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SRI International
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Final Report
Covering the Period 15 November 1983 to 15 December 1984
December 1984
SPECIAL ORIENTATION TECHNIQUES:
S-I, S-II, S-III (U)
SRI Project 6600
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This document consists of 27 pages.
941/CL-0024
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SRT
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!14: 226-8200 · Cable:
SRI IN.
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CONTENTS (U)
LIST OF ILLUSTRATIONS
iii
LIST OF TABLES
iv
I
OBJECTIVE
1
II
INTRODUCTION
2
A.
General
2
B.
Description of Procedure
2
1.
Overview
2
2.
Stage I (Major Gestalt)
5
3.
Stage II (Sensory Contact)
6
4.
Stage III (Dimension, Motion, and Mobility)
6
5.
Summary S-I Through S-III .
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III
TRAINING ACTIVITY
8
A.
Method of Approach
8
1.
General Design
8
2.
Target Site Preparation
8
3.
Session Protocol (Training)
9
B.
Trainee Progress
9
1.
Task Scheduling
9
2.
Baseline Data .
10
3.
Stage-by-Stage Training Rates
10
a.
Stage I
10
b.
Stage II
11
c.
Stage III
12
4.
S-III Proficiency Level
12
IV
TRAINING EVALUATION AND RECOMMENDATIONS
19
A.
Overview
19
B.
Recommendations for Follow-On Actions
19
APPENDIX
DESCRIPTOR LIST FORMAT
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ILLUSTRATIONS (U)
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Schematic Representation of Remote Viewer Response
to CRV Situation
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Idealized Performance-Over-Time Curve
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Devils Tower, Wyoming
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Lamasery of Tikse, Tibet
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Washington Monument
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Temples of Pagan, Burma
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Tower No. 2 Radar Station, Georges Bank
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TABLES
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Stages in Remote Viewing
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2
Training Sites for Proficiency in
Stage I Procedures
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3
Training Sites for Proficiency in
Stage II Procedures
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Training Sites for Proficiency in
Stage III Procedures
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I OBJECTIVE (U)
(V)
SRI International is tasked with developing remote
viewing (RV)* enhancement techniques
Of par-
ticular interest is the development of procedures that have potential
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in a structured fashion (i. e., "training" procedures) .
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Under particular study in this effort is whether a
Coordinate Remote Viewing (CRV) technology, a technique that utilizes
coordinates to facilitate acquisition of a remote-viewing target, can be
successfully transferred |
*
(U) RV is the acquisition and description, by mental means, of infor-
mation blocked from ordinary perception by distance or shielding.
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INTRODUCTION (U)
A.
(U) General
At the beginning of FY 1981, SRI International
made a decision to develop and codify a promising RV enhancement proc-
edure that had emerged from earlier work -- a multistage coordinate
remote-viewing training procedure developed in conjunction with an SRI
consultant,
In this procedure, coordinates ( latitude and
longitude in degrees, minutes, and seconds) are utilized as the targeting
method. The method is structured to proceed through a series of well-
defined stages in a particular order -- hypothesized to correspond to
stages of increased contact with the target site (see Table 1). The
basic hypotheses of the procedure have been investigated under strict
double-blind testing conditions to document whether, and to what degree,
the training approach can provide a viable vehicle for RV technology
transfer į
For this effort,
we
selected four individuals
to be trained in the techniques of the first three stages (S-I through
S-III) of the procedure as it stands to date (six in all have been
developed) .
B.
(U)
Description of Procedure
1.
(U)
Overview
(U) We begin with the basic premise of the training procedure
under study: the major problem with naive attempts to remote view is
that the attempt to visualize a remote site tends to stimulate memory and
imagination -- usually in visual-image forms. As the RVer becomes aware of
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Table 1
(U)
STAGES IN REMOTE VIEWING
Stages
Example
I Major gestalt
Land surrounded by water,
an island
II
Sensory contact
Cold sensation, wind-swept
feeling
III
Dimension, motion, mobility
Rising up, panoramic view,
island outline
IV
General qualitative analytical
aspects
Scientific research, live
organisms
V
Specific analytical aspects
(by interrogating signal line)
Biological warfare (BW),
preparation site
VI
Three-dimensional contact,
modeling
Layouts, details, further
analytical contact
UNCLASSIFIED
(U)
the first few data bits, there appears to be a largely spontaneous and
undisciplined rational effort to extrapolate and "fill in the blanks."
This is presumably driven by a need to resolve the ambiguity associated
with the fragmentary nature of the emerging perception. The result is
a premature internal analysis and interpretation on the part of the RVer.
(For example, an impression of an island is immediately interpreted as
Hawaii.) This we call analytical overlay (AOL) .
(U) Our investigation of these overlay patterns suggests a
model of RV functioning shown schematically in Figure 1. With the
application of a "stimulus" (e.g., the reading of a coordinate), there
appears to be a momentary burst of "signal" that enters into awareness
for a few seconds at most, and then fades away. The overlays appear to
be triggered at this point to fill in the void. Success in handling
this complex process requires that the RVer learn to "grab" incoming
data bits while simultaneously attempting to identify the overlays as
such.
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SIGNAL,
NOISE
SIGNAL
THRESHOLD
OF
AWARENESS
"FILL-IN-THE-BLANKS"
OVERLAYS
STIMULUS
UNCLASSIFIED
STIMULUS
FIGURE 1
(U) SCHEMATIC REPRESENTATION OF REMOTE VIEWER RESPONSE TO
CRV SITUATION
(U) Observation of this process in earlier development work
suggests that the above behavior can be learned. Specifically, it
appears that the RVer being trained in accordance with procedures devel-
oped in that program can be expected to exhibit a performance curve of
the type shown in Figure 2. In brief, after being exposed to the basic
concepts of the training procedure, the RVer typically exhibits a short
period of spontaneous "first-time effect" of very-high quality response
(usually three or four sessions at most). This response cannot, however,
be maintained, and is followed by a drop to a low level of performance --
at which point substantive learning can begin. If learning is to take
place, it then proceeds forward from that point until saturation at some
skill plateau is reached.
(U) As indicated earlier, the RV training procedure is
structured to proceed through a series of stages hypothesized to corre-
spond to stages of increased contact with the target site. These stages
(described in more detail below) are tutored in order, with presentation
of theory followed by a series of practice sessions taking a few weeks
per stage. The RVer thus moves up through the stages, concentrating on
the elements to be mastered in each stage before proceeding to the next.
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SPONTANEOUS "FIRST-TIME" EFFECTS
DECLINE EFFECT
PERFORMANCE MEASURE
(e.g., SCORING RATE)
LEARNING PHASE
SKILL PLATEAU ESTABLISHED
UNCLASSIFIED
TIME -
FIGURE 2 (U) IDEALIZED PERFORMANCE-OVER-TIME CURVE
(U)
In the development work that preceded this study, it was found that an
experienced remote viewer applying the techniques that are learned in
this procedure tends to recapitulate the stages in order. The contents
of the stages (as evolved in the development work) are as shown in
Table 1, and the techniques employed in the stages are described in the
following paragraphs.
2.
(U)
Stage I (Major Gestalt)
(U) In Stage I, the RVer is trained to provide a quick-reaction
response to the reading of site coordinates by a monitor. The response
takes the form of an immediate, primitive "squiggle" on the paper (called
an ideogram) , which captures an overall motion/feeling of the gestalt of
the site (e.g., wavy/fluid for water). Note that this response is
essentially kinesthetic, rather than visual.
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3.
(U)
Stage II (Sensory Contact)
(U)
In Stage II, the RVers are trained to become sensitive to
physical sensations associated with the site, i.e., sensations they might
experience if they were physically located at the site (heat, cold, wind,
sounds, smells, tactile sensations, and the like). Again, this response
is essentially nonvisual in nature (although color sensations may arise
as a legitimate Stage II response). Of course, in both Stage I and
Stage II, visual images may emerge spontaneously. In that case, they are
not suppressed, but simply noted and labeled as AOLs.
4.
(U)
Stage III (Dimension, Motion, and Mobility)
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(U)
Whereas in Stage I and Stage II viewing, data appear to
emerge (typically) as fragmented data bits, in Stage III, we observe the
emergence of a broader concept of the site. With Stage I and II data
forming a foundation, contact with the site appears sufficiently strength-
ened that the viewer begins to have an overall appreciation of the site
as a whole (which we label "aesthetic impact"). Thus, there is an
apparent increased contact with the site that constitutes a "widening of
the aperture," as it were. Dimensional aspects such as size, distance,
and motion begin to come into play, and emphasis is placed on generating
configurational outlines and sketches (e.g., the outline of an island).
Examples of Stage III-level viewing are provided in the footnoted
reference" and later in this report. The final product of S-I through
S-III training is directed toward recognition of the overall gestalt and
physical configuration of the target site.
5.
(U)
Summary S-I Through S-III
(U)
In Stages I through III, information is collected in the
form of ideograms, and their motion and feeling (S-I), sensations at the
site (S-II), and sketches that result from expanded contact with the site
*
(U)
Puthoff, H. E., "Special Orientation Techniques: S-IV (U),"
Final Report 941/CL-0020, SRI International, Menlo Park, CA (July 1984),
SECRET/NOFORN.
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(U)
(S-III). These various "carrier" signals are individual in nature, and
special techniques have been developed to handle each in turn, more or
less in a serial fashion. To keep these separate signal lines on track
requires exceptional control of session structure -- an ability trained
for in the lengthy S-I through S-III training period. Once stabilized,
Stage III forms the platform upon which can be built the more refined
techniques of succeeding stages.
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III
TRAINING ACTIVITY (U)
A.
(U)
Method of Approach
1.
(U)
General Design
(U) The purpose of this effort is to apply the RV procedures
described in the previous section as a technology transfer/training
methodology. Training consists of a series of lectures by a training
instructor/monitor (Mr. I. Swann), interspersed with RV sessions. In the
lectures, the principles of a particular stage under consideration are
thoroughly discussed. In addition, a number of practical exercises are
carried out, such as drills in sketching, exercises in listing possible
sensations one could experience at a site, and so forth. In the overall
design of the training effort, emphasis is placed on extended practice
under close supervision of the training monitor.
2.
(U)
Target Site Preparation
(U) Because the RV training procedure involved targeting on
sites around the world, given only the geographical coordinates of those
sites, an important preparation step is the generation of target materials.
An SRI analyst charged with this responsibility prepares these materials
(folders with site information). The primary use of these materials is
to provide feedback at session end; for the purposes of training and
evaluation, sites are chosen for which feedback information in some form
is available. Sites/feedback materials consist of > 5000 map sites
(U. S.G. S. Series E maps, G. N. I. S. ; Army Map Agency maps; World Aero-
nautical Charts; atlases), specially-obtained materials on various
technological sites, and over 1500 National Geographic magazine sites.
These materials are continually updated.
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3.
Session Protocol (Training)
(U)
(U)
At the beginning of the session, the monitor and the RVer
enter the RV session chamber.
The monitor has in his possession target-
ing information in the form of a folder of feedback materials; coordi-
nates are notated on the outside. The monitor reads the coordinates as
a prompter ( stimulus) for the RVer, takes notes for later discussion,
and so forth. Unlike the protocols used in the documentation studies
( see, for example, reference referred to in Introduction Section), the
monitor here is not blind as to the target. Thus, the training sessions
are not carried out in a double-blind protocol. As part of the beginning
gradient of orienting the trainee to the RV structure, the training
monitor has the option of providing intrasession feedback as the session
progresses. The environment of the training sessions, not being cue-
free, therefore constitutes a separate category of activity as compared
with double-blind testing conditions required for documentation of proof-
of-principle.
B.
(U)
Trainee Progress
1.
(U)
Task Scheduling
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Beginning in January 1984, four !
RV
trainees were assigned to S-I through S-III training. A training
schedule for the year was set up in accordance with the following time
estimates derived from earlier development work:
Stage I
4 to 7 weeks
Stage II
2 to 6 weeks
Stage III
12 to 16 weeks
Total
Approximately 24 weeks
The training effort was generally broken up into 2-week sessions each,
with 2-to-4-week breaks between sessions.
Training was carried out at
both the SRI/New York and the SRI/Menlo Park facilities on a site
UPON.
schedule that was mutually agreed
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2.
(U)
Baseline Data
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In accordance with standard practice in SRI
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training programs:
. The four {
RV trainees were assigned random three-digit
code designators (Numbers 146, 344, 596, and 765) by which all
report data would be coded.
· Psychological profile tests were administered to provide data
for a separate Selection/Screening Task.
· As a measure of baseline response to coordinate-designated
target sites, each trainee generated, under double-blind
testing conditions, a descriptor-list response to six sites,
using latitude and longitude in degrees, minutes and seconds.
These data were then archived to be available for later
comparative evaluation. (See Appendix for Descriptor List
format.)
3.
(U)
Stage-by-Stage Training Rates
a.
(U) Stage I
The point of completion of each of the
training stages for each of the trainees is determined by the training
monitor. The monitor tracks the progress of the trainees in accordance
with certain evaluation procedures that indicate to him that the trainee
has grasped the fundamentals of the stage in question. All four !
selected trainees who embarked on S-I training at the beginning of the
year completed S-I around mid-July -- after approximately 13 weeks of
training. The numbers of training sites required for each trainee to
achieve proficiency in Stage I procedures are shown in Table 2.
The total number of training sites used
was somewhat in excess of what was anticipated. The average of approx-
imately 83 sites per trainee was compared with that of two earlier
trainee groups: a prototype development group of four (average of 54
sites per trainee), and a previous,
selected group of two (also
average of 54 sites per trainee). We also see a wide variation in the
number of sites per trainee to complete Stage I.
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Table 2
(U)
TRAINING SITES FOR PROFICIENCY IN
STAGE I PROCEDURES
RVer
Number of Training Sites
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#344
69
#146
75
#765
87
#596
99
Total
330
UNCLASSIFIED
(U) With regard to the above statistics, it would seem
natural to interpret the differences as an indication of increased
difficulty with the present trainee group as compared with earlier groups,
or with certain individuals in the group relative to the others. This
interpretation should be discouraged. The difference in the amount of
sites during any given period only reflects that a greater "noisy" period
was encountered at this particular point before consolidation of the
emerging aptitude -- a period that emerges in every trainee at some point.
Experience has shown that the number of sites required during any par-
ticular training sequence does not appear to be an important factor in
the long run.
b.
(U)
Stage II
All four trainees completed Stage II in
mid-October, after five weeks of training, which is within the expected
parameters. The numbers of training sites required for each trainee to
achieve proficiency on Stage II are shown in Table 3.
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Table 3
(U)
TRAINING SITES FOR PROFICIENCY IN
STAGE II PROCEDURES
RVer
Number of Training Sites
#344
18
#146
19
#765
21
#596
38
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Total
96
UNCLASSIFIED
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c.
(U)
Stage III
1
Stage III training has been brought to
a completion in the month of December, after five weeks effort. The
decrease in time required (below that originally estimated) was due, in
part, to the introduction of a new procedure in the use of sketching,
which resulted in considerable shortening of the overall protocol
(detached analytical sketching following generation of signal-line data).
The numbers of training sites utilized by the trainees in S-III training
are shown in Table 4.
4.
(U)
S-III Proficiency Level
!
Some indication of the level of proficiency
reached in S-III training can be seen in selected samples of RVer
response in the training format. In Figure 3, the RVer's results are
summarized in the form of a sketch, which can be compared with the
accompanying photograph of the target site. Similar results are shown
in Figures 4 through 6. Shown in Figure 7 are the responses of two
RVers to a surprise technological site. The final product of S-III
training is the routine generation of results of this caliber.
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Table 4
(U)
TRAINING SITES FOR PROFICIENCY IN
STAGE III PROCEDURES
RVer
Number of Training Sites
#765
27
#344
42
#146
42
#596
45
Total
156
UNCLASSIFIED
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CPYRGHT
Str/ Lim.
chambitte
solid-
flat
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boss
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Solid
quality charing -
line
work
story
armand
Vegetation
very fall
.
machine
monuments insize -
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red
Jan
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rounded
- wide
slight
UNCLASSIFIED
(a) SITE
(b) RVer #765 RESPONSE
FIGURE 3
(U) DEVILS TOWER, WYOMING
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(a) SITE
FIGURE 4
(U)
CPYRGHT
00
5
1
20
0
D
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Village stacked on a mountain.
(b) RVer #344 RESPONSE
LAMASERY OF TIKSE, TIBET
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Word intement.
UNCLASSIFIED
(a) SITE
(b) RVer #596 RESPONSE
WASHINGTON MONUMENT
FIGURE 5
(U)
CPYRGHT
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CPYRGHT
UNCLASSIFIED
1.7
CARVED
Textand
ORNATE
STONE
Hollow
BROWN
GRAY
Ruins of a STONE
Conclusion
Budist
ORNATE
Hirda
Temple.
UNCLASSIFIED
(a) SITE
(c) RVer #146 RESPONSE
FIGURE 6
(U) TEMPLES OF PAGAN, BURMA
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PUS ALAFORCE
UNCLASSIFIED
(a) SITE
(b) RVer #146 RESPONSE
FIGURE 7
CPYRGHT
.
Structure sitting in piling in water with doned top.
(b) RVer #344 RESPONSE
wet
(U) TOWER NO. 2 RADAR STATION, GEORGES BANK
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IV TRAINING EVALUATION AND RECOMMENDATIONS (U)
A. (U)
Overview
SRI International has had under development for
some time an empirically-derived training package developed in conjunc-
tion with SRI Consultant
Its purpose is(
the development of procedures that have {
application potential, and that can be transmitted to others.
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In the calendar year 1984, four
personnel'were selected!
Jas trainees in the S-I through
S-III portion of the training package described in the above paragraph.
With I. Swann as the training monitor, the trainees received orientation,
then carried out an average of 145 practice RV sessions each. Altogether,
a 23-week effort was expended in the delivery of the S-I through S-III
training package. This is close to the original estimate of approxi-
mately 24 weeks, even though the distribution of weeks among the various
stages differed from what we anticipated.
1
Each of the four trainees responded to the training
in accordance with their individual differences, but all exhibited an
apparently high intelligence, a quick grasp of the fundamentals of the
training, a seriousness of purpose, and a diligence in pursuing the
repetitive training the tasks required. In response to the training,
which takes into account the individualities of each trainee, each of
the four generally performed along the lines of expectation derived
from experience with previous training development groups, and all
showed an aptitude for continued development.
B.
(U)
Recommendations for Follow-On Actions
(U) Given the quality of response to the S-I through S-III
training, two recommendations for follow-on actions are offered:
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(U)
(1)
Because the detailed authentication of the S-I through S-III
skills transfer (e.g., by extensive double-blind testing) was
beyond the scope of the present effort, it is recommended that
the client enlist the trainees' present skill level to pursue
appropriate in-house tasks (whether in a test or an application
mode), to determine the overall efficacy of the training as
applied to client documentation needs.
(2)
The trainees should be afforded an opportunity to incorporate
additional skills from further training when appropriate.
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Appendix
DESCRIPTOR LIST FORMAT (
(U)
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Approved For Release 2000/08/08 : CIA-RDP96-00788R001800310001-9
UNCLASSIFIED
.
Appendix
DESCRIPTOR LIST FORMAT
(U)
Yes
No
1.
Is the site area predominantly flat?
2.
Is water a significant element at the site?
3.
Is a hill or mountain, or range of hills or mountains
a significant feature of the site?
4.
Are buildings or other man-made structures a
significant part of the site?
5.
Is the central focus or predominant ambience of the
site primarily natural, rather than artificial or
man-made ?
6.
Is a large expanse of water (ocean, sea, gulf, lake
or bay) a predominant aspect of the site?
7.
Is a land/water interface a significant feature of
the site?
8.
Is an island a significant feature of the site?
9.
Is a settlement, village or town a significant
feature of the site?
10.
Is the ambience of the site predominantly that of
a city?
11.
Is a road or other path-like structure (bridge,
railroad tracks, runway) a predominant part of
the site?
12.
Are there any posts, poles, smokestacks, columns or
similar thin vertical objects (excluding trees)
that are central to the site?
13.
Does a single major object, structure or natural
feature dominate the site?
14.
Is the site predominantly dry to the point of being
arid?
22
UNCLASSIFIED
Approved For Release 2000/08/08 : CIA-RDP96-00788R001800310001-9
=

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Approved For Release 2000/08/08 : CIA-RDP96-00788R001800310001-9
UNCLASSIFIED
Yes
No
15.
Is the site predominantly humid?
16.
Is snow or ice a significant part of the site?
-
17.
Are there any explicit and significant smells
at the site?
-
18.
Are there any explicit and significant sounds
at the site?
19
Is there significant movement or motion at the site?
20.
Is a jungle, swamp or marsh a significant feature
at the site?
21
Is a river a significant feature of the site?
22.
Is a waterfall a significant feature at the site?
23
Is a volcano a significant feature at the site?
-
24.
Is a port or harbor a significant feature of
the site?
25.
Is a rural or agricultural theme a significant
aspect of the site?
26.
Is an educational, cultural or religious theme a
significant aspect of the site?
-
27.
Are ruins a significant feature at the site?
28.
Is the presence of commerce or industry a
significant aspect of the site?
29.
Is a governmental or military ambience a significant
aspect of the site?
30.
Is science or high technology a significant
aspect of the site?
23
UNCLASSIFIED
Approved For Release 2000/08/08 : CIA-RDP96-00788R001800310001-9
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