Approved For Release 2000/0 & I '-ODP96-00789RO01 100020015-2 PIRC.1f)(JCTION IREF'ICARI" BY VIEWER - CY'89 VI 1:::' TRAT N I TOTAL WE R' NG ".)D3SIONS SESSIONS SESSIONS 42 24 66 0 11. 63. 42 1.05 () 1 f..148 4 2. 90 0225 66 79 A. 4 15 (").32 -76 66 102 049 0 18 18 C) --j 0 4 4 7 CY79 116 33 149 46 106 3 15 4 785 Approved For Release 2000/08/08 CIA-RDP96-00789RO01 100020015-2 Approved For Release 2000/045L.~14Q J~'m ,hLD96-00789RO01 100020015-2 ~4 T C)N l'*;'EF:'0R'1"I": **I"H 9 ............ 1-3Y I'll L. 0 c-) ........T ............. ........... Y C.) .. ............. .................................................... .......... . .. V 1'. w 1::;, -k V ERV w F.", V .12 E10 2 C C) 1. 2 41. 51:3) ... . .. ..... .......... ..... . ... ..... ..... ..... ..... ..... ..... ..... ..... . .... ..... ..... .. ..... .... ..... . . ... ..... ..... ... ..... ..... . ... ... . . ........ .... . ..... .......... .... .... .... .. ..... .... .... .... 5 ..... .... ..... .... ... ... ..... . ..... 2 .. :1. 1? C) (24%) V J. w J. m c -t. e Vi. wi t ci In'- )CJ IIt-. Approved For Release 2000/08/08 CIA-RDP96-00789RO01 100020015-2 Approved For Release 20008"' PA-RDP96-00789RO01 100020015-2 1:::, IR C) D Lj 10 1\1 F,%, i,:':' i:", c r~ "1" 8 y i:--, c- -j c, --r- C', y 8 9 SG1A .:I . I 1 7 1:::, F*k, C) Ij CI -1- C.", C.) Li F~ C. 1:,.. 1:: .1, C) 1\1 F... C 0 I'll F:I L E"I" 1: 1) E V A L U A 7* 10 1\1 r", c:I (::):i, 1-1 cl of valutc.--, ii gr-c:)t..tjD-.i.ngs (::)4: C F" il- C: i od i c- U CJ Vii I J I... J. Iut L-. c) 1::~ 1::.-f V i (..:I Z j 1, 1" D.. . P-11 %I F:, 1:,::" 1\1 D T* 1\1 G if C~7 J. zj. I. il I A' Q 1A ("'.1 F", V i Vj 1.--- DI: LA f"I 0 11 .. ..... .... i LK31 Pdavy V clutririg t..t c) . ... .... .. .. . .... .... C., C.", 1 c-) r, c.] 2 J t..t1. :3 7 c) r~ i , C") I%IIAI";, C"' 57 r- cl e t.... C31 I I' LA k i"', l cj o i a I.-II Fri I + "i c e ~,F ;~.4 c 1. 1`1 A 11,:- 114 JD (") 1::;, I IIIJ c~ 9 !,,1 F` F' 1\1 D i-I) 1. N C 3 1: '(D' I y A 1. 1%,l A F."', (1:31 4~:,:) C~ I (S 5 1"] A /I. Y El 9 9 1 Z1. t... cl 1::;, t :i (..I J. J. (nutru.1 Approved For Release 2000/08/08 CIA-RDP96-00789RO01 100020015-2 Approved For Release 2000/OMM= Smi Prl,'ilh P96-00789RO01 100020015-2 C J Lj V14 f-31 9 1:::, E. N D 1],,10 4f. i..j r~i e t..t U C c- e i:: i: t..t ,-3 .1 A F, IR F` P1.1 J.' I'll C.'.3 J LJ 1\1 1C.D 1,*-,".'I'q 1'.) T I',.1 G J LI, 1%11 E 7 1":* 1\1 D'I I%Si C-31 Li 1:..:. 1\11") T, 1\1 NDT I'lK.- J. 4 E3, 41,3 c:) c:)n A. ~D CD 1:::, 1: j,"I 1H P, I tj L I CD -7 K", J.' I,-, I 5::~ ~:D Ci C: I ) , ,1" 1 .1. C.3 (1) L) 3 .... .... .. j ('.3 .).1. J A. L) C..."J 1:::, 1:.." 1\1 D 'I' N C T' ED ~7 1\1 D 1\1 C', C.) cl J I 1\1 V C) Approved For Release 2000/08/08 CIA-RDP96-00789RO01 100020015-2 Approved For Release 2000/0 'ot-.0 ~, g&DP96-00789 ROO 1100020015-2 1 1: C 3 21. DI'::-A"' (::)'Y': B 9 4 2 c", E 3 9 4 DL:,( Approved For Release 2000/08/08 CIA-RDP96-00789RO01 100020015-2 Approved For Release 2000/OM~.~6 -nP96-00789 ROO 1100020015-2 TNG OPS TOTAL TNG OPS TOTAL TNG OPS TOTAL VIEWER 003 SESSIONS EVAL HIGH VALUE LOW (31 81 22(27%) 34(42%) .25(31% 102 39 5(13%) 19(49%) 25(38%) 183 130 27(20.0%) 53(40.7%) 50(38.5%) TNG RELIABILITY 69% OPS RELIABILITY 62% VIEWER Oll SESSIONS EVAL HIGH VALUE 128 128 4(3%) 63(49%) -75 is 1(5%) 10(56%) 223 146 5(3.4%) 73(50%) TNG RELIABILITY 52% OPS RELIABILITY 61% VIEWER Ole SESSIONS EVAL HIGH VALUE ac:) 86 7(9%) 50(58%) 93 17 2(11%) 7(41%) 179 103 9(e%) 57(55%) TNG RELIABILITY 66% OPS RELIABILITY 52% LOW 61(4b%) 7(39%) 68(46.6%) LOW 29(33%) 0(47%) 37(35%) Approved For Release 2000/08/08 CIA-RDP96-00789RO01 100020015-2 Approved For Release 200 -RDP96-00789 ROO 11000200:15-2 SESSIONS EVAL TNG 140 140 OPS 18 a TOTAL 158 143 VIEWER 025 HIGH VALUE LOW 31(22%) 91(657.4 18(12.8%) 0/0 103%) 2(667) 31(21.7%) 92(64.3%) 2004%) TNG RELIABILITY 8i% OPS RELIABILITY 33% ''ITO 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) I SESSIONS EVAL TNG 104 104 OPS 170 25 TOTAL 274 129 VIEWER 079 HIGH VALUE LOW 8(8%) 63(61%) 33(31%) 6(24Y.) 802%) 11(447) 14(11%) 71(55%) 44(34%) TNG RELIABILITY 69% OPS RELIABILITY 56% Approved For Release 2000/08/08 CIA-RDP96-00789RO01 100020015-2 Approved For Release 2000/08/08 Ghb,! -2 ~POMR001 100020015 ,P VIEWER 095 SESSIONS EVAL HIGH VALUE LOW TNG 105 105 10(9.57.) 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% 77 Approved For Release 2000/08/08 CIA-RDP96-00789RO01 100020015-2 Approved For Release 200010§1We-.:Ak14, Oa ".0.989RO01 10002001.5-2 f Or REMOTE VIEWJ14G EXTEND) The Extended Remote Viewing ()--.I?V) training procc~dure drawn on the expertise of over two decaden of research by independent inv6stigators and recognized academic Institutions includSng the University of Virginia Medical Conter, 'the Mairrionides Mediral Cent-er, the Mind Science Foundation, the University of Calirrrnja at Davis, Texas Southern University of 11c.;)uston, Mundelein College, Syracuse University and othc.~rs. The ERV approach har. -is its goal the subjective 'temporal extf.-:nnion of ~;ubliminally brief psychic impressions. The trained ERV percipient is able to control, observe, and report percaptions which would otherwi!;e he ignored or neglected fleeting images. This extension of the perceptual window is accomplished through the achievement of a discrete state of consciousness defined by identificed state dependent behaviors. These behaviors are regarded as skills whii=h the trainee must master. * The b6sic components of the HRV training procedure invo'lve the trainee in learning the following skills: I =]Ability.to physically relax. Skill.- ]Training in progressive relaxation techniques', biofeedback, yoga, etc. Skill 2 - Ability to reduce level of physical arousal. Training in biofeedback tecbniques, self-control exercises, autogepic training. Skill 3 - Ability to attenuate sensory inputs. Training in sensory isolation, concentration exercises, and "centering devices" Skill 4 - Skill 5 Skill 6 -'Ability Ability to and images. Training in .exercises, iHemispheric increase awareness of internal feelings dream recall, guided visual imagery subliminal recognition:,drills, Synchronization etc. e ,Ability to engaje "rec'ptive mode,'right hemispheric functioning." lHemispheric SynchronizLtion train~'ng, classes,! mode recognition, drawing to achieve an altered %Kiel Reading assignments, I 'ntellectual tditation and contemplation exer(~ises,, biofeedback, etc. of-reality. study, etc. Appendix 1 Approved For Release 2000/08/08 : CIA-RDP96-00789RO01 100020015-2 Approved For Release 2000/ i P96-0P1TPPJT0~ 10002901.5-2., *O,t *CtA C* q6 4.011!:C, 4r,1311 Ah J I I t Y/C 6 WI unCCJ11.-;Ci(Ju--;) on r'.mute vi(.-willg (M ta.,.k. Traininj.,., in org,,ani zational al re -c( -Ation, utc. person, .11ifoi motiv, Skill 8 Ability'to~'coirtmitnfcate RV perceptions. Training In right hemi.-:pheric verbalization techniques, sketching, techniques, practice in non- analytic reporting, etc. Each one of these skills is trained over a period of several weeks. When the trainee demonsitrates Independent mastery of each nkill, he then learns to combine the skills. Hin goal is to simultaneously exhibit all of'the learned -,:kills thereby achieving a specified discrete state t>f con!.;ciounncess in which the trainee is-able to RV. The behavioral psychologist would call this state dependent reper'toire of behaviors a subpersonality, rabei it as,"remote viewer" and Include it along with other'subpersonalities (parent, spouse, athlete, office .supervisor, etc.) in the individuals overall identity., From this Oerspective,ithe trained-ERVer is able to RV by simply internally identifying :;with the "remote viewer" as easily as one becomes a parent., spoulse, or athlete.. This feat is accomplished by willfully identifying with a role (a learned set of state dependent behaviors) in an appropriate (socially accepted) environmiant.1 Once the trainee is able to "become a remote viewer" by engaging learned skills, he/she f~s challe~;,&ed 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 indiTidual RV capabilities can begin during this phase of training. For just as there are P, arents, 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 attempt's 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 r1c r's r1t M% rllill~'U Approved For Release 2000/08/08 CIA-RDP96-00789RO01 100020015-2 00/08/ 00789R001 100020015-2 Approved For,Release 20 1M,.MrzW_ 1 4-.) 1 a IT :. i gi. R-Jt r :11 to J rig q C 4 1*# '134'. t f-d 1 11 sinsilar inroiner with the the nel,_-4~ted tarl"Ot I.r. not limits'.41 to the local area and Is usually c1r-!*.igi).,,t,,: .....by.geographic coordinate, photograph, (,r other Identifying data. The 'traineo, of courne, Is not provided any Informatit.,n, about the site and mustby the very nature of the problem remote view it. Application Targets At this point the trainee is.introdutz,:d to RV problems which mimic actual I operational potential. Training is conducted the same as with Global Targets but general descriptive data provided by the trainee is insufficic-rit to satisfy training objectives. Specific, significant qualitative data which would be of exploitable value mu~st be reported. Feedback requirements during ERV training are similar to those outlined for CRV traini;ng as "Classes" of CRV training. The interviewer is able to',vary.,the lev:el of feedback depending on the trainee's ability And needs.- 17he'IbVel 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 sf+-e whereas duri ng other training sessions the interviewer may know nothing about the site. 0 QN VZ Approved For Release 2000/08/08 : CIA-RDP96-00789RO01 100020015-2 , . 4 . jj Approved For Release 2000/ PcW.-00789RO01 100020015-2 P, 01- J-j~ 9-P for COORD 114ATE 'The Coordinate Remote Viewing (CRV) training procedure was doveloped by an SRI-Jntarnatlonal (SRI-1) nubcontractor in the early t98Os to satisfy R&D domands on SRI-I to enhance the relial)ility (scientific replic-ability) 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, envirorimental, and interviewer overlays~. The 1?aaic 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-tileds relatively featureless, homogeneo ;usly-colored "viewing chamber" (to minimize environmental overlays). (3) The adoption of strictl.y !~Irescribed, limited intorviewer patter (to minimize interviewer overlays). The applied CRV training procedure requires that the trainee learn a progressi,ve multi-stage acquisition proces's postul.-Pted to correspond to increased contact with the site. Initially the trainee is presented with RV sites requiring minimal c7etection and decoding skills ("stage one" sites). When the-trainee devionstrates an ability to control the "signal line" and reliably "objectifies" acpurate descriptions, the next "stage" of training is enEaged. This procedure continues through "stage six" and- usually'takes a number of months to master. The CRV Stages are identified as follov-s: Stage One - islands, mountains Stage Two - sites of quality S4 are uniquely descr:.bable taste., sound, coloi, glaciers, volcanoe.,, su(~h Stage Three sites possessing S~gnificant.dimensional characteristics airfields, etc. deserts, etc.- 1nsory value; sites which through touch, or odor such as industrial plants, etc. as buildings, bridges, Appendix 2 Approved For Release 2000108108 : CIA-RDP96-00789RO01 100020015-2 I I . I I 'I Approved For Release 2000/0 00789RO01 100020015-2 77. T' X. 6 . 4- t? Ft, I I r t f -S 1 4~41uj I'] III: rit)"I I i1 ve ,-.U(:Il ar. t(:Ojilical Mi I i (inry i3q,,j etc.. 'Stage Five sites retiuiri'ng. the- interrogation of qualitative mental, purcel-,ts to produce refinod information sijch as aircraft trackfug radar, biomedical renearich facility~j tank production plant, etc. Stage Six sites requiring direct, three--dimensional, assessift-ent of site elements to one another r,u4-.h as airplanes inside one of three camouflaged hangars or a military compound with a command buildings barracks, motor pool, and underground weapons storage area. As Stage Six is engaged, an assessment of relative temporal and spatial dimensional elements along with further qualitative elements evolve into the consciousness of the trainee. There are three classes of CRV feedback requirements during tle interviewer patter, trainee'skill These three classes (A,'B,"*and pomewhat from the definition arplied Class A, Bi, and C CRV training. X.; training. These classes deal with CRV sessioni control of! development, and motivAtion. C).'Are discussed below but differ and published by SRI-1 for 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 a_~sist the trainee in this learning, immediate feedback is provided during t~e 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 r--revent.inadvertent cuing (interviewer overlay), is in the form of very sp*ecific statements made by the interviewer. These statements and their definitions are as follows: Correct (C) - This indicates that the informatkon is correct in context with the site location, but is not sufficient to end the session. 2 Approved For Release 2000/08/08 CIA-RDP96-00789RO01 100020015-2 ~6-00789RO01 100020015-2 Approved For Release 2000/08/0~t A I'l-oh."I'ly (PC) - Thin !;UJUIra-Ilt i I It '--I h;ivJ Yo g I I st4i tt-d inform;tti-un djout. U143 !,i to tl10L%l1 I)(-. cannot lie ab.-;olutely nure, Lell(.-ver. tlj;4t A Le Information I)rovjdc-d if; corricct.i Plear (14) - This Indicates that the Infor'mation providf:d Is not an element of the specific site, but is correct for the immediate surrounding area. Can't Feedback (CFB) - This statement indicates thats 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 indicptes.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 d6monstr;Ae his abil ity 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 de,sirer. the trainee to describe but does not~,providei the trainele with any direct feedback during the course 6f the sessilon. This process develops the trainee's ability'to internal.ize his awareness of relevva;nt (correct) versus extraneous (incorrect) cognitive structures (mental perceptions). During Class B sessions the interviewer Imonitor) may direct the trainee to elaborate on specific elements Q-f data provided, thereby guiding the trainee to desicribe specific areas of the site. The interviewer is only permitted to direct the trainee to elaborate on specific elements already reported ~y 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 asite May be of interest (i.e.. a specific room in a building), he can guide the trainee's attq--ntibn to that area by directing the trainee to elaborate on specifl0c elements of data w!bich the interviewer knows to pertain tc;-the area of interest. With pract Iice in Class B, the trainee soon learns to co!ntrol his own perceptual faculties and develops confidence in! his ability. 3 Approved For Release 2000/08/08 : CIA-RDP96-00789RO01 100020015-2 W1415P96-00789RO01 100020015-2 AO/?8/64 1' ;0 Aporo . .1~0~,~elejpf..~200 ) - 44 3 1) 33 11 ji, 31 sr i o v-1D 0 to as 3 "doUble Ps.srpo!.;an for Class A triining and for RFD 11(jul-310 1. '11,Ild", 1V ci-xperimenta differ liow(.-ver. *rhe nD blind experimental prou-.,cols to test, lrontrollc~d conditions. Clasr. A tralbinp-I "" 0t a Lost for ., r. n the trainee, but a process whereby the trainee learns to function with the interviewer in a team effort to acquire ,;)~d describe Information concerning a site on interest. In *,Class A the interviewer is provided very little or no'" information concerning the site and the trainee is provided no feedback during the session. The trainee is motivated to work with the interviewer in producing valid information about the site of inter(--.-st. This motivational difference I.-. critical in forcing the trainee to use his RV ability to acquire and describe site,dependent information as oppo5ed to interviewer dependent (telepathic?) information. Working as a team i3i a Class A session, the Interviewer (monitor) and trainee combine their aptitudes (the interviewer with his directive, analytic skill and the trainee with his explor'atory,,-pe,rceptual ability) to report information of interest about the designated site. As a re,-ult of the technology transfer from the SRI-I subcontractor to this office the CRV training procedure is fully documentedl;in book1et ~foi~m. Copie& 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 eropriety and as such 7r.ay not be reproduced or disseminated without permission.* 4 Approved For Release 2000108108: CIA-RDP96-00789RO01 100020015-2 ,4 lt~WDFI~rm Approved For Release 2000 Cq9789RO01 100020015-2 /08/gert for ABSTRACT I?EFJ RENTS DISCRJ III 14ATIO14 OF. IVAJ Y-R), IIATI VES Remote Viewers have demon strated Ii ttle a.1.) Jlity to discriminate alphanumeric information. Remote Perception and description of aeographic locations, buildings, and objects appears to 1.30 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 ponsess an Innate ability to psychically discriminate between different alplianumeries and second to determine the feasibility of training this ability. The training/te--iting program has been designed so that training progresses t1irough five training phases from simplistic exercf!;-Ces to the eventual use of abstract referents (i.e. geographic coordinates) to direct the traineestatt6fition to the discrimination between binary alternatives at remote locations. Each one of these phases requires a different behavior on the part of the trai6ee and is conducted for different ptirposes with an overall goal in mind. Followingis an overview of these ARDBA Training Phases: PHASE 1 During Phase I the trainee is directed to '-psychic ability available to discriminate alternatives by active selection within a pool. The trainer then provides positive appropriate to reinforce the trainee's own Negative oral feedback is never provided. use whatever between binary closed target ora-1 feedback when visual field. I 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 purp6se is to build self confidence on the part of the trainee through immediate positive feedback. PHASE 2 1f a trainee is able to complete Phase I (successfully discriminate between binary alterbatives to a statistically significant level), Phase 2 islinitiated. 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 Approved For Release 2000/08/08 : CIA-RDP96-00789RO01 100020015-2 Approved For Release 200n like 1^8 t. tftl, A A-M P96-00789RO01 100020015-2 )jcj 11 to duvcl c.,P ;-, n, en., I j of Cullfid"Ce within tba trainee of imprcs!;Ions Lbrou&JI the lft;e of fuedback withdrawal A-data base' of trainee porfos--inance is al,,-.o ey'.panded dul-51)r thi's period. PHASE 3 During this phase of training the emphasis slicers away somewhat from discrimination of binary alternatives and begins to focus on the trainees ability to respond to abstract referents. In ARDBA Phane 3 the trainer selects a target from within the closed target pool and then directs the trainee to state what the !zelected target is (choone 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 +,o discr-*minate Xj between binary alternatives at a given coordinate.(abstract, referent cue) provided by the trainer. The trainer records tHe results but does not provide feedf3ack to the trainee. This phase serves to extinguish the trainee's dependence on the previous target pool as well as external feedback. PHASE 51, 1 Given that a trainee can demonstrate reli.able 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 "coor~'Iriates" as cuing and the trainee attempts to discriminate be ween binary alternatives3for each of six different bstract referents. Feedback is given -2>nly after the completion of six coordinates." This phase completes the training conce trainee accurately respond to a series to receiving feedback. and demands the requirements prior Approved For Release 2000108108: CIA-RDP96-00789RO01 100020015-2 %;PArDP96-00789RO01 100020015-2 Approved For Release 2000/0%U1P-:, .f-rz pro ji.-Ct in 13vcjl V(....; the. 1.) 1134-4 8-y c-Ot fur wh I ch inon I c.-d I n a tbt,-n it-tempts to idenLify code j.'iyen aPpropri-ite x;)4" r.4-t C-t r"'r- t I h -1 1P %~, '4'-.-iC:~ be TO 130 offvef-I've ctrf.111 S. a nource I u '-di-scr1minate between Mq n t I zi Ichn I n complex absitract roa,:Ceront cuing.....s, this program mig eCe7ct- iin~a ercri lp a ,fit be to d e cryqtographIc code at remote loc"tions. This newly trained .Souece ability will have to be Integrated Into conventional remote viewing techniques. A..-source will have to locate cryptographic systems throjigh remote viewing and then apply his/her ability to discriminate binary alternatives In specific codes at the location. 3 Approved For Release 2000/08/08 CIA-RDP96-00789RO01 100020015-2 7M-00789RO01 100020015-2 Approved For Release 2000/0 IT A 1111 U10 PV IC I s.; t'z for "a *14111 ft AW I 4 v;."VIO )BJ ECT-REJ --.j., The purpose of ObJect Remote viewing (oj?,v) is to i ve the remote viewerl.perceptual experience in an.area unaddressnd by other training. Basic training in remote viewing (J?V) usually urses geographic locations as targets for the resoote viewer. . For the purposes of basic RV training -uch targets serve wall to develop elementary viewer skills and establish some level of viewer nelf confidence as well as a degree of rellabili ty. 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. OIZV 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. ~j Appendix 4 Approved For Release 2000/08/08 CIA-RDP96-00789RO01 100020015-2