Approved For Release 2 1 1 p Pqr%-nn788ROO1000370001-1 wig'-s%wl % ~ W TRAINING REPORT First Quarter 1985 1. (S/NF/WNINTEL) BACKGROUND: (U) a. (S/NF/WNINTEL) In December 1984 training of 'three source personnel. by an SRI - international (SRT-I) subcontractor was brought to an end upon completion of the training contract. During the first quarter of CY 1985, training of these personnel continued using an in-house program modeled after the SRI-I subcontracted training procedure. This procedure was developed by the subcontractor 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: ( I ) Repeated target-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 special ly-designed , acoustic-tiled, relatively featureless, honiogeneou.sly-colored "viewing chamber" (to minimize environmental overlays). (3 ) Th e adoption o f a strictly-prescribed, I i m i t e d interviewer patter (to minimize interviewer overlays). This training procedure requires t h a t the trainee I e a. rna progressive multi-stage acquisition process postulated to c orre s pond to inc r ea s ed con t ac t wi th the targe t s i t e .Prior to WARNING NOTICE: SENSITIVE INTELLIGENCE SOURCES AND METHODS TNVOLVET) NOT RELEASABLE TO FOREITCN NATIONALS CLASSIFTED B7: DTA/DT DECLASSIFY ON: OADR COPY 2 2. OF , COPTES Approved For Release 20QWW;W~ rjA_Qr%096-00788R001000370001-1 PACW-MP I A Lo Approved For Release TaC%= "Xil 00788ROO1000370001-1 W- -S Mdw- PA& December 1984 three source trainees were schooled in Lhe first three "stages" of the training. At this point they were able to remote view and describe "stage one" sites (islands, mountains, deserts, etc . ) , "stage two" sites (targets of quality sensory value--targets wh i ch are uniquely describable through t o u c h , taste, sound, c o I o r , or odor--such as glaciers, volcanoes, industrial. plants , etc . ) , and "stage t 1) r e e " s i t e s (targets possessing significant dimensional characteristics such a s buildings, bridges, airfields, etc.). b . (S/NF/WN'1NTEL) T n s 1) r i n g 19 8 4 a n i n d i v i d u a I was assigned to this Qf f ice with the intent of exposing him to the SRI-T subcontracted training program. In-house orientation to psychoenergetics lasted through the summer of 1.984 and the individual was r e. a d y for the external subcontracted training program by the fall. However, attempts to carry this ef fort forward were thwarted by an overall program reorganization and congressional f u n d i. n g restrictions, For L h L s reason, a n introduction to the model program was given to this individual in the fall of 1984 and formal in-house training was initiated in the first quarter oF 1985 with his joining the program outlined above. 2. (S/NF/WNINTEI,) GENERAL: W a. (S/NF/WNINTEI,) Th e t r a i n i n g p r o g ra m , modeled a f t e r the S R I - I s u b c o n t r a c t e d t r a i n i n p , consisted o f appropriate lectures , drills , and practical exercises commensurate with the trainees demonstrated levels of expertise. The following chart d e p i c t s the distribution of the 104 remote viewing training exercises conducted by the trainees. At Appendix A is an explanation of Class A, B, and C training. Viewer Class A Class B Class C Totals #03 3 09 14 26 #1.8* 0 01 26 27 # 2 1 2 11 11 2 4 10 1 2 23 02 27 *New source trainee. b . (S/NF/WNINTEL) A s stated previously, t h t r a i i n i s n g procedure r e q u i r L h e L r a i n e e prog ressive e s t h a t leirn a multi-stage acquisition process postulated t correspond o t o increased contact with he target s i t e . t h procedure t I t i s i s wh i c h , a s a r e technology transfer t o t s u I t o f ( S R I - I Ii i s 2 Approved For Releas 1110IME pANEW96-00788RO01000370001-1 UsM =0 I 14 I", C;Q Approved For Release %;rWk=P96-00788ROO1 000370001 -1 office), was modeled and administered during the first quarter o f 1985. The t h r e e personnel schooled b y t h e S R I - I subcontractor in stages one, t w o , and t h r e e , continued this multistage acquisition process into "stage four" and "s tage f ive . " In "s tage f our" the source trainee begins to form qualitative mental percepts (technical area, military feeling, research, etc . ) of t h e target. in "s tage f ive" the source trainee learns to "interrogate" theso qualitative mental percepts in an attempt to produce analytical target descriptions (aircraft tracking r a d a r , biomedical research f a c i I i t y , tank production plant, e t c . ) . Stage four training for these three personnel. began OTI 14 January 1.985 and was completed on I March 1985. Stage five training began immediately and is now in progress. Training for the forth source was limited to stages one and two until mid March 1985, when lie was introduced to the concepts of stage three. Although the fourth source has not yet achieved complete reliability in stages one and two, stage three concepts have been introduced to aflow him the flexibility of stage three perception and description. His training continues at this level. C. (S/NF/WNINTEL) Since the dimensional nature of much of the data produced during the RV process does not readily lend i t s e I f to verbal or written objectification, drawing s k i I I s become important in allowing I '-he individual viewer to more readily and accurately debrief data and :impressions. In the f i r s t quarter of 1.985, an i n -h o u. s e training p r o g r am i n elementary sketching and drawing skills was initiated. Relying on the skills of one of the on-hand personnel who has had formal art training, and using Betty Edwards' book Drawing on the Right - - - - I T T - - - Side of the Brain as a good text for rapid elementary skills a c q u is i t i o n , the training program has progressed well . A I I trainee personnel involved have. demonstrated improved drawing capability, which has been manifested in improved sketching quality during RV session work. Th e intent o f r- h e drawing c I as se s i s to inc rea s e viewer ab i I i ty and f lex ib i I i ty to more accurately and intelligibly depict form, structure, and relationships o f si.te-relevant dimensionals and de ta i I s . A secondary benef it of drawing skills i s th a t they facilitate development of a link between the spatial ly-cogni tive , g I o b a I processing functions of the brain's right hemisphere and the more I i n e a r functions of the brain 's I e f L hemisphere. Th i s kinesthetic interaction with the target (describing the site wi th drawings) seems to facilitate accurate analysis and to lyclear t h e s la t e" f o r acquisition and description of further site relevant informational elements. The training of drawing skills continues to date. C% L; a n 1---V- wwm~ Approved For Releas."..1111 EFFI-96-00788 ROO 1000370001 -1 __e% r"Wo " C: I Approved For Release ZUIARUVKR 1. CUCVW96-OO788ROO1 000370001 -1 3. (S/NF/WNINTEL) SUMMARY: 0J) 0. (S/NF/WNINTEL) I f one measures the progress of the training by the overall quality of the RV product one must first have a. scale for measuring RV quality. This in turn assumes t h a t some optimum or ideal quality standard for RV is known. Th e R&D community has not yet determined Such a standard. Training progress berein is, therefore, measured on the basis of achieving a level. of experti se within the parameters set forth by t h e aforementioned modeled S R I - I subcontracted t r a i ii i n g procedure. For example , if a trainee is involved in "stage two" training his progress is measured by observing his ability to report appropriate sensory ( s t a g e two ) information about t h e target. b . (S/NF/WNINTEL) Th e f o I I o w i n g table d e p i c t s t h e percentage of times source trainees were able to demonstrate expertise (report appropriate site 'relevant information) within their "stage" of training during the first quarter of 1985. These percentages ref lect subjective expectations of the training of ficer and are riot based on zany linear analysis of a prescribed set of criteria. Viewer Training_ Stages Sessions Qua,lity Sessions Y103 Four and Five 26 54% #18* One, Two and Three 27 81 % #21 Four and Five 24 50% 10 1 Four and Five 27 70% *New urce trainee. so c . (S/NF/WNINTTPI.) Measurement of the trainee sources' progress by the above method does riot ref lect their readiness for intelligence collection operations. The SRI-I subcontracted training procedure, as stated previously, was developed by the subcontractor t o e nh a n c e the reliability (scientific replicability) of RV, not to refine or develop RV resolution to a point of operational useability w i t h i n the i n t e .1. g e n c e community. Operational- develOpMent has been an integral part of in-house training since 1.978. The SRT-1 subcontracted training described above, or a program modeled thereafter, is alone insuf f icient to prepare sources f o r operational intelligence collection. Even the b e s t of RV sessions produced by 't h e training method falls short of iii a n y operational expectations/requirements. Th e b e n e f i L s o f t h e SRI-1 subcontracted t r a i n i n g format are t h a t i L i s learnable, i t inst i.1 Is conf idence , it provides experience , and it may serve a s Approved For Release 2&&RftT-rP96-OO788 ROO 1000370001 -1 1. Approved For Release 2 788ROO1000370001-1 Nno SMMW -Ww V w "-6-00 a foundation for later development of operational capabilities Tr a in ing dur i ng the second quarter o f 1985 wi. I Iinc I ud e processes designed to develop RV source abilities commensurate with operational goals. The association w i t hthe undersigned and the intelligence community is classified CONFIDENTIAL. SGFOIA3 5 Approved For Release 20 :jQAVZW96-00788R001 000370001 -1 M/9&0,,7,. ~~ '' C.1177 C.- I rwt% ni= Approved For Release 20U~~~~6-00788RO01000370001-1 APPENDIX A TRAININC REPORT First Quarter 1985 SUBJECT: Classes of Training (U) I . (S/NF/WNINTEL) There are three classes of Remote Viewing (RV) training used in that portion of the in-house training which was modeled after the SR1-1 subcontractor program. These classes deal. with feedback requirements during thk--! RV session, control of interviewer patter, trainee skill development, and motivation. These three classes (A, B, and C) are discussed below.* 2. (S/NF/WNINTEL) CLASS C: The majority of t h e t r a i n i n g sessions for novice trainees are Class C. During this phase, the source trainee must learn to differentiate between emerging target relevant perceptions and imaginative overlay. To assist t,fie trainee in tl-iis I e a r n i n g , imy-iiediate feedback is provided during the session. The interviewer is provided with a feedback package which may contain a map, photographs, and/or a narrative description of the target. During C I a s s C sessions t h e interviewer provides the trainee with immediate feedback f o r e a c h element of da.ta he provides, with the exception t h a t 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 f o r m 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. fr2~,ably Correct (PC) This statement means that the interviewer, having limited information about t h e target, though he, cannot be absolutely sure, b e I i e v e s that the information provided is correct. Near (N) 'Phis indicates that the information provided is not an element of the specific site, but is correct for the immediate surrounding area. *NOTE The use here in o f th e terms Clas s A, B , or C di f f ers from the definition applied and published by SRI-I for Class A, B, or C Coordinate Remote Viewing (CRV). Approved For I:Zeleaselooll==DP96-00788ROO1000370001-1 "IQ ra Approved For Release 20 0788ROO1000370001-1 Can't Feedback (CFB) This statement indicates that, due to limited information about the target, the interviewer cannot make a judgment as to the correctness of t h e data. It means neither correct nor incorrect. S i t e (S) Th i s indicates the site has been correctly named for the specific stage being trained (ma,nmade structure for Stage I, bridge for Stage I I I , etc.). "Site" indicates that the session is completed. During the session the trainee writes the abbreviation ( s e e above) of the feedback next to the data. This allows the trainee to review the correct elements and produce a summary which describes the site. The training session continues until the interviewer responds with the feedback of Site. 3. (S/NF/WNINTEL) CLASS B: Oncje a trainee b e g i n s to demonstrate h i s ability to reliably distinguish imaginative overlay and report target relevant data elements, feedback is withdrawn. 'In Class B training sessions the interviewer knows what target tie 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 interview-may ask the trainee to elaborate on specific elements of data provided, thereby guiding the trainee to describe specific areas of the target. The interviewer is only permitted to ask the trainee to elaborate on specific elements already reported by the trainee. The interviewer may not introduce new elements into the session (cue the source) in. an attempt to encourage the trainee to properly describe the s i t e . C I a s s B sessions are especially helpful in developing refined skills in the trainee. For example, when the interviewer knows that a particular target 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 Irea by asking 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, a necessary step for further training and operational. intelligence collection. 4. (S/NF/WNINTEL) CLASS A: Class A training is similar to what the R&D community refers to as a "double blind" experiment. The purposes for Class A training and for R&D double blind experiments differ however. The R&D 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 source I c a r n s to f unc t ion wi th th e in terviewer in a team e f f or t to acqu ire and de s cr ibe Approved For Release 2000MB -00788 ROO 1000370001 -1 Approved For Release 2000WCZ%.X 1AVjWVb-00788 ROO 1000370001-1 information concerning a target of interest. In Cliss A, both the trainee and the interviewer are provided no information (double blind) concerning the- site to be described during the session. Rather than trying to please the interviewer with his descriptions, the trainee i s motivated t o, work w i t h 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 data (in an attempt to please the interviewer) or data RVed from the feedback package (in an attempt to receive external positive reinforcement from the interviewer, i . e . , Correct, Probably Correct, and/or Site). Working as a team in a Class A session, the interviewer and source trainee combine their aptitudes (the interviewer with his directive, a n a I y t i c skill. and the trainee with his exploratory, perceptual, ability) to report information of interest about the designated target. 5. (S/NF/WNINTEL) The three classes of RV training (A, B, and C) are interdependent. Each is designed to deal with separate learning requirements in the acquisition of RV skills. It must be remembered that the concept of classes herein applies to training. Opera.tional application of RV requires its own u n i q u e , spec i f ica I ly des igned feedback requirements and task dependent control of interviewer/source interaction. Trainee sources also require operational training beyond the narrow confines of the SRI-I subcontractor modeled training program before they can be expected to produce dependable, timely intelligence information. Approved For Release AQ== &tfD1P96-OO788 ROO 1000370001-1 '71 L. %-0 1