.
94025
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NOTIFIED IF AN AWARD IS MADE
Emery F. Bator, Treasurer
Stanford Research Institute
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X2022
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94025
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FOR INSTITUTIONAL GRANT PURPOSES (See Instructions)
Information Science and Engineering Div.
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60
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Telephone Number (s)(415) 326-6200 X2482
15. CERTIFICATION AND ACCEPTANCE. We, the undersigned, certify that the statements herein are true and complete to the best of our
knowledge and accept, as to any grant awarded, the obligation to comply with Public Health Service terms and conditions in effect at the time of the
award.
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(Signatures required on
original copy only.
A. SIGNATURE OF PERSON NAMED IN +JEM 2A
DATE
7/07/72
B. SIGNATURE (S) OF PERSON(S) NAMED IN ITEM 10
not acceApproved For Release 2000/08/10 : CIA-RDP96-00787R000100150001
DATE
-6
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Rev. 3-70
lingo 1 1
10. NAME, TITLE, AND TELEPHONE NUMBER OF OFFICIALIS)
SIGNING FOR APPLICANT ORGANIZATION(S)
Philip J. O'Donnell
MGR., Contract Admin.
C
YES - Pending Review
Date

SECTION 1
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PUBLIC HEALTH SERVICE
PROJECT NUMBER
RESEARCH OBJECTIVES
NAME AND ADDRESS OF APPLICANT ORGANIZATION
SGFOIA3
Stanford Research Institute
333 Ravenswood Ave., Menlo Park, CA. 94025
NAME, SOCIAL SECURITY NUMBER, OFFICIAL TITLE, AND DEPARTMENT OF ALL PROFESSIONAL PERSONNEL ENGAGED ON
· PROJECT, BEGINNING WITH PRINCIPAL INVESTIGATOR
Russel Targ
Senior Research Physicist
Electronics and Bioengineering Lab. of the Information Science and Engineering Div.
Harold E. Puthoff
Senior Research Engineer
Electronics and Bioengineering Lab. of the Information Science and Engineering Div.
SGFOIA3
TITLE OF PROJECT
Research on Techniques to Enhance Extraordinary Human Perception
- USE THIS SPACE TO ABSTRACT YOUR PROPOSED RESEARCH. OUTLINE OBJECTIVES AND METHODS. UNDERSCORE THE KEY WORDS
(NOT TO EXCEED 10) IN YOUR ABSTRACT.
We propose to investigate the feasibility of enhancing ESP function using the
following three approaches: (1) use of a teaching machine of ESP, incorporating
the principle of reinforcement (4-stage random target selector); (2) training
subjects to use ESP by means of hypnotic techniques; (3) testing the effect of
Faraday cages on enhancing ESP performance
-
-
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SECTION 11 - PRIVILEGED COMMUNICATION
Russell Targ
BIOGRAPHICAL SKETCH
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Use continuation pages and follow the same general format for condi person.
NAME
Russell Targ
TITLE
Senior Research Physicist
BIRTHDATE (Ma, Day, Yr.)
PLACE OF BIRTH (City, State, Country)
Chicago, Illinois U.S.A.
PRESENT NATIONALITY (If non-U.S. citizen,
indicate kind of visa and expiration date)
U.S.
SEX
Male
Female
EDUCATION (Begin with baccalaureate training and include postdoctoral)
INSTITUTION AND LOCATION .
DEGREE
YEAR
CONFERRED
SCIENTIFIC
FIELD
Queens College, New York, N.Y.
B.S.
1954
Columbia University, New York, N.Y.
1954-56
u
-
Physics
Physics
HONORS
Awarded position of Research Assoc., Polytechnic Institute of Brooklyn, Brooklyn, New York,
1959
MAJOR RESEARCH INTEREST
Parapsychological and Paraphysical Phenomena
ROLE IN PROPOSED PROJECT
Responsible Investigator
RESEARCH SUPPORT (See instructions)
100% overhead, Stanford Research Institute, pending funding
SGFOIA3
RESEARCH AND/OR PROFESSIONAL EXPERIENCE (Starting with present position, list training and experience relevant to area of project, List all
or most representative publications. Do not exceed 3 pages for each individual.) Prior to joining SRI in 1972, Russell Targ
joined Sylvania in 1962 and was recently investigating techniques for the development of new
gas lasers, making use of his recent research with compact, self-contained multi-kilowatt CO.
lasers. He has pursued in the past research resulting from his original investigations of :.
FM laser and supermode laser techniques. This work has included frequency stabilization and
single frequency operation of both He-Ne lasers and high-power argon lasers. He has worked .
techniques for laser noise reduction by elimination of mode competition through use of the F.
process. He also performed modelocking experiments using the high-power CO2 laser at 10.6
microns to achieve very short pulses at high-power and high-repetition rates. Previous to
this work, he was engaged in work on optical modulation and demodulation with microwave phot:
tubes and the design and construction of an automatic-frequency-controlled optical heterodyni
receiver for the detection of microwave-modulated light.
Before coming to Sylvania, Mr. Targ was with Technical Research Group from 1959-1962. The
he was involved in experiments in new gaseous laser media, spectroscopy for systems with gas.
involving collisions of the second kind, construction of He-Ne lasers in the infrared and
visible ranges, and optical homodyne experiments using phase modulation and demodulation tec.
niques.
Earlier, he served as Research Associate at the Polytechnic Institute of Brooklyn, where
assisted in the establishment of the Electron Beam Laboratory. There, he performed experi-
ments with high-density plasma, making use of microwave diagnostic techniques.
Prior to that (1956-1959), he had been with Sperry Gyroscope Company, Electron Tube Divi-
sion where he did experimental work in microwave generation from plasmas; he is the inventor
of the tunable plasma oscillator at microwave frequencies. He also did early work in the
technology of ultrahigh-vacuum and ion-pump design.
PROFESSIONAL ASSOCIATION: IEEE, American Physical Society, The Optical Society of America
PUBLICATIONS: Mr. Targ has published numerous papers on beam-plasma interactions, spectro-
scopy for new gaseous lasers, optical-homodyne experiments, and laser stabili
zation.
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Russell Targ
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LIST
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1. R. Targ and L.P. Levine, "Backward-Wave Oscillations in a System Composed of an
Electron Beam and a Hydrogen Gas Plasma", Journal of Applied Physics, Vol. 32,
No. 4, April 1961, pp. 731-737.
2. M. Ettenberg and R. Targ, "Observations of Plasma and Cyclotron Oscillations",
Proc. of the Symposium on Electronic Waveguides, Polytechnic Institute of Brooklyn,
New York, April 8-10, 1958.
3. P. Rabinowitz, S. Jacobs, R. Targ, and G. Gould, "Honodyne Detection of Phase-Modu-
lated Light", Proc. IRE, Vol. 50, No. 11, November 1962.
4. G. . Grosof and R. Targ, "Enhancement in Mercury-Krypton and Xenon-Krypton Gaseous
Discharges", Applied Optics, Vol. 2, No. 3, March 1963, pp. 299-302.
5. R. Targ, "Optical Heterodyne Detection of Microwave-Modulated Light", Proc. IEEE
(Correspondence), March 1964, pp. 303-304.
6. R. Targ, D.E. Caddes, and B.J. McMurtry, "The Traveling-Wave Phototube. Part II:
Experimental Analysis", IEEE Transactions on Electron Devices, Fol. ED-11, April
1964, pp. 164-170.
7. S.E. Harris and Russell Targ, "FM Oscillation of the He-Ne Laser", Applied Physics
Letters, Vol. 5, No. 10, 15 November 1964, pp. 202-204.
8. Russell Targ, G.A. Massey, and S.E. Harris, "Laser Frequency Translation by Means
of Electro-Optic Coupling Control", Proc. IEEE, (Correspondence), Vol. 52, No. 10,
October 1964, pp. 1247-1248.
9. Russell Targ and W.D. Bush, "Automatic Frequency Control of a Laser Local Oscilla-
tor for the Heterodyne Detection of Microwave-Modulated Light", Applied Optics,
Vol. 4, No. 11, December 1965.
ho. G.A. Massey, M. Kenneth Oshman, and Russell Targ, "Generation of Single-Frequency
Light Using the FM Laser", Applied Physics Letters, Vol. 6, No. 1, January 1965,
pp. 10-11.
1. L.M. Osterink and Russell Targ, "Single-Frequency Light from an Argon FM Laser",
Applied Physics Letters, February 1967.
12. Russell Targ and John Michael French, "Stabilization of a He-Ne Laser", Proc.
IEEE, July 1967.
13. L.M. Osterink and Russell Targ, "Single-Frequency Light Using the Super-mode Tech-
nique with an Argon FM Laser", Proc. of the Symposium on Modern Optics, Polytechnic
Institute of Brooklyn, N.Y., March 22-24, 1967.
14. Russell Targ and L.M. Osterink, "Frequency Stabilization and Quieting of the FM
Laser", 1967 WESCON Convention Record.
15. R. Targ and' J.M. Yarborough, "Mode-Locked Quieting of the He-Ne and Argon Lasers",
Applied Physics Letters, Vol. 12, No. 1, pp. 3-4, 1 January 1968.
16. D.E. Caddes, L.M. Osterink, and Russell Targ, "Mode-Locking of the CO2 Laser",
Applied Physics Letters, Vol. 12, No. 3, pp. 74-76, 1 February 1968.
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17. Russell Targ, J.M Yarborough, J.M French, "Frequency Stabilization and Noise
Suppression in the Argon FM Laser", IEEE Journal of Quantum Electronics, Oct. 1968
18. William B. Tiffany, Russell Targ, and J.D. Foster, "Kilowatt CO2 Gas-Transport
Laser", Applied Physics Letters, Vol. 15, No. 3, 1969.
19. William B. Tiffany, and Russell Targ, "The Gas-Transport Laser -- A New Class of
High-Power Electro-Optic Devices", Laser Focus, September 1969.
20. Russell Targ and William B. Tiffany, "Gain and Saturation In Transverse Flowing
CO2-N2-He Mixtures", Applied Physics Letters, Vol. 15, No. 9, 1 November 1969.
21. S.E. Schwarz, T.A. deTemple and Russell Targ, "High Pressure Pulsed Xenon Laser",
Applied Physics Letters, Vol. 17, No. 7, 1 October 1970.
22. Joseph D. Taynai, Russell Targ and William P. Tiffany, "An Investigation of
Tellurium for Frequency Doubling with CO2 Lasers", IEEE Journal of Quantum
Electronics, QE-7, 8 August 1971.
23. Russell Targ and M.W. Sasnett, "High Repetition Rate Xenon Laser with Transverse
Excitation", IEEE Journal of Quantum Electronics, February 1972.
24. Russell Targ and Michael W. Sasnett, "Xenon-Helium Laser at High Pressure and
High Repetition Rate", American Institute of Physics, Vol. . 19, No. 12,
15 December 1971.
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SECTION II - PRIVILEGED COMMUNICA" ON
Russell Targ
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(Give the following information for all professional personnel listed on page 3, beginning with the Principal Investigator.
Use continuation pages and follow the same general format for each person. )
NAME
Harold Edward Puthoff
TITLE
Senior Research Engineer
BIRTHDATE (Mo., Day, Ys.)
PLACE OF BIRTH (City, State, Country)
Chicago, Illinois U.S.A.
PRESENT NATIONALITY (If non-U.S. citizen,
indicate kind of visa and expiration date)
U.S.
SEX
SGFOIA3
Male
Female
EDUCATION (Begin with baccalaureate training and include postdoctoral)
INSTITUTION AND LOCATION
DEGREE
YEAR
CONFERRED
SCIENTIFIC
FIELD
Stanford University, Stanford, CA.
University of Florida, Gainesville, Fla!
University of Florida, Gainesville, Fla
Ph.D.
1967
M.S.E.
1960
Physics, Electrical Eng
Electrical Engr.
B.E.E.
1958
Electrical Engr.
HONORS
Dept. of Defense Certificate of Commendation for Outstanding Performance (in connection wit
supervision of optical computer research), 1963; Second Prize for Outstanding Paper of the
Year, NSA Technical Journal, 1963, for contribution entitled, "The Status of Optical Logic
Elements for Nanosecond Computer Systems", co-authored with
(cont. below*)
MAJOR RESEARCH INTEREST
Quantum Physics, Paraphysical and Parapsy-
chological Phenomena
ROLE IN PROPOSED PROJECT
Co-investigator
SGFOIA3
RESEARCH SUPPORT (See instructions)
100% overhead, Stanford Research Institute, pending funding
*Phi Eta Sigma Honorary Fraternity; J. Hillis Memorial Award for Outstanding Sophomore,
University of Fla.,, 1956; J. Hillis Memorial Award for Outstanding Engineering Student, 195
Sigma Tau Honorary Fraternity; Phi Kappa Phi Honorary Fraternity; Sperry Fellow, 1958-1959;
Sigma Xi; B. E. E. Degree with High Honors, 1958;
RESEARCH AND/OR PROFESSIONAL EXPERIENCE (Starting with present position, list training and experience relevant to area of project. List all
or most representative publications. Do not exceed 3 pages for each individual.) In 1972, Dr. Puthoff joined the staff of
SRI where he is continuing work in the area of lasers and also initiating research in the
area of biofeedback and biofield measurements. Dr. Puthoff holds patents in the area of
lasers and optical devices, supervises research for Ph.D. candidates in Electrical Engineer
ing and Applied Physics at Stanford University, has published a textbook in lasers widely
used in universities both here and abroad, and has published over 25 papers in professional
journals.
Prior to joining the staff of SRI, he accepted a position as Research Associate at the
Microwave Lab and Lecturer in the Department of Electrical Engineering following receipt of
bis Ph.D. degree from Stanford in 1967. There he continued work in the field of lasers un:
he joined the staff of SRI in 1972. While at Stanford he conceived, patented, and develope
a tunable Raman laser which produces high power radiation throughout the infrared portion .
the spectrum. In addition, he conceived and has under development a Cerenkov laser which h
the potential of producing high power tunable coherent radiation from the far infrared into
the ultraviolet portion of the spectrum.
From September 1963 to June 1967 he was enrolled as a student and employed as a research
assistant in the Microwave Laboratory, Hansen Physics Lab, Stanford University, where he wa.
engaged in teaching and research in lasers and nonlinear optics.
Prior to entering Stanford, he graduated with the Master's degree from the University of
Florida in 1960 and reported to active duty as a commissioned officer in the Navy to be
assigned a research billet in the Department of Defense (NSA, Ft. Meade, Md.). While there
he pursued research and monitored contracts concerned with the development of ultra-high-
speed (kmc) computers under project LIGHTNING. He also served in the capacity of instructo
for courses in analog computation. He also initiated a program to determine the potential
of lasers, fiber optics, and other devices of this nature
f
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tronic comApproved For Release 2090/08/1QesGIA-RQR95,00787R000109.50001.6 of Defense
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Russell Targ
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Certificate of Commendation for Outstanding Performance. Upon being released from
active duty in February, 1963, he remained in a civilian status (GS-13) until Septem-
ber, 1963, at which time he entered Stanford to pursue a Ph. D. program.
During the academic year 1958-59 he had an appointment as a Sperry Fellow while
pursuing a Master's Degree program at the University of Florida. As part of his
graduate program he designed, built, and tested an originally-conceived focusing sys-
tem for hollow electron beams used in microwave tubes. For approximately one year
prior to receiving the Master's degree, he was also employed full time by the R and D
Laboratory of the Sperry Electronic Tube Division, Gainesville, Florida, where he was
involved in similar research.
In the summer preceding graduate school, he was employed by the General Electric
Company, Schenectady, New York, where he designed the logic system for a control com-
puter for an automated steel mill, and, in addition, obtained a patent for the design
of a remote control system for television receivers.
Harold E. Puthoff was born in Chicago, Illinois, on June 20, 1936. He began his
professional career early by attending a vocational high school where he majored in
Radio Communications, obtaining professional licenses which allowed him to work half-
time throughout his undergraduate program at the university radio station. He re-
ceived the B.E.E. Degree with High Honors in 1958 and the M.S.E. degree in 1960, both
from the University of Florida, Gainesville.
LIST OF PUBLICATIONS
1. W. W. Peterson and H.E. Puthoff, "A Theoretical Study of Ion Plasma Oscillations IRE
Elect. Devices ED-6, 372 (1959).
2. H.E. Puthoff, "Crossed-Field Focusing of a Hollow Cylindrical Electron Beam",
M.S. Thesis, University of Florida, Gainesville, Florida, January 1960.
3. A.D. Sutherland, H.F. Renkiewicz, H.E. Puthoff, and D.E. Countiss, "On the Use of
Periodic Electrostatic Focusing in Klystrons", Pres. Int. Congress on Microwave
Tubes, Munich, West Germany, June 1960. Also pres. 18th Conf. on Electron Tube Re-
search, Seattle, Washington, June 1960.
-
4. H.E. Puthoff, "Design of a Crossed-Field Electron Gun", Pres. 18th Conf. on Elec-
tron Tube Research, Seattle, Washington, June 1960.
5. H.E. Puthoff, "Scaling Matrix for the Analog Computer", NSA Tech. Jour. 7, 1962.
6. J.T. Tippett and H.E. Puthoff, "The Status of Optical Logic Elements for Nanosecond
Computer Systems", Proc. Pacific Computer Conf., Pasadena, Calif. March 1963. Also
published NSA Tech. Jour. 8 (1963).
7. J.T. Tippett and H.E. Puthoff, "Optical Computers Approach Reality", Optoelectronic
Devices and Circuits, ed. by Samuel Weber, Mcgraw-Hill Co., New York, 266 (1964) .
8. R.H. Pantell and H.E. Puthoff, "A Proposed Novel Method for Obtaining a Non-Spiking
Pulsed Laser", IEEE 53, 295 (1965).
9. R.H. Pantell, P. Pheneger, and H.E. Puthoff, "Transient Buildup of Laser Oscilla-
tions", Pres. Spring Meeting Electrochemical Society, San Francisco, May 1965.
10. B. Huth, R.H. Pantell, and H.E. Puthoff, "Characteristics of a Tunable Raman Laser
Pres. Spring Meeting Electrochemical Society, San Francisco, May, 1965.
1. B. Huth, R. Pantell, and H. Puthoff, "The Effect of a Static Field on Raman Scat-
tering", Pres. 23rd Conf. on Electron Device Research, Urbana, Ill., June, 1965.
12. H.E. Puthoff, R.H. Pantell, and B.G. Huth, "Tunability of the Raman Laser", Jour.
Applied Physics 37, 860 (1966).
13. R.H. Pantell, B.G. Huth, H.E. Puthoff, and R.L. Kohn, "Mode Coupling in an External
Raman Resonator", Appl. Phys. Letters 9. 104 (1966).
14. B.G. Huth, N.V. Karlov, R.H. Pantell and H.E. Puthoff, "A Study of the Stimulated
Raman Effect Using an Off-Axis Resonator", Pres. 24th Conf: on Electron Device
Research, Pasadena, Calif., June 1966.
15. B.G. Huth, N.V. Karlov, R.H. Pantell and H.E. Puthoff, "Characteristics of the Sti-
mulated Raman Effect in an external Resonator", Proc. Sixth Int. Conf. on Microwave
and Optical Generation and Amplification, Cambridge, England, Sept. 1966.
16. B.G. Huth, N.V. Karlov, R.H. Pantell, and H.E. Puthoff, "A Quantitative Study of
the Stimulated Raman Effect Using an Off-Axis Resonator", IEEE J. Quant. Elect.
QE-2, 763 (1966).
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Values for Two, Three, and Four Photon Absorptions", J. Chem. Phys. 46, 3507 (1967)
18. H.E. Puthoff, R.H. Pantell, B.G. Huth, and M.A. Chacon, "Near-Forward Raman Scat-
tering in LiNbO3", J. Appl. Phys. 39, 2144 (1968).
19. H.E. Puthoff, "The Stimulated Raman Effect and its Application as a Tunable Laser"
Ph.D. Thesis, Stanford University, June, 1967.
20. R.H. Pantell, B.G. Hugh, and H.E. Puthoff, "Generation of Nonthreshold Second-
Stokes Using an Off-Axis Resonator", IEEE J. Quant. Elect. QE-4, 41 (1968).
21. R.H. Pantell, G. Soncini, and H.E. Puthoff, "Stimulated Photon-Electron Scatter-
ing", IEEE J. Quant. Elect. QE-4, 903 (1968).
22. J. Gelbwachs, R.H. Pantell, H.E. Puthoff, and J.M. Yarborough, "A Tunable Stimula-
ted Raman Oscillator", Appl. Phys. Letters 14, 258 (1969).
23. J.M. Yarborough, S.S. Sussman, H.E. Puthoff, R.H. Pantell, and B.C. Johnson,
"Efficient Tunable Optical Emission from LiNbO3 Without a Resonator", Appl. Phys.
Letters 15, 102 (1969).
24. S.I. Wax, M. Chodorow, and H.E. Puthoff, "Optical Damage in KDP", Appl. Phys.
Letters 16, 4 (1970).
25. S.S. Sussman, B.C. Johnson, J.M. Yarborough, H.E. Puthoff, R.H. Pantell and J. S
J. Soolloo, "A New Source of Tunable Optical and Infrared Radiation", Proc. Poly-
technic Institute of Brooklyn International Symposium of Submillimeter Waves,
Mar. 1960, New York City, New York.
26. B.C. Johnson, H.E. Puthoff, J. Soolloo, and S.S. Sussman, "Power and Linewidth of
Tunable Stimulated Far IR Emission in LiNb03", Appl. Phys. Letters, 18, 181
(1970) .
27. E. Amzallag, T.S. Chang, B.C. Johnson, R.H. Pantell, and H.E. Puthoff, "Stimulated
Raman and Polariton Scattering in LiIO.", Jour. Appl. Phys. 43 3251 (1971) .
28. D.L. Hecht, W.L. Bond. R.H. Pantell and H.E. Puthoff, "Dye Lasers With Ultrafast
Transverse Flow", IEEE Jour. Quant. Elect. QE-8, 15 (1972)
BOOK:
Fundamentals of Quantum Electronics, publ. by John Wiley and Sons, Inc., 1969.
To be published in French by Dunod Co., Paris, France. A test and reference
book bridging quantum mechanics to engineering and applied physics applications.
Co-authored with R. H. Pantell.
.
0
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A. Introduction:
1. Objective:
The purpose of the proposed program is to demonstrate the feasibility of
increasing extra sensory perception (ESP) by means of ESP teaching machines. In
preliminary work we have found evidence suggesting that such learning does take
place (Appendix A) *. At the present time, there is a very substantial literature
describing carefully conducted experiments to demonstrate the existence of ESP.
Many of these experiments have been examined, criticized, and verified by statis-
ticians, biologists, and psychologists. In this proposal we will describe some
of the experiments which have withstood the greatest scrutiny. It will not be the
purpose of the proposed program to add to the literature another, demonstration of the
statistical appearance of ESP, but rather to train subjects to such a proficiency
in ESP that their ability will be sufficient to allow us to go on and examine
various models describing the operation of ESP.
It should therefore be understood that the authors elect to take the
existence of ESP as an assumption upon which to base this proposal. Ultimately
1
we would hope to obtain both an understanding of the ESP phenomena, and the skill
to train subjects sufficiently to provide them with an ESP ability functioning at a
useful operational level.
2. Background:
Preliminary
Over the past few years there has been an increase both in the quantity and
the quality of successful ESP experiments appearing in the literature. This up-
swing is due in fair measure to the renewed interest in the subject in Soviet bloc
countries. This proposal is motivated and partially based on a bringing together
of three recurrent themes that we observe in the ESP papers of the past five years.
-
*Appendix A is a reprint of an invited paper presented at the IEEE Inter-
national Symposium of Information Theory, January 1972. This paper summarizes our
preliminary experiments giving evidence for increased ESP through use of feedback
and reinforcement with an ESP teaching machine.
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The papers referred to he
will be referenced in detail-
the body oft
proposal.
One group of papers describe the well documented work of a Czech investi-
gator, Dr. Milan Ryzl. His work, which has been examined by a large number of
investigators from the West, involves a hypnotic teaching procedure for the induc-
tion of a high degree of ESP ability in subjects who had none previously. Ryzl's
subjects have been among the most successful ever to be tested in the recent
history of ESP research.
A second group of experiments done both in the U.S. and in the USSR shows
that ESP ability is heightened by electrical screening of the percipient, contrary
to what one might expect. In fact, the effect of electrical screening is one of the
very few physical variables presently known that has any effect on ESP performance.
A third group of experiments pertains to the advisability of psychological
reinforcement in ESP tests. It is apparent that through the history of ESP investi-
gations, subjects who get no reinforcement in the testing procedure deteriorate in
their ESP performance; those who receive reinforcement, improve. It is this
latter group of experiments which suggests the use of a teaching machine with its
demonstrated success in the teaching of other skills through the use of reinforce-
ment techniques.
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Classical Experiments
Esp was not "discovered" in the laboratory; it was inferred from
otherwise inexplicable happenings in everyday life; and in the latter
part of the nineteenth century considerable effort was expended by the
Society for Psychical Research (London) and other investigators to
collect and document such cases. It soon became apparent, however, that the
these apparently inexplicable happenings were so intermixed with complex
psychological events that it was impossible to decide whether any form of
ESP had to be postulated to explain them. Therefore, laboratory
experimentation was begun early in this century.
Laboratory experiments on ESP have dealt largely with statistical
assessment of guessing procedures, where an exact level of "chance" expec-
tancies can be specific. Subjects are asked to guess the identity of
cards (ordinary playing cards or special decks), and elementary statis-
tical procedures are used to test the null hypothesis that the number
of correct identifications by the subjects is a chance fluctuation. When
the results are improbable on the null hypothesis, the experimenter infers that
that some form of ESP was operative. Elaborate and essentially fool-
proof precautions against both fraud and error have long been standard
in laboratory tests, as well as physical arrangements precluding any
sensory cues as to the identity of the target cards.
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Using these procedures, hundreds of experiments have now been reported
from many laboratories, the vast majority of which have shown results which
required rejecting the null hypothesis that only chance was operative. Some
examples of such experiments will be given.
The Pratt-Woodruff (see Pratt, et.al., 1940)}series consisted of 60,000
guesses, using college students as subjects. The normal deviate of the re-
sults was 4.99, so that, on the null hypothesis of chance, such a result
would be expected to occur approximately once in a million such experiments.
Obviously, the null hypothesis must be rejected.
The Pearce-Pratt experiment (Pratt, et.al., 1940) -is one of the most
rigorous ever conducted. A subject who appeared to be particularly gifted
with ESP, judging from earlier experiments, Hubert Pearce, was asked to guess
the identities of cards being looked at by the experimenter, Dr. Gaither Pratt.
Dr. Pratt was in either of two buildings, 340 or 740 feet away from the subject
during these trials. There were 1850 guesses. On the null hypothesis, the
subject would be expected to make 370 hits. As a matter of fact, he made
558 hits. The probability of this occurring under the null hypothesis is
10-20
.
As a final example, one experiment from the extensive work of the English
investigator, Dr. S. G. Soal, a mathematician at Oxford, will be illustrated.
Using a gifted subject, Basil Shackelton, guessing runs were alternated through
two conditions. In one case, an experimenter in a separate room looked at each
card to be guessed (so-called telepathy conditions), while in the second case,
this experimenter merely handled the same cards without looking at them, thus
requiring the subject to somehow obtain, information about the identity of the
cards directly (so-called clairvoyance conditions). In this latter condition,
the subject's calls did not deviate from chance expectancy. In the telepathy
condition, however, the probability of the score having been obtained by chance
was 5 x 10-9. In other studies, this subject always scored well under telepathy
conditions, but never under clairvoyance conditions (although, for the area as
a whole, clairvoyance experiments have generally been as successful as telepathy
experiments). This study (see Soal and Bateman, 1954)2 and others illustrate
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that some subjects may do well under certain experimental conditions and
not others. Another successful series was conducted with Shackelton in
Paris, while Soal looked at the cards in Oxford. Shackelton's guesses were
checked against the actual card order by a third party in London, where the
material was sent by each.
Research in the Soviet Union and Czechoslovakia
In 1962 a prominent Russian physiologist, Professor L. L. Vasiliev,
published a book summarizing many years of experiments in ESP. An English
:
translation appeared in 1963 (Vasiliev, 1963)3. Many of the experiments
reported were carried out prior to the second World War, although special
laboratories to study ESP have now been established under government auspices
at Soviet universities (see Ivanov, 19634; Pratt, 1963)5. One aspect of the
Soviet experiments will be discussed later in section 3.4, and the bulk of
the work will not be reviewed here. It should be noted, however, that there
is an interesting difference in emphasis between Soviet research on ESP and
research in the Western World. Our research has concentrated on asking sub-
jects to guess at information, to find out things. The Soviets have concen-
trated on attempts to have subjects carry out telepathically-suggested actions
at specific times. That is, our experiments have concentrated on "What is it?"
while the Soviet experiments have concentrated on the command "Do it!" .
A particularly outstanding series of recent experiments have been per-
formed by a Czech investigator, Dr. Milan Ryzl, both alone and in collaboration
with several Western investigators (Pratt, 19646; Pratt and Blom, 19647; Ryz1
and Pratt, 1963a8; 1963b9; 1963c10; Ryz1, 1962a11; 1962b12; Ryzl and Ryzlova,
196213; Ryzl and Pratt, 196214). These experiments are of particular interest
since they all center around one outstanding subject who was trained by the
hypnotic techniques to be described in section 3.3, and to be utilized in the
proposed research. In all the experiments, the basic technique was to present
to the subject a group of folders made of heavy cardboard. Inside each folder
was a sealed envelope, and inside the envelope was a card which was green on
one side, white on the other. Cards and protective coverings were thoroughly
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randomized before all experiments by two experimenters, in such a manner
that neither the subject nor the experimenters could possibly know which
envelope was in which folder or which side of the colored card was facing
upward. The subject was asked to guess which side was upward.
In a typical experiment, carried out by a Dutch investigator, Professor
J. Blom, and an American investigator, Dr. J. G. Pratt (Pratt and Blom, 1964) 7,
the subject's guesses far exceeded chance expectation, the probability of the
results having arisen from chance alone being 10-9.
The important thing about.
these experiments is that the subject had no ESP abilities before the hypnotic
training, but as a result of it has continued to demonstrate ESP in experiment
after experiment, despite the fact that the experimental guessing task must be
excruciatingly boring after thousands of guesses!
1
Psychological Factors Affecting ESP
.-
One of the most persistent results found in ESP research over the years
has been the so-called decline effect (see Rhine and Pratt, 1957)15. This
refers to the fact that subjects generally score above chance at the beginning
of ESP tests, but decline to chance expectation toward the end. The null
hypothesis of no ESP would allow for no such systematic trend. This was one
of the earliest experimental indications of the importance of psychological
factors affecting subjects' ESP performance, for such a decline curve is just
what is obtained in almost any psychological study of repetitive tasks, i.e.,
subjects are enthusiastic and do well at first in almost any new task, but as
fatigue and boredom set in, their performance declines.
The most systematic study of the psychological factors affecting ESP
performance in America has been by Professor Gertrude Schmeidler. Much of
her work has been summarized in a monograph .(Schmeidler and McConnell, 1958) 16.
The basic psychological variable investigated by her has been the effect of
subjects' belief in ESP on their scores during subsequent ESP testing. She
has repeatedly confirmed the finding that, for groups of subjects, those who
admit to a belief in ESP before the testing score significantly above chance
expectation, while those who profess a disbelief in the reality of ESP score
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significantly below chance expectation. That is on an "unconscious" level
the disbelievers must be using ESP in order to avoid making the correct guess.
Furthermore, if personality measures of psychological adjustment, independently
obtained, are compared with the beliefs and ESP scores, the above finding may
be further refined. Thus the well-adjusted believers score significantly
above chance expectation, and the well-adjusted disbelievers score significantly
below chance expectation, while those subjects who are poorly adjusted score at
chance levels, regardless of their belief. A striking demonstration of the way
man structures his interaction with the world in accordance with his belief
system!
Conclusions
The particular studies cited above are but a very small sample of many
excellent studies. These studies are of such quality and significance that
no scientist who studies the evidence can seriously doubt the existence of
ESP. Given this fact, though, the question naturally arises as to why the
phenomenon of ESP is not generally accepted in the scientific community.
There would seem to be three primary reasons for this nonacceptance.
The first is that the effect, although real, is generally quite small in
absolute terms. In the Pearce-Pratt experiment cited above, the subject
averaged 7.5 hits per run of 25 guesses, instead of the 5 expected by chance.
Although the odds against chance were astronomical (10"- ) for the entire
series, this gain of 2.5 cards over chance expectation on the average is
absolutely rather small.
A second reason for nonacceptance is similar to the first. The effect
is not only generally small, but we are only beginning to barely understand
the factors which determine whether or not .it will appear at all in a given
experiment. Thus while the bulk of experiments on ESP yield positive results,
no one can be sure that a given subject will turn out positively, so ESP is
not yet amenable to repeatable experiments, as phenomena in most other scien-
tific disciplines are.
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The third, and perhaps most important, reason for nonacceptance, is
that we have no adequate theories or explanations of ESP. As Dr. Charles
Tart pointed out at the symposium on ESP at the University of Cali-
fornia, Los Angeles, (Tart, 1965)17 the total lack of fit of ESP phenomena
with the current theoretical framework of physics causes most scientists
to simply ignore their existence, and the small amount of scientific inves-
tigation of the phenomena in this country is not likely to result in any
startling new discoveries that will force scientists to take notice of the
phenomenon. This situation is quite regretable, for an understanding of
ESP will undoubtedly result in significant additions to our knowledge of both
physics and psychology, as well as having practical applications.
All branches of science progress through an interaction of theory and
data. Data suggests theories, the theories suggest where to look for impor-
tant data, and the new data confirms the theory or results in its modification.
In general, the better our theoretical understanding of a phenomenon, the greater
our control of it. The present status of ESP investigations reveals that we
are trapped in a viscious circle; the low level of the phenomenon make adequate
theorizing difficult, and the lack of adequate theories make it difficult to
gain enough control to increase the magnitude of the ESP effect. It is in the
hope of raising the level of the ESP effect that the research herein described
is proposed, in order to have a quantum jump to a new and more fruitful level
of investigation.
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3. Rationale:
Introduction
In discussing possible techniques for increasing the attainable level
of ESP performance, we find that there is little that may be said with
great assurance. Most of the methods that have been tried in the laboratory
over the past half century have centered around keeping the subject's interest
and motivation at a high level. While some of these techniques have been
successful, they have all been quite small scale effects, and obviously do not
meet the need for the really effective enhancement of ESP performance necessary
to acquire experimental control, and increase our understanding of the phenomenon.
.....
This section will discuss the three techniques which we feel are not only
suitable for investigation in our laboratory, but which do promise a signifi-
cant enhancement of the ESP effect.
Learning and Reinforcement
The following is based on a paper by Tart. 18
The assumption behind almost all ESP testing has been that we are trying
to detect an extant capacity. It may be more profitable, however, to assume
that whatever this capacity is, it is latent in the subjects, and they must
learn to use this capacity within the context of the experimental situation.
Let us now consider some basic facts about learning.
Learning refers to a postulated change within an organism (whether animal
or human) which is reflected or manifested as a change (improvement) in per-
formance during the course of practice at some task. Almost all learning takes
place in situations where the correct response is rewarded on each trial and
incorrect responses are not rewarded, or may even be punished. Thus someone
attempting to learn to play the scales on a piano is rewarded by a smile from
his teacher (and, perhaps; the satisfaction of the harmony) if he runs through
it correctly, but by disapproval (and disharmony) if he is incorrect, Reward
can, especially with human subjects, also be conceived of as feedback of
information on the correctness or incorrectness of performance; and insofar
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as the subject is motivated to perform correctly, knowledge that his response
was correct is rewarding.
Now a number of factors affect the course of learning over and above the
simple presence or absence of reward or feedback, such as the subject's moti-
vation to learn and his state of health. A very important factor is the time
relationship between the subject's response and the reward or feedback. Al-
most all studies of learning show that learning is slower and less effective
as the interval between response and reward increases. With lower organisms,
particularly, a fairly lengthy interval between response and reward results
in no learning at all; i.e., the organism never emits the correct response
with greater than chance frequency. In general, intervals between response
and reward or feedback are optimal if they are on the order of less than a
second, and learning falls off rapidly if these intervals reach even a few
seconds in many instances.
The opposite of learning is extinction; i.e., the correct response in a
situation appears less and less frequently, and finally fails to appear al-
together. The typical laboratory procedure for producing extinction of a
learned response is simply to stop rewarding each response as it is emitted
by the organism. Or one can give the reward, but give it in a way such that
it is ineffective for the particular organism, e.g., by making the response-
reward interval so long that the organism no longer "associates" the reward
with the correct response.
In this light, let us examine the typical card guessing situation, as
used in almost all ESP experimentation. The subject comes in with some
motivation to do well on this test (whether doing well means scoring posi-
tively for believers or scoring negatively for disbelievers). He is then
required to give a large number of responses (guesses), usually 25, and
some of these responses are correct, some are incorrect. The correct re-
sponses may occur with greater than chance frequency: in fact, they frequently
do on the initial run. After he has emitted a large number of responses, the
experimenter tells him which were correct and which incorrect. There has been
no reward or feedback immediately after each response. Indeed, the feedback
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coming after such a large number of trials is probably completely ineffective.
What little reward there is (feeling gratified at scoring above chance) tends
to be associated with the entire run, rather than individual responses. This
paradigm, then, is basically an extinction paradigm, and is well suited to .
eliminate correct responses occurring with a greater than chance frequency.
Looking at the typical card guessing experiment introspectively, on each
guessing trial the subject is responding to a whole host of internal cues,
many of them probably not clearly represented in consciousness, and many of
them probably extremely transient. In going over his results with him at the
end of 25 trials, we are asking him to do a rather heroic task, i.e., to recall
the particular set of amorphous feelings and sensations associated with each
of the 25 trials, and to retrospectively associate these amorphous, transient
feelings with this late knowledge of results.
Any psychologist, if asked to have any organism learn under conditions
of massed, unrewarded trials followed by occasional rewards which cannot be
associated with particular responses by the organism, will throw up his hands
in despair!
Not only does the typical card guessing paradigm fit this theoretical
model of the extinction paradigm, but the empirical results bear it out. Al-
most all subjects, no matter how much above chance expectancy they are at first,
eventually, with repeated testing, come down to chance expectancy. We have,
unknowingly yet systematically, been extinguishing the operation of ESP in our
subjects. Indeed, one might cite as an argument for the existence and lawful-
ness of ESP, the fact that we are able to extinguish it by well-known psycholo-
gical procedures. More positively, there has been one exploratory experiment
appearing recently (Ojha, 1964) " which did report that subjects' scores at
ESP tests increased in direct proportion to the amount of information feedback
0
on each trial.
-
What can be done about it?
.
What is needed is an experimental procedure in which: (a) the subject's
guesses have virtually immediate consequences, i.e., knowledge of results
and/or reward and/or punishment on every trial; (b) the testing situation
is intrinsicly motivating enough to the subject so that some ESP is operative
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in the first place; and (c) the mechanics of target selection, recording,
and presentation of feedback, reward, or punishment are unobtrusive, so as
not to distract the subject or the agent. Note that requirement (b) brings
out an assumption basic to the argument of this paper, i.e., that the subject
will utilize ESP in conjunction with some of his responses: otherwise, there
is nothing to reinforce! That is, if a subject is simply guessing, immediate
reinforcement of correct responses amounts to reinforcing randomly varying
factors of no value, so there will be no learning to use ESP. If, on the
other hand, a subject is using ESP in conjunction with some of his responses,
this is a constant factor that will be reinforced, and we would expect learning
to occur.
The techniques of immediate reinforcement are, of course, cumbersome to
employ unless the procedure can be automated. A properly designed testing
aid, which automatically generated random targets and scored the subject's
responses, could easily be set up to do all of the following: (a) allow the
subject to respond as slowly or rapidly as he wished, thus giving the subjects
a chance to clarify their internal feelings and imagery, or to work rapidly,
almost automatically; (b) reward the subject for correct responses, with fixed
or variable intervals between response and reward, and on a constant or variable
reward schedule; (c) provide reward as straight information feedback (a buzzer
for correct responses, say) or provide something like coins falling from a dis-
penser on each correct response; or (d) punish the subject for incorrect re-
sponses, either in an informational feedback way, or by something like electric
shock or monetary fines. Other techniques could be programmed in, but basically
the point is that by the use of modern apparatus all the highly developed tech-
niques of learning psychology and operant conditioning could be applied to
guessing situations, and quite possibly we would find that subjects could learn
to perform at more and more significant levels over time, instead of dropping
off to chance.
A number of automated testing devices have been proposed in the past
which produced random targets and automatically scored responses (Smith, et.al.,
196320 ; Stewart, 195921 ; Taves, 193922; Webster, 194923). Unfortunately, most
of these devices never saw any extensive use or refinement, nor were the
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designers particularly aware of the concept of reinforcement:
their emphasis
was always on eliminating human error in recording responses. An interesting
experiment using an automated testing procedure was conducted at the
Air Force Cambridge Research Laboratories, but even here the investigators
(Smith, et.al., 1963) were not aware of the value of reinforcement, and the
device itself was quite large, complex, and undoubtedly overawing to the
subjects. The development and refinement of automated testing devices is
absolutely necessary if we are to turn guessing tests into a learning situa-
tion instead of an extinction procedure, however, as manual procedures for
testing and reinforcement are simply too slow and cumbersome to both the
subject and the investigator. The convenience afforded by automated testing
devices in ESP research has been recognized by many, including the eminent
English neurophysiologist, Grey Walter (Walter, 196524), but the advantages
gained by building in reinforcement contingencies are unique to this proposal.
Using Hypnosis to Enhance ESP
There has been occasional use of hypnosis in attempting to enhance ESP
throughout the history of laboratory investigation (for typical recent studies,
see Casler, 196225; 196426; LeCron, 196127), but most of this has been a rather
simple approach of simply telling hypnotized subjects that they will do better
than they did without hypnosis. The experiments have generally reported some
enhancement, but the enhancement has always been a small one in absolute terms.
The last five years have seen the development, by the Czech investigator,
Milan Ryzl, of a systematic technique for using hypnosis as a method for
training subjects to use their ESP capacities. The consistently positive
and striking results obtained by one subject trained with this technique were
described in section 2.3 above. Doctor Ryzl's training technique will now be
outlined, based on his 1962 article (Ryz1, 196211).
Ryz1 reports that he has developed his training procedures in the course
of working with 73 male subjects and 153 female subjects. Of these, he feels
that 3 men and 24 women developed demonstrable ESP capabilities. His best
woman subject, for example, was asked to guess at cards wrapped in opaque
paper. The probability of her correct guesses being due to chance was 10-20
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The first step in Ryzl's training procedure consists of hypnotizing
the subject many times and having him experience a wide variety of hypnotic
phenomena, such as amnesia for the events of the hypnotic state, halluci-
nations, dreams, motor inhibitions, etc. This familiarizes the subject with
being in a hypnotic state, assures that he can reach a deep hypnotic state,
and creates a positive set or attitude in him that hypnosis can produce many
"miraculous" phenomena.
The next step in the training consists of using the hypnotic state to
bring about a state of mental quiescence: that is, the normally continuous
thought processes that we all have must be slowed and then stopped, so that
the conscious mind becomes a."blank screen" upon which only phenomena sug-
gested by the hypnotist appear. The subject is given training in seeing
various internal hallucinations on this blank screen.
The training to develop ESP now begins. With the subject in a hypnotic
state, eyes closed, and mind blank, Ryzl sets a tray in front of the subject
containing some randomly picked object (note that these are training condi-
tions, not test conditions). Ryzl then suggests that the subject will find
an image appearing in his mind, and that the image will be of the object on
the tray. When the subject reports that he has a clear image, and reports
on the various properties of the image (e.g., distinctness, vividness, any
emotional or somatic feelings associated with it, etc.), Ryzl has him immedi-
ately open his eyes and compare his fresh image with the actual object. The
authors of this proposal feel that this is a very important aspect of the
training, for this immediate confrontation of image and reality allows the
subject immediate feedback, and the chance to begin discriminating the charac-
teristics of images which do convey ESP information from those which do not.
.
The remainder of Ryzl's training procedures consist of refinement of the
subject's ESP abilities, rather than any new procedures, and will only be
briefly sketched here. They consist of: (a) continued practice in mental
quiescence and hallucinating, in order to make all images more distinct;
(b) placement of the target objects further and further away from the subject,
eventually in distant rooms; (c) gradually allowing the subject to become
. less dependent on the hypnotist by letting the subject initiate, control, and
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terminate his own hypnotic trances; and (d) having the subject practice
his new-found ESP abilities in a normal waking state, so the hypnosis is
eventually completely eliminated.
The essence of Ryzl's technique, then, is an instrumental use of
hypnosis to train his subjects to develop vivid images or hallucinations
against a background of mental quiet, and to gradually learn (through
immediate feedback) to discriminate images conveying ESP information from
those which do not, and finally to carry this . skill over to the waking state.
Although the best subject resulting from Ryzl's training has now been
investigated by several Western scientists, as discussed in section 2.3; no
independent confirmations of the technique have been published as of this date.
Several university scientists in the United States and England hope to
investigate Ryzl's techniques in the near future, if financial support is
forthcoming. Whether Soviet investigators are working on this is unknown,
as the Soviets seem to be quite reticent about what their current investigations
of ESP are. We believe that a technique of such promise calls for independent
confirmation as soon as possible.
Effects of Electromagnetic Shielding on ESP
Although we have no adequate theories or models of how ESP operates, the
hypothesis that it is a form of electromagnetic radiation has long appealed
to many people. Indeed, telepathy has often been called "mental radio."
The electromagnetic theory has received no experimental support, however.
Two examples from the Soviet work will be cited, although there is no attempt
here to discuss the electromagnetic theory in detail. Vasiliev (19633) re-
ports several experiments where long distances were used (hundreds of kilometers)
between the subject and the sender in telepathy studies, and the distance seemed
to have no effect on the results.
Of more interest, however, were the many experiments conducted by Vasiliev,
specifically to test the electromagnetic theory, where highly effective shielding
was placed around the subject. This consisted of placing the subject inside a
sealed Faraday cage, constructed from thick sheets of lead. This excluded all
but extremely long electromagnetic waves or intense hard radiation. The results
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showed that there was no effect on the subject's significant ESP perfor-
mance. Thus, whatever the physical nature of the information transfer
mechanism in ESP, it seems unaffected by shielding.
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A far more intriguing effect of placing subjects in Faraday cages has
been noted in some privately-circulated material by an American neurologist,
Dr. Henry Puharich. He conducted an extended research program in ESP, using
gifted subjects, in which the subjects were eventually put in separate Fara-
day cages or one subject was in a solid copper sheet Faraday cage while
another was in a car. In a crucial experiment using this latter condition
(the subject in the car was thus one mile from the laboratory), the subjects'
scores on a matching test were such that the probability of the results being
due to chance was 2 x 10-19
The fact of real importance, however, is that
the subjects had never been known to score at such a high level of signifi-
cance when they were not in the shielded Faraday cage. Further exploratory
research indicated that the electrical conditions of the Faraday cage signi-
ficantly affect the level of ESP scoring. Breaking the integrity of the
shielding, or disconnecting the ground connection of the cage from earth, for
example, dropped the subjects' scoring levels back to those obtained under
ordinary room conditions. The changes in the physical parameters of the
Faraday cage were done, of course, without the subjects' knowledge, in order
to avoid psychological suggestion effects.
The Faraday cage thus seems to have the effect of a physical amplifier
of ESP, increasing the level of ESP performance by an order of magnitude.
If the effect is confirmed, the next step of investigation is to ascertain
just what physical properties of the Faraday cage are responsible for the
effect. " For example, what portions of the electromagnetic spectrum are
effectively shielded?
The Faraday cage effect in enhancing ESP is quite novel, and currently
inexplicable. It is in direct opposition to an electromagnetic hypothesis
of ESP. A possible explanation of the effect, however, might center around
the fact that the electromagnetic fields normally impinging on human beings
may inhibit or otherwise interfere with the operation of ESP. Doctor Allen
Frey, for instance, has conducted research showing that human subjects are
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capable of detecting and reacting to incident electromagnetic radiation in certain
portions of the spectrum (Frey, 196128; 196529). Thus, the Faraday cage might
enhance ESP by shielding out the "noise" of electromagnetic radiation.
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Introduction
In the light of the technical discussion above, we propose to investigate the
feasibility of enhancing ESP function using the following three approaches: (1) use
of a teaching machine for ESP, incorporating the principle of reinforcement;
(2) training subjects to use ESP by means of hypnotic techniques; (3) testing the
effect of Faraday cages on enhancing ESP performance. Toward the end of the
experimental program, it is hoped to find optimal combinations of all three
approaches, although time considerations may make it necessary to carry out this
synthesis of approaches in a subsequent year.
C. Methods of Procedure:
Description of ESP Teaching Machines Available for Use on this Program
In order to accomplish the ends set forth in Section III, teaching machines
having the following characteristics: have been developed:
-
(1)
Generatescompletely random targets automatically and rapidly.
(2)
Possess flexibility as to the nature of the targets generated, i.e.,
be able to select various sorts of targets of interest to the sub-
jects, which may be more complex than simply the internal state of
an electronics circuit.
(3)
Able to present target to a person acting as sender in a tele-
pathy experiment.
(4)
Allows the subject to respond as rapidly or as slowly as he wishes.
(5)
Automatically scores and permanently records both the targets generated
and the subject's responses.
(6)
Providesinformational feedback and/or reinforcement to the subjects
immediately following each response.
(7)
Provides no sensory cue as to its internal state.
(8)
Is self-powered, so that it may be used inside a Faraday cage
without breaking the integrity of the cage by bringing in power lines.
(9)
Is highly reliable in operation, as well as tamper-proof, so that
there is no need for an experimenter to stay with the machine.
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Devices meeting these criteria have been designed and built by the
authors of this proposal. This proposed research will bring improved versions
of these designs to the hardware stage, debug them, and test a large number of
subjects.
The teaching machines will be available at the start of the project.
At that time at least two of the machines will be installed in prominent
locations at SRI, and employees will be invited to try their skill on them.
Various psychological techniques will be employed, such as offering prizes
for the best subjects, to keep interest high. In this manner, it should be
possible to collect data on hundreds of enthusiastic subjects within a few
months. This will not only provide information on the feasibility of teaching
ESP to unselected subjects, but also will allow a screening for the best
subjects with whom further experimentation will be done.
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Effect of Faraday Cage on ESP Performance
The initial step in this aspect of the research program will be the
evaluation
of a Faraday cage, physically similar to the one used by
Puharich in the research discussed in section 3.4 above. The research
will then follow two lines, carried out concurrently.
First, the physical characteristics of the Faraday cage will be assessed
for our application. Shielding effects throughout the electromagnetic spectrum,
acoustical properties, etc. will be investigated, using the full resources of
Stanford Research Institute.
*
Since we do know know what characteristics of the
Faraday cage are essential to the purported effect and which are not, a broad
survey of its physical properties is what is being carried out here.
Second, subjects will be run in ESP tests within the Faraday cage.
Unselected subjects will be run on conventional ESP guessing tests at the
beginning of this effort. As results from the teaching machine program come in,
the subjects who did best at that will be the ones used in the Faraday cage
experimentation. The teaching machine has been designed to be self-powered,
so that it may be used in the cage without breaking the integrity of the
shielding. The machine itself will be electronically shielded, so as not to
introduce a source of interference into the Faraday cage.
Throughout the Faraday cage tests, various physical parameters of the
cage will be systematically varied without the subjects' knowledge (to avoid
psychological effects). For example, the electrical integrity of the Faraday
cage can be varied by removing
a section of the shielding for some
studies -- this will be done so as to be imperceptible to the cage, because of
the inner, wooden wall. Other
effects from varying cage parameters
will be studied if there does seem to be an ESP enhancement effect.
The outcome of this aspect of the proposed research should be an
objective assessment as to whether the Faraday cage can enhance ESP, as
reported; and, if so, some indication of what the crucial parameters of
the Faraday cage are. In answering this latter question, valuable data
may also be obtained on the nature of information transfer in ESP.
SRI Faraday cage for use on this program
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Hypnotic Enhancement of ESP
The basic procedure to be followed here is the same as that outlined
*
in section 3.3, where Ryzl's work was discussed, with some improvements.
Ryzl's training technique is inherently long. It requires at least
20-40 hours of time from a psychologist skilled in the use of hypnosis, as
well as the subject's time. An immediate improvement, then, is to save
time by going through the training procedure only with subjects who are
highly hypnotizable, a group comprising about 20% of the general population.
It is possible to assess reliably a subject's hypnotizability by standard
psychological techniques which require about one hour to administer. The
Stanford Hypnotic Susceptibility Scale, Form C, is one of the best instru-
ments (Weitzenhoffer and Hilgard, 196330). Thus the training time will be
spent with those subjects who show the maximum hypnotic potential.
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0
A second improvement in Ryzl's procedure will consist of using subjects
who are preselected for ESP capacity. The hypnotic training program will thus
be coordinated with the teaching machine program: those subjects who score
significantly well on the teaching machine and/or show that they are learning
to use ESP on the teaching machine will be used in the hypnotic training
(provided they also show a reasonable level of hypnotic aptitude).
Preference in training, then, will be given to those subjects who
show both significant ESP performance and a high level of hypnotic aptitude.
Subjects who show a very high performance on one screening, but not the other,
will also be worked with.
Considerable psychological data on the nature of hypnosis and its
feasibility in enhancing ESP will be generated by this aspect of the experi-
mental program.
"Dr. Ryzl is now living in the San Francisco Bay area and is available to
participate in this research.
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Integration of Separate Research Lines
Although it cannot be predicted how much time will be available near
the end of the research period to devote to integration of the three research
lines, it is hoped that sufficient time will be available to provide at least
initial answers as to the feasibility of combining the three approaches for
maximal enhancement of ESP performance.
Some of the possible lines of integration have been mentioned in the
preceding sections. These and others include: (1) using subjects who score
well on the teaching machine project as the subjects for the other projects;
(2) conducting some of the hypnosis training in the Faraday cages; (3) modi-
fying the hypnotic training to focus specifically on the teaching machine
targets; and (4) pursuing any promising leads that may very well come up in
an exploratory project.
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REFERENCES
. Pratt, J., Rhine, J., Smith, B., Stuart, C., and Greenwood, J. Extra-
Sensory Perception after Sixty Years. New York: Henry Holt, 1940.
2. Soal, S., and Bateman, F. Modern Experiment in Telepathy. London:
Faber & Faber, 1954.
3. Vasiliev, L. L. Experiments in Mental Suggestion. Hampshire, England:
ISMI Publications, 1963.
4.
Ivanov, A. Soviet Experiments in ESP, 1921-1927, 1932-1938. Inter-
national J. Parapsychology, 1963, 5, 217-230.
5.
Pratt, J. Parapsychology in Russia and Czechoslovakia. J. Soc. Psych.
Res., 1963, 42, 16-20.
6.
Pratt, J. Preliminary Experiments with a 'Borrowed' ESP Subject.
J. Soc. Psych. Res., 1964, 42, 333-345.
7. Pratt, J., and Blom, J. A Confirmatory Experiment with a 'Borrowed'
Outstanding ESP Subject. J. Soc. Psych. Res., 1964, 42, 381-388.
8. Ryz1, M., and Pratt, J. The Focusing of ESP upon Particular Targets.
J. Parapsychology, 1963, 27, 227-241.
9. Ryz1, M., and Pratt, J. A Further Confirmation of Stabilized ESP Per-
formance in a Selected Subject. J. Parapsychology, 1963, 27, 73-83.
10.
Ryz1, M., and Pratt, J. A Repeated-calling ESP Test with Sealed Cards.
J. Parapsychology, 1963, 27, 161-174.
11.
Ryzl, M. Training the Psi Faculty by Hypnosis. J. Soc. Psych. Res.,
1962, 41, 234-251.
12.
Ryzl, M. In Search for the Regular Control of ESP. Indian J. Para-
psychology, 1962, 3, No. 2, 34-38.
13. Ryzl, M., and Ryzlova, J. A Case of High-scoring ESP Performance in
the Hypnotic State. J. Parapsychology, 1962, 26, 153-171.
4. Ryz1, M., and Pratt, J. Confirmation of ESP Performance in a Hypnotically
Prepared Subject. J. Parapsychology, 1962, 26, 237-243.
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15.
Rhine, J., and Pratt, J. Parapsychology: Frontier Science of the Mind.
Springfield: Charles C. Thomas, 1957.
15.
Schmeidler, G., and McConnell, R. ESP and Personality Patterns. New Haven:
Yale University Press, 1958.
17. Tart, C. Models for Explanation of Extrasensory Perception. Paper, UCLA
Symposium on ESP, June 1965.
13.
Tart, C. Card guessing tests: learning paradigm or extinction paradigm?
J. American Soc. Psychial Res., 60, 46 (1966).
19. .
Ojha, A. Amount of Knowledge of Results in ESP and Guessing Situations ..
J. Gen. Psychology, 1964, 71, 307-312.
20.
Smith, W., Dagle, E., Hill, Margaret, and Mott-Smith, J. Testing for
Extra-Sensory Perception with a Machine. Bedford, Mass .:
Air Force
Cambridge Research Laboratories, 1963.
21.
Stewart, W. C. Three New ESP Test Machines and Some Preliminary Results.
J. Parapsychology, 1959, 23, 44-48.
.
22.
Taves, E. A Machine for Research in Extra-Sensory Perception.
psychology, 1939, 3, 11-16.
J. Para-
23.
Webster, D. An Automatic Testing and Recording Device for Experiments
in Extra-Sensory Perception.
J. Parapsychology, 1949, 13, 107-117.
24.
Walter, W. G. Mechanical Techniques in Future Telepathy Research.
International J. Parapsychology, 1965, 7, 135-160.
15.
Casler, L. The Improvement of Clairvoyance Scores by Means of Hypnotic
Suggestion. J. Parapsychology, 1962, 26, 77-87.
1
6. Casler, L. The Effects of Hypnosis on GESP. J. Parapsychology, 1964,
28, 126-134.
7.
LeCron, L. Hypnosis in the Production of Psi Phenomena.
International
J. Parapsychology, 1961, 3, 65-80.
28.
Frey, A. Auditory System Response to Radio Frequency Energy.
Aerospace
Medicine, 1961, 32, 1140-1142.
29.
Frey, A. Behavioral Biophysics.
Psychol. Bulletin, 1965, 63, 322-337.
to.
Weitzenhoffer, A., and Hilgard, E., The Stanford Scale of Hypnotic
Susceptibility, Form C., Palo Alto: Consulting Psychologists Press,
.
1963.
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Demonstration of increasing scores on guessing the state of random target selector
would, for the first time in the field of parapsychology, indicate that ESP ability
can be learned and/or enhanced. Further, such a result correlated with the rein-
forcement technique would show that so-called ESP phenomena fall within the same
learning paradigm as more conventional physical and psychological phenomena.
In addition, a positive demonstration of enhancement of such extraordinary human
perception would indicate the achievement of volition over subtle physical/psychologi-
cal processes and as such would extend further understanding of the area broadly
referred to as visceral learning.
Finally, with the aid of a proven learning technique based on feedback reinforce-
ment, knowledge of the extraordinary human perception faculty would be brought
within the realm of observational science and so permit further training and
utilization of the faculty.
E. Facilities Available:
Stanford Research Institute (SRI) is an independent, nonprofit
organization performing a broad spectrum of research under contract to
business, industry, and government. The Institute, which was formerly
affiliated with Stanford University, was founded in 1946. Its operations
include the physical and life sciences, industrial and development eco-
nomics, management systems, engineering systems, electronics and radio
sciences, information science, urban and social systems, and various
combinations of disciplines within these fields.
---
SRI has no endowment; payments by clients under research contracts
and grants amount to approximately $65 million annually and are used to
cover all operating costs. Such revenue also helps the Institute main-
tain the excellence of its research capabilities.
SRI's facilities include more than one million square feet of office
and laboratory space, and incorporate the most advanced scientific equip-
ment, including unique instrumentation developed by the staff. The bulk
of these facilities and most of the research staff are located at the
Institute's headquarters in Menlo Park, California. Regional office
locations include Washington, D.C. ; New York City; Chicago; Houston; and
Los Angeles.
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Of SRI's total staff of 2600, approximately one-half are in professional and
technical categories. Some 400 members of the professional staff have Ph.D. or
equivalent degrees; 600 others have their Master's degree.
The project leader and the other research personnel who would be active in the
proposed work are members of the Electronics and Bioengineering Group. This
group currently occupies 5000 square feet of laboratory space, divided into seven
separate laboratory rooms, a technicians' work area, a machine shop, and a computer
room housing a LINC-8 and related terminals and equipment. In addition, there is
available a well equipped computation center.
The Electronics and Bioengineering Laboratory employs a number of technicians
and engineering assistants and has available electronics material and test equip-
ment useful in the development and testing of the teaching machines. Especially
suited to the work described in the proposal are a number of shielded rooms with
various instrumentation available.
Finally, there is a backup team of psychologists and statisticians which can
be brought into the project on an internal consulting basis.
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APPENDIX:
LEARNING CLAIRVOYANCE AND PRECOGNITION WITH AN
EXTRA SENSORY PERCEPTION TEACHING MACHINE
by
Russell Targ and David B. Hurt
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ABSTRACT
Feedback reinforcement techniques have been used to teach extra-
sensory perception. A machine which randomly selects among four targets,
provides immediate feedback indicating correctness of subjects' determination
of the machine chosen target. The machine can make its choice either before
or after the subject has made his determination, with learning observed to
take place in both cases.
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The research reported here demonstrates the feasibility of increasing
the extra sensory perception (ESP) of some subjects by means of an ESP
teaching machine. At the present time, there is a substantial body of
literature describing carefully conducted experiments to demonstrate the
existence of ESP.
1-3
It is not our purpose to add another demonstration
of the statistical appearance of ESP, but rather to demonstrate that learning
can take place.
The teaching machine used in this work was designed with the goal of
enhancing the ESP ability which we believe to he a latent capacity to some "
extent in all people.
4
Our hypothesis is that enhancement can be accom-
plished by allowing the user of the machine to become consciously aware
of his own mental state at those times when he is most successfully em-
ploying his extra sensory faculties. With increased conscious awareness
of this mental state, we believe that he is then able to bring his otherwise
intermittent faculties under his volitional control.
The teaching machine we used, generates four random targets for the
user to choose. These targets are generated by the machine and are not
presented until the user has indicated to the machine what he believes the
target to be. The targets are 35 mm color transparencies and the user's task
is to select the one the machine has chosen by means of its random target
generator.
.
-
An important feature of the machine is that the choice per se of a target
is not forced. That is, the subject may press a PASS button on the machine
when he wishes not to guess. Thus, with practice the user can learn to
recognize those states of mind in which he can correctly choose the target.
He does not have to guess at targets when he truly does not feel that he
"knows" which to choose.
4
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. .
When the PASS button is pushed the machine indicates what its choice
was, and neither a hit nor a trial is scored by the machine which then goes
on to make its next selection. We consider this elimination of forced choice
to be a significant condition for learning ESP.
When the user of the machine indicates his choice to the machine, he is
immediately and automatically informed of the correct answer. The machine
described here is being used to enhance clairvoyant perception in which ex-
perimenter and the subject remain ignorant of the machine's state until the
subject has made his choice.
1
Because the user obtains immediate information feedback as to the
correct answer, he is able to recognize his mental state at those times when
he has made a correct response. If the information feedback to the user
were not immediate, we believe as much learning would not take place and
less or no enhancement would be achieved. The machine used in this work
is shown in Figure 1.
The machine has the following general properties:
It generates random targets automatically and rapidly., with the rate
determined by the user. It automatically records and scores both the user's
responses and the targets generated. The machine provides no sensory cue
to the user as to its internal state, and its randomness has been carefully
investigated.
(5) .
The machine has four stable internal states. A 1.0 MHz
square-wave oscillator sends pulses to an electronic counter that counts
from "one" to "four". On the fifth pulse, the counter returns to "one".
This is called a "scale of four counter". The machine therefore passes
through each of its four states at a rate of 250, 000 times per second. The
state in which the scale of four counter resides is determined by the length
of time the 1 MHz oscillator runs. Once the machine is in a fixed state
(not scaling), the user indicates his choice as to which state he thinks the
machine is in by pressing a button on the machine under the color slide of
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his choice. The correct slide will then light up. The correct answer for
the next choice is determined by the length of time the choice button was
held down in making the selection. Since the scaling rate is 250 KHz, there
is no way for the user to control the final state of the machine since his
reaction time is four orders of magnitude too slow for this. In addition to
the reward of having pushed the button under the slide which lights, a bell
rings to indicate that a correct choice was made, and four lights carrying
. messages of encouragement are lit sequentially as the subject obtains 8,
10, 12 and 14 hits.
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·
In the course of this work we have encountered three general classes
of subjects. The majority of the 12 subjects working with the machine in
this study did not show any significant improvement in their ESP ability.
Three of the subjects gave indirect evidence of increased ESP by guessing
· at targets in a manner to cause their scores to become bi-modal. Whereas
chance scores should give a skewed binominal distribution, with the pro-
bability of a "hit" at each trial equal to 1/4, we observe that several subjects
show an increasing deviation from this distribution. That is, they generate
a disproportionate number of high and low scores. This variance of scoring
Among these subjects a
pattems has been noted in the ESP literature.
(6)
particularly high score such as 12 out of 24 is often followed by a.particularly
low score such as 2 out of 24. . We interpret this variance pattern as an in-
dication of ESP although it is not an effect which we set out to cultivate.
In the group indicating some improvement, one subject has shown an
exceptional increase in ESP scores through more than 1600 trials. This
subject has apparently learned to clairvoyantly perceive the state of the
machine to an extent providing a significant deviation from chance expectation.
The protocol for the experiment was for the subject to make four runs of
24 trials, (P=1/4). This was followed by a rest period, and four more runs of
24.
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The most successful subject in this experiment reached a scoring level
. where on three occasions she scored more than 40 hits out of 96 trials in
: one of these sets of four runs, where only 24 hits would be expected. From
.... the null hypothesis, the probability of 40 hits out of 96 trials is less than
10-3, (CR = 3.77). This subject made a total of 64 runs of 24 trials with a
mean score of 8.6 hits per run. (CR = 9.81, P for the whole series <10-15)
Based on the outcome of this work, we sought to determine if other
phenomena in the ESP realm could be similarly enhanced.
The machine was altered so that the target was not chosen by the
machine until after the subject indicated his choice. The time delay was
approximately 0.2 second, which is to say that subjects were asked to make
a perception of an event which was to occur 0.2 second in the future.
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The single subject, graduated to the precognitive experiment reported
at the beginning of her first run, "I don't feel anything anymore," about
which picture would light, and moreover that she was "just guessing." This
was borne out in her early scores in the precognition experiment. However,
in the course of 672 trials, her performance increased to a level approaching
her scores in the clairvoyant test; e.g., she obtained 19 hits out of her
first 96 trials and 38 hits out of her last 96 trials. The results of the .28
precognitive runs of 24 trials each were subjected to a linear regression
analysis in blocks of .96, corresponding to experimental protocol. The data
is shown in figure 2, and gives a best fit to a line with positive slope
0.56 per run of 96, and a Y intercept of 20.0. The correlation coefficient
was 0.68. (P <0.01) This is a clear indication that learning has taken place.
We conclude from this work that it may be possible to teach and enhance
ESP phenomena through techniques of feedback and reward in much the same
was as visceral and glandular functions are brought under volitional control.
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Additional experiments will shortly be undertaken to find the relationship
between accuracy of precognition and the temporal distance from the event.
(8)
Our overall goal is to achieve an understanding of the functional relation-
ship of ESP to the various physical and psychological variables which control it.
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REFERENCES
1.
J. Pratt, J. B. Rhine, C. Stuart and J. Greenwood, Extra Sensory
Perception After Sixty Years, New York, Henry Holt, 1940.
2.
S. Soal and F. Bateman, Modern Experiments in Telepathy, London,
Faber and Faber, 1954.
3.
L. L. Vasilliev, Experiments in Mental Suggestion, Hampshire,
England, ISMI Publications, 1963.
psychical
4.
C. Tart, J. American Soc. Psychology Res., 60, 46, (1966).
5.
The distribution of targets with regard to singles, doubles and
triples was analyzed for 2400 trials, and was found to lie
within one standard deviation of the expected value.
6.
D. P. Rodgers, J. Parapsychology 30, 151 (1966); J. C. Carpenter
J. Parapsychology 30, 73 (1966).
7.
N. E. Miller, Science, 163, 434, (1969).
8.
We hypothesize that significant events create a perturbation in the
space-time in which they occur, and that this disturbance propagates
forward, and to small degree, backward in time. Since precognitive
phenomena are quite rare, the disturbance evidently dies out extremely
rapidly in the -t direction.
9.
This work was supported by a grant from the Parapsychology Foundation.
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FIGURE CAPTIONS
1.
ESP Teaching Machine used in this Experiment, with two of the
four "encouragement-lights" illuminated.
2.
Precognition Experiment; showing number of hits/run of 96 trials
vs. average trial number. Linear regression analysis of the data
is also shown. Correlation coefficient = 0.68, P <0.01.
.
O
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+ 30;
Precognition Hits / 96 Trials
C
30
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20
10
0
0
5
10
15
20
:25
30:
Run Number (24 Trials / Run)
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