CIA-RDP96-00789R001100020015-2

Approved For Release 2000/08108 -CIA-RDP96-00789R001100020015-2
PRODUCTION REPORT
BY VIEWER
CY'89
VIEWER
OPERATIONAL
SESSIONS
TRAINING
SESSIONS
TOTAL
SESSIONS
003
42
24
66
011
63
42
105
018
48
42
90
025
66
79
145
032
36
66
102
049
0
18
18
057
0
4
4
079
116
33
149
095
60
46
106
431
354
785
Approved For Release 2000/08/08 : CIA-RDP96-00789R001100020015-2

Approved For Release 2000/08% TROP96-00789R001100020015-2
PRODUCTION REPORT BY METHODOLOGY -
CY 89
VIEWER
CRV
ERV
WRV
SOLO
003
29
0
0
41
011
39
1
2
63
018
225
0
0
65
025
0
14.
80
51
032
38
32
0
38
049
18
0
0
0
052
4
0
0
0
079
0
1
102
46
095
38
4
6
58
191
(24%)
42 (5.3%)
190 (24%)
362 (46%)
1
CRV - Coordinate Remote Viewing.
ERV - Extended Remote Viewing.
WRV - Written Remote Viewing.
SOLO - Independent Remote Viewing.
.
.
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Approved For Release 2000/08/08 ! CIA-RDP96-00789R001100020015-2
PRODUCTION REPORT BY PROJECT - CY'89
PROJECT
SOURCES
SESSIONS
COMPLETED
EVALUATION
8808
0
99
Ongoing
*
(*
Information considered of value in terms of the groupings of
the hostages, their location and their physical status.
Projected dates of release have proven incorrect.
Periodic
updates will continue to be provided. )
SG1A
8902
33
2 JAN 89
PENDING
8903
N 4
2
19 JAN 89
PENDING
8904
8
10 FEB 89
15 FEB 89
8905
14
12 APR 89
PENDING
8906
6
14
23 MAY 89
PENDING
8907
5
20
30 MAR 89
*
(* Phase II of this project reopened on 5 June '89; Viewer 011
and Viewer 079 provided information of value to US Navy during
Phase I of this project) .
8908
5
12
9 MAR 89
*
(* Phase
II of this project reopened on 27 June 1989.
OBE) .
8909
6
6
9 MAR 89
PENDING
8909-20+
7
57
(*
Targets selected by SRI-Intl.
Summaries fwded on a weekly
basis) .
8910
1
1
10 MAR 89
PENDING
8911
1
1
9 MAR 89
PENDING
8913-A
1
13
9 MAR 89
15 MAR 89
8914
6
15
25 MAY 89
*
8914 continued ... Results indicate lack of correlation with
known ground truth. )
CFABEY
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Approved For Release 2000/08:00 . 01/ RDP96-00789R001100020015-2
8915
8916
11
30 JUN 89
PENDING
30 JUN 89
*
( *
Viewer 079's results in search project were successful ) .
8917
6
6
24 APR 89
PENDING
8918
6
6
21 APR 89
PENDING
8919
3
5
25 APR 89
PENDING
8920
4
6
20 JUN 89
PENDING
8921
4.
6
24 JUN 89
PENDING
8922
7
3 AUG 89
PENDING
8923
6
12
7 JUL 89
PENDING
8924
14
(OBE)
8925*
6
14
4 AUG 89
8 AUG 89
Info on IS hostages and LTC Higgins.
8926
6
16
20 SEP 89
PENDING
8927
6
12
18 SEP 89
PENDING
8928
6
17
4 OCT 89
PENDING
8929
7
25
15 DEC 89
PENDING
8930
6
24 AUG 89
PENDING
8931
2
2
29 aug 89
PENDING
8932
4
6
25 AUG/3 OCT 89
8933
4
31 AUG 89
PENDING
8934
1.
1
31 AUG 89
PENDING
8935
3
5
5 SEP 89
PENDING
8936
1
1
3 OCT 89
PENDING
8937
Ongoing
8938
Pending
8939
4.
A
9 NOV 89
PENDING
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1
19

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8940
4
4
31 DEC 89
*
(* Results of
search effort unsuccessful) .
8941
3
3
21 DEC 89
(* Results of
search were unsuccessful ) .
8942
3
3
22 DEC 89
PENDING
8943
2
22 DEC 89
PENDING
8944
4.
5
. 27 DEC 89
PENDING
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VIEWER 003
SESSIONS
EVAL
HIGH
VALUE
LOW
TNG
81
81
22(27%)
34 (42%)
25(31%)
OPS
102
39
5(13%)
19 (49%)
25(38%)
TOTAL
183
130
27 (20.8%) 53(40.7%) 50(38.5%)
TNG RELIABILITY
69%
OPS RELIABILITY
62%
..
VIEWER 011
SESSIONS
EVAL
HIGH
VALUE
LOW
TNG
128
128
4 (3%)
63 (49%)
61 (48%)
OPS
95
18
1 (5%)
10(56%)
7(39%)
TOTAL
223
146
5(3.4%)
73(50%)
68(46.6%)
TNG RELIABILITY
52%
OPS RELIABILITY
61%
VIEWER 018
SESSIONS
EVAL
HIGH
VALUE
LOW
TNG
86
86
7 (8%)
50(58%)
29(33%)
OPS
93
17
2(11%)
7 (41%)
8(47%)
TOTAL
179
103
9 (8%)
57 (55%)
37 (35%)
-.
TNG RELIABILITY
66%
OPS RELIABILITY 52%
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-
VIEWER 025
SESSIONS
EVAL
HIGH
VALUE
LOW
TNG
140
140
31 (22%)
91 (65%)
18 (12.8%)
OPS
18
3
0/0
1 (33%)
2 (66% )
TOTAL
158
143
31(21.7%) 92(64.3%) 20 (14%)
TNG RELIABILITY
87%
OPS RELIABILITY 33% "(TO BE ESTABLISHED)
VIEWER 032
SESSIONS
EVAL
HIGH
VALUE
LOW
TNG
93
93
17 (17%)
65 (69%)
11 (11%)
OPS
2
2
0/0
0/0
2 (100% )
TOTAL
95
95
17 (18%)
65(68%)
13 (14%)
TNG RELIABILITY
.82%
OPS RELIABILITY
(TO BE ESTABLISHED)
VIEWER 079
1
SESSIONS
EVAL
HIGH
VALUE
LOW
TNG
104
104
8 (8%)
63(61%)
33 (31%)
OPS
170
25
6 (24%)
8 (32%)
11 (44%)
TOTAL
274
129
14 (11%)
71 (55%)
44 (34%)
TNG RELIABILITY
69%
OPS RELIABILITY
56%
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Approved For Release 2000/08/08 : CLA KOP96-00789R001100020015-2
VIEWER 095
SESSIONS
EVAL
HIGH
VALUE
LOW
TNG
105
105
10 (9.5%)
63 (60%)
32 (30.5%)
OPS
57
8
0/0
5 (62%)
3 (32%)
TOTAL
162
113
10 (8.8%)
. 68 (60.2%) 35 (31%)
TNG RELIABILITY 69.5%
OPS RELIABILITY 62%
$
Approved For Release 2000/08/08 : CIA-RDP96-00789R001100020015-2

Approved For Release 2000/08/08 CIA-RDR96:00789R001100020015-2
for
EXTENDED REMOTE VIEWING
The Extended Remote Viewing (ERV) training procedure draws on the
expertise of over two decades of research by independent
investigators and recognized academic institutions including the
University of Virginia Medical Center, the Maimonides Medical
Center, the Mind Science Foundation, the University of California
at Davis, Texas Southern University of Houston, Mundelein
College, Syracuse University and others. The ERV approach has as
its goal the subjective temporal extension of subliminally brief
psychic impressions.
The trained ERV percipient is able to
control, observe, and report perceptions which would otherwise be
ignored or neglected fleeting images. This extension of the
perceptual window is accomplished through the achievement of a
discrete state of consciousness defined by identified state
dependent behaviors. These behaviors are regarded as skills
which the traince must master. The basic components of the ERV
training procedure involve the trainee in learning the following
skills:
Skill. 1 - Ability to physically relax.
Training in progressive relaxation techniques,
biofeedback, yoga, etc.
Skill 2 - Ability to reduce level of physical arousal.
Training in biofeedback techniques, self-control
exercises, autogenic training.
Skill 3 - Ability to attenuate sensory inputs.
Training in sensory isolation, concentration
exercises, and "centering devices"
1
Skill 4 - Ability to increase awareness of internal feelings
and images.
Training in dream recall, guided visual imagery
exercises, subliminal recognition drills,
Hemispheric Synchronization etc.
Skill 5 -
Ability to engage "receptive mode/right
hemispheric functioning.'
Hemispheric Synchronization training, biofeedback,
mode recognition, drawing classes, etc.
Skill 6 -
Ability to achieve an altered view of reality.
Reading assignments, intellectual
study,
meditation and contemplation exercises, etc.
Appendix 1
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"1111 7 - Ability/desire
unconscious) on remote viewing (KV) tank.
Training in organizational management, counseling,
personal reinforcement, motivation, etc.
Skill 8 - Ability to communicate RV perceptions.
Training in right hemispheric verbalization
techniques, sketching techniques, practice in non-
analytic reporting, etc.
Each one of these skills is trained over a period of several
wocks. When the trainee demonstrates independent mastery of cach
skill, he then learns to combine the skills. His goal is to
simultaneously exhibit all of the learned skills thereby
achieving a specified discrete state of consciousness in which
the trainee is able to RV. The behavioral psychologist would
call this state dependent repertoire of behaviors a
.
subpersonality, label it as "remote viewer" and include it along
with other subpersonalities (parent, spouse, athlete, office
. supervisor, etc. ) in the individuals overall identity. From this
perspective, the trained ERVer is able to RV by simply internally
identifying with the "remote viewer" as easily as one becomes a
parent, spouse, or athlete. This feat is accomplished by
willfully identifying with a role (a learned set of state
dependent behaviors) in an appropriate (socially accepted)
environment.l
Once the trainee is able to "become a remote viewer" by engaging
learned skills, he/she i's challenged to perform under controlled
conditions.
This is done by presenting the trainee with
progressively complex RV tasks coupled with a reinforcement
strategy designed to develop self confidence and to internalize
ego state stabilizing factors. Assessment of individual RV
capabilities can begin during this phase of training. For just
as there are parents, spouses, athletes, and teachers with
different abilities, so too are there remote viewers possessing a
wide range of abilities. The general target or site categories
for these progressively complex RV tasks are outlined below:
Local Targets -
The ERV team (interviewer and trainee)
are secluded within the RV room.
An
outbound "beacon" individual proceeds to
a selected site unknown to the ERV team.
The ERV team attempts to describe the
"beacon's" location.
After the training
session the "beacon" takes the ERV team
to the site to assess the accuracy of
the training session.
2
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Global Targets -
The training section is conducted in a
similar manner with the exception that
the selected target is not limited to
the local area and is usually designatec
.by geographic coordinate, photograph, or
other identifying data. The traince, of
course, is not provided any information
about the site and must by the very
nature of the problem remote view it.
Application
Targets -
:
. At this point the trainee is introduced
to RV problems which mimic actual
operational potential. Training is
conducted the same as with Global
Targets but general descriptive data
provided by the trainee is insufficient
to satisfy training objectives.
Specific, significant qualitative data
which would be of exploitable valve must
be reported.
Feedback requirements during ERV training are similar to those
outlined for CRV training as "Classes" of CRV training. The
interviewer is able to ;vary the level of feedback depending on
the trainee's ability and needs. The level of feedback is always
based on the development of a reliable, qualified remote viewer
and an effective ERV team. At times this may require that the
interviewer know about the selected training site whereas during
other training sessions the interviewer may know nothing about
the site.
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0
3
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...
for
COORDINATE REMOTE , VIEWING
'The Coordinate Remote Viewing (CRV) training procedure was
developed by an SRI-International (SRI-I) subcontractor in the
early 1980s to satisfy R&D demands on SRI-I to enhance the
reliability (scientific replicability) of remote viewing (RV).
The subcontractor's approach to improving the reliability of RV
was to focus on the control of those factors that in his view
tend to introduce "noise" into the RV product (imaginative,
environmental, and interviewer overlays). The basic components
of this training procedure consist of:
(1)
Repeated site-address (coordinate) presentation, with
quick-reaction response by the remote viewer; coupled with a
restrictive format for reporting perceived information (to
minimize imaginative overlays).
--
(2)
The use of a specially-designed, acoustic-tiled,
relatively featureless, homogeneously-colored "viewing
chamber" (to minimize environmental overlays) .
(3) The adoption of a strictly-prescribed, limited
interviewer patter (to minimize interviewer overlays) .
The applied CRV training procedure requires that the trainee
learn a progressive multi-stage acquisition process postulated to
correspond to increased contact with the site. Initially the
trainee is presented with RV sites requiring minimal detection
and decoding skills ( "stage one" sites). When the trainee
demonstrates an ability to control the "signal line" and reliably
"objectifies" accurate descriptions, the next "stage" of training
is engaged.
This procedure continues through "stage six" and .
usually takes a number of months to master. The CRV Stages are
identified as follows:
- -- ---
Stage Two ~
Stage One -
islands, mountains; deserts, etc.
0
sites of quality sensory value; sites which
are uniquely describable through touch,
taste, sound, color, or odor such as
*%
glaciers, volcanoes, industrial plants, etc.
A
- --
Stage Three -
sites possessing significant dimensional
characteristics such as buildings, bridges,
airfields, etc.
Appendix 2
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.
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Stage Four -
sites requiring qualitative mental peicepls
such as technical area, military feeling,
research, etc.
Stage Five -
sites requiring the interrogation of
qualitative mental percepts to produce
refined information such as aircraft tracking
radar, biomedical research facility, tank
production plant, etc.
Stage Six -
sites requiring direct, three-dimensional
assessment of site elements to one another
such as airplanes inside one of three
camouflaged hangars or a military compound
with a command building, barracks, motor
pool, and underground weapons storage area.
As Stage Six is engaged, an assessment of
.
relative temporal and spatial dimensional
elements along with further qualitative
elements evolve into the consciousness of the
traince.
There are three classes of CRV training.
These classes deal with
feedback requirements during the CRV session, control of !
interviewer patter, trainee skill development, and motivation.
These three classes (A, B, and C) are discussed below but differ
somewhat from the definition applied and published by SRI-I for
Class A, By, and C CRV training.
1
CLASS C: When a trainee begins a "stage" of training the
sessions are of the Class C type. During this phase, the
trainee must learn to differentiate between emerging site
relevant perceptions and imaginative overlay. To assist the
trainee in this learning, immediate feedback is provided
during the session. The interviewer (monitor) is provided
with a feedback package which may contain a map,
photographs, and/or narrative description of the site.
During Class C sessions the interviewer provides the trainee
with immediate feedback for each element of data he
provides, with the exception that negative feedback is not
given. Should the trainee state an element of information
that appears incorrect, the interviewer remains silent.
Feedback, in order to prevent inadvertent cuing (interviewer
overlay), is in the form of very specific statements made by
the interviewer. These statements and their definitions are
as follows:
Correct (C) - This indicates that the information is
correct in context with the site location, but is not
sufficient to end the session.
2
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Probably Correct (PC) - This statement means that the
interviewer, having limited information about the site,
though he cannot be absolutely sure, believes that the
information provided is correct.
Near (N) - This indicates that the information provided
is not an element of the specific site, but is correct
for the immediate surrounding area.
Can't Feedback (CFB) - This statement indicates that,
due to limited information about the site, the
interviewer cannot make a judgement as to the
correctness of the data. It means neither correct nor
incorrect.
Site (S) - This indicates the site has been correctly
identified for the specific stage being trained
(manmade structure for Stage One, bridge for Stage
Three, etc. ). "Site" indicates that the session is
completed.
CLASS B:
Once a trainee begins to demonstrate his ability
to reliably distinguish imaginative overlay and report site
relevant data elements, feedback is withdrawn. In Class B
training sessions the interviewer knows what site he desires
the trainee to describe but does not provide the trainee
with any direct feedback during the course of the session.
This process develops the trainee's ability to internalize
his awareness of relevant (correct) versus extraneous
(incorrect) cognitive structures (mental perceptions) .
During Class B sessions the interviewer '(monitor) may direct
the trainee to elaborate on specific elements of data
provided, thereby guiding the trainee to describe specific
areas of the site. The interviewer is only permitted to
direct the trainee to elaborate on specific elements already
reported by the trainee. The interviewer may not introduce
new elements into the session (cue the trainee) in an
attempt to encourage the trainee to properly describe the
site. Class B sessions are especially helpful in developing
refined skills in the trainee. For example, when the
interviewer knows that a particular site area within a site
may be of interest (i. e., a specific room in a building), he
can guide the trainee's attention to that area by directing
the trainee to elaborate on specific elements of data which
the interviewer knows to pertain to" the area of interest.
With practice in Class B, the trainee soon learns to control
his own perceptual faculties and develops confidence in his
ability.
3
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CLASS A:
Class A training is similar to what the KID
community refers to as a "double blind" experiment. The
purposes for Class A training and for R&D double blind
experiments differ however. The RED community uses"double
blind experimental protocols to test a variable under
controlled conditions. Class A training is not a test for
the trainee, but a process whereby the trainee learns to
function with the interviewer in a team effort to acquire
and describe information concerning a site on interest.
In
Working
`Class A the interviewer is provided very little or no
information concerning the site and the traince is provided
no feedback during the session. The traince is motivated to
work with the interviewer in producing valid information
about the site of interest. This motivational difference is
critical in forcing the trainee to use his RV ability to
acquire and describe site dependent information as opposed
to interviewer dependent (telepathic?) information.
as a team in' a Class A session, the interviewer (monitor)
and trainee combine their aptitudes (the interviewer with
his directive, analytic skill and the trainee with his
exploratory, perceptual ability) to report information of
interest about the designated site.
..
As a result of the technology transfer from the SRI-I
subcontractor to this office the CRV training procedure is fully
documented in booklet form. Copies of this: booklet are
maintained by this office and are available to those with a
verified need-to -- know .. Of special, note is the fact that this
booklet is governed by corporate laws of propriety and as such
may not be reproduced or disseminated without permission.
-
0
0
4
V
CFODES
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Approved For Release 2000/08/08 / GIA-RDP96 00789R001100020015-2
fur.
ABSTRACT REFERENTS DISCRIMINATION OF BINARY ALTERNATIVES
Remote Viewers have demonstrated little ability to discriminate
alphanumeric information. Remote perception and description of
geographic locations, buildings, and objects appears to be
different than the remote perception of man generated symbolic
data (letters and numbers). Abstract Referents Discrimination of
Binary Alternatives (ARDBA) training has two objectives. The
first is to identify trainees who possess an innate ability to
psychically discriminate between different alphanumerics and
second to determine the feasibility of training this ability.
The training/testing program has been designed so that training
progresses through five training phases from simplistic exercises
to the eventual use of abstract referents (i. e. geographic
coordinates) to direct the trainees'attention to the
discrimination between binary alternatives at remote locations.
Each one of these phases requires a different behavior on the
part of the trainee and is conducted for different purposes with
an overall goal in mind. Following, is an overview of these ARDBA
Training Phases:
PHASE 1
During Phase 1 the trainee is directed to use whatever
psychic ability available to discriminate between binary
alternatives by active selection within a closed target
pool. The trainer then provides positive oral feedback when
appropriate to reinforce the trainee's own visual field.
Negative oral feedback is never provided.
1
The purpose of this phase of training/testing is threefold.
.The first purpose is to determine if a particular individual
has any ability. The second purpose is to establish a data
base on which to base further training/testing and the third
purpose is to build self confidence on the part of the
trainee through immediate positive feedback.
PHASE 2
0
A
If a trainee is able to complete Phase 1 (successfully
discriminate between binary alternatives to a statistically
significant level), Phase 2 is initiated. During Phase 2
the training environment is similar with the exception that
feedback is reduced. The trainee in no longer provided with
visual feedback from the target pool. The only feedback
provided is given orally by the trainer.
Appendix 3
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The overall purpose here is to develop an internalised
feeling of confidence within the traince of psychic
impressions through the use of feedback withdrawal tactics.
A data base of traince performance is also expanded during
this period. .
PHASE 3
During this phase of training the emphasis sheers away
somewhat from discrimination of binary alternatives and
begins to focus on the trainces ability to respond to
abstract referents. In ARDBA Phase 3 the trainer selects
a target from within the closed target pool and then directs
the trainee to state what the selected target is (choose
between binary alternatives). Positive oral feedback is
provided when appropriate by the trainer.
The overall purpose of this phase is to begin to transfer a
trainee's demonstrated ability outside the immediate
environment and to prepare the trainee for the next phase.
PHASE 4
This phase establishes abstract referent cuing as the prime
directive. The trainee is presented with a grid matrix
consisting of six positions. Each position will has a
"coordinate." The task for the trainee is to discriminate
between binary alternatives at a given coordinate (abstract.
referent cue) provided by the trainer. The trainer records
the results but does not provide feedback to the trainee.
This phase serves to extinguish the trainee's dependence on
the previous target pool as well as external feedback.
PHASE 5!
.
Given that a trainee can demonstrate reliable performance
through Phase 4, Phase 5 attempts to chain together six
matrix "coordinates" into one six digit binary number.
The
trainer provides the trainee with "coordinates" as cuing and
the trainee attempts to discriminate between binary
alternatives, for each of six different abstract referents.
Feedback is given only after the completion of six
"coordinates. "
This phase completes the training concept and demands the
trainee accurately respond to a series of requirements prior
to receiving feedback.
2
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Care these stages have been completed an In-house andelement
project is conducted. This involves the use of a fix ait
binary code which is scaled in a envelope. . The trained source
then attempts to identify this code given appropriate abstract
referents. To be effective; a source must be able to thecurataly
discriminate between binary alternatives inta sequential chain
given a complex abstract referent cuing system. The ultimate's
goal of this program might be to detect and describe
cryptographic code at remote locations. This newly trained
source ability will have to be integrated into conventional
remote viewing techniques. A source will have to locate
cryptographic systems through remote viewing and then apply
his/her ability to discriminate binary alternatives in specific
codes at the location.
.
-
- .
1
3
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Approved For Release 2000/08/98 ECTARUP96-00789R001100020015-2
TRAINING PRECIS"
for
OBJECT REMOTE VIEWING
The purpose of Object Remote Viewing (ORV) is to give the remote
vicwert perceptual experience in an area unaddressed by other
training. Basic training in remote viewing (RV) usually uses
geographic locations as targets for the remote viewer. For the
purposes of basic RV training such targets serve well to develop
. elementary viewer skills and establish some level of viewer self
confidence as well as a degree of reliability. Basic RV training
does not, however, place any emphasis on the accurate acquisition
and description of fundamental structural elements or individual
objects. Since such information is important in the practical
exploitation of RV, training exercises in ORV are conducted. ORV
exercises differ only in the context that the designated target
to be described by the remote viewer is a concealed object as
opposed to a geographic site. The procedures of basic RV
training programs remain the same.
1
-
Caadenoidi
0
C
Appendix 4
Approved For Release 2000/08/08 : CIA-RDP96-00789R001100020015-2