Approved For Release 2000/08/08 L89ROO2100350002-9 SUN STREAK ANNUAL REPORT - 1987 .1. (S/SK/WNINTEL) The nature and scope of the POG operational and training activities are reflected in the following reports: a. The Operational Project Report at TAB A. b. The Utility Assessment Report at TAB B. SG1J c . The Viewer Production Report at TAB C. d. The Personnel Training Report at TAB D. SG1J SG1J (S/SK/WNINTEL) During the reporting period, proce,4ures were established to cross-train all remote viewers in both modes of remote viewing, specifically: Coordinate Remote Viewing (CRV); and, Extended Remote Viewing (ERV). The,required training time for a remote viewer to become ~o erational 'was reduced from two years to six months. the first candidate to be successfully trained un er e revised training schedule, is currently operational. has completed Stage IV of CRV training. She will ave comp e e Stage V and Stage VI of her training by mid-February 1988. In mid-February 1988, M will be trained in the ERV methodology. = an accomplished and experienced Extended Remote in Stage III of CRV cross-training. It is anticipated that she will complete Stage IV of her training in late January. During the reporting period, procedures requiring the preparation of post session-summaries and the submissioln of sketches as conceptual re-presentations in support of remote viewing activity, were established. In an effort to instilliself-confidence and self-discipline, experienced remote viewers 3 were encouraged to conduct sessions without the assistance or presence of a monitor or interviewer. This form of independent remote viewing known as "Solo Remote Viewing", has proven surprisingly successful to date. The concept of "Solo Remote Viewing" will be pursued during the coming year. The results of Pr Iject 8717 reflect the first operational effort where solo viewin; was used in about eight of the sixteen total number of sessions conducted. The P~multg ar~ ~ncouraginj; a high degree of correlation among viewers surfaced during the course of these sessions against the target. SG1J SG1J Approved For Release 2000/08/08 : CIA-RDP96-00789ROO2100350002-9 0132 OPT 13, and that of a USArmy CPT, remain vacant. The search for suitable candidates to fill the vacancies is ongoing. Approved For Release 2000/08/08 : (~A,411! 789ROO2100350002-9 q rJ 4. (S/SK/WNINTEL) An estimated 130 sessions conducted by six viewers under a Utility Assessment known as Project "P", revealed a near total inability to predict future events. Excegt for a few and isolated, eye-catching successes, there was no evidence of consistency or reliability in the results obtained from remote viewing efforts conducted in a predictive mode. Remote Viewing "the future" does not appear to be feasible or a marketable aspect of this program at this time. However, a utility assessment known as Project N-1 and conducted to determine a remote viewer's ability to determine the substantial content of a document stored at the DIAC, appeared successful. The ancillary descriptions of the DIAC as the target storage site prompted the levy of a second and similar task with the added facet of attempting to determine the identity and location of the target building where the document is stored. This activity is being pursued under Project N-2. If successful, POG may be gaining meaningful insight on how to best resolve the issue of the so- called "search problem." Tenative taskers were established in an effort to Collect information related to enemy Plans and Intentions and to International Terrorism as intelligence targets. The perceived ideal tasker in such instances, requests foreign intelligence information about individual(s) suspected of a specific activity(ies) within a given time window(s). Tasking specificity may be the key element in this effort. Hopefully it will provide the point of focus needed to determine an unknown from known data. 5. (S/SK/WNINTEL) A training project is being established to further test the feasibility and desirability of remote viewers to remote view in a solo mode. The training scenario provides for remote viewers to view an event of historical and intelligence significance. In response to direct tasking, each remote viewer will be called upon to unilaterally remote view a distinct facet of the target. Remote viewers will then coordinate the results of their findings with other team members in an effort to resolve the problems. Duplicative tasking will be avoided as much as possible. Where one remote viewer will be tasked to report on target personalities, a second will be tasked against related political activities, a third against military forces, etc. activity etc. Approved For Release 2000/08/08 : CIA-RDP96-00789ROO2100350002-9 % 789ROO2100350002-9 Approved For Release 2000/08/08 6. (S/SK/WNINTEL) The scope of the POG remote viewing effort for 1987 is well documented. An effort to determine the results of the effort in terms of accuracy and timeliness was accomplished internally. The intelligence value and use of the end product remains to be determined through the receipt of intelligence evaluations prepared by requirement originators and other intelligence community customers in response to tasking. SG1J 50 ENCLOSURES TABS A-D As stated above TAB E -Training Precis Acting Branch Chief Approved For Release 2000/08/08 : Cl R002100350002-9 Approved For Release 2000/08/08 CIA-RJ)P96,-007-89ROO2100350002-9 11::, (.., --1-- 1, 0 1\1 A I .......... ............ ..... ............ ..... ...... SG113 F" F" F 1) EVALUAT' ON C..) Ij 1:::,T C, rr C) en :1. 0 A u Or, g c A 19 1\1 A 1.2 :1. 1. J U i 1 Pc:,., ri (T7C I 0 7 di n g 2 .2 137 d i ri g ID 1. 9 'J S 7 .15 c Pe n d j. n g F i d j. ng (3 7 C) 2 5 :1. 0 ".JLLI'l 6.) '07 8 '/-7 6 1.9 JUFI 07 P(-...-! n C) El d i n g 87(:")(? ZI. 1.7 AUg H7 ni d i n q F37 1. (1. 2:3 29 JUJ. 87 F, P I-) d o j. n g 07 1. 6 AL.tg 8-7 Pe i i d i 1. n g 871.2 4 2 6 1C) II::3E?j:) N/ A 8-7 19713 4 1. E.3 19 Nov E37 r, d i 1-1 g 87 1. 14. D ca c 87 Pc,-~ n d 4 i n q 03 7 1. :1.6 :1.5 37 Pc.-., n di 5 n q 8716 4 7 22 Nov 87 P c.-,, n di n g 87 17 4. 1. 1 C:,('.) 1-1 I-A. .......... I'l Lti 1-1 g..... 8'/'Y 4 8 4 PI u V 87 F'ending (OA) 1. 8 871.9 5 7 1. 0 1\1 o v 07 F'e~ndi nq (OA) . ..... . ..... .... .. .... .... .... .... .... 2 ---" 2 ... . . ..... .. Approved For Release 2000/08108,:-Cl~-RDP-96-0~078,.9ROO2100350002-9 1\1 C) T is 11-1 1 ILA I.... I..( ra n c1 r. "..-D f 1. c~ c. t S t 0 t a 3. CY '87) Approved For Release 2000/08/0&: CIA-RDP96-0078j9ROO2100350002-9 .... . ..... :.: .... ......m.............................. ... . ..... ............. V I:::- I:) F'. CIT W I .: '.3 U I"T. 1.A. T y 1:: . ... .... ~(-A I Lt (.3 CA T Lt J. 2 Of 6 m 6 .1. 7 Iq 2 5 e f Lt 1 N-I 4 .1. 1 Oral 1:',-v4Et 1 N 1.0 C c) n t .1 1-1 U I 1") 9 0 9 tj -S e Lt I T 11. nt(--l Val Lie 6 17 1 .3, Lt I R 2 2 Un d et er m i n Pd ..... ... ...... .... ... ..... ... ..... .... ..... . ..... ...- cJ d i t i c) tasi.:Arig Of -,A ial I.... C- -1 i s:; a c-.-, c- t i..t t t clesicned to cleterrydno-A " P" i I j. t y a -- , - . I e c s b J. 1. 4E.-A 1-1 CID t f c) r e i g n wi t e vi w J. t y I'.. C) I si c) ( r y : c - iri a oic)(Jr, i c'.) w 1::) r- T- o I wi ...... ... . .. .... .........I.t h b Lti I t ---:L ....... ......... ........ -i micl-June 11PE-37 with the J. 11-0.ti ii -'rar-clet c-or-r-elation in I..) t h i i VJZ'O::~ i,.ind rzirigc'n.1to le I-Dercent. from Approved For Release 2000108108r: CIA-RDP96~0,07-&9ROO2100350002-9 Approved For Release 2000/08/08 :.CIA-RDP96-00789ROO2100350002-9 VIEWER OPERATIONAL UTILITY TRAINING* TOTAL SESSIONS ASSESSMENTS S-ESSIONS SESSIONS 003 65 33 26 124 Oil 44 32 55 131 018 43 28 15 86 021** 12 20 5 37 079 52 33 76 161 095 4 0 79 83 099 2 0 0 2 101** 10 10 3 23 232 156 259 647 Training sessions lectures and include drills. Viewer 021 and Viewer 101 were reassigned curing the reporting period. Approved For Release 2000/08/08 : CIA-RDP96-0-078-OR002100350002-9 Approved For Release 2000/08/08 : CIA-RD,P96-OG789ROO2100350002-9 1987 TRAINING RECAP VIEWER CRV(a) ERV(b) ORV(c) ARDBA(d) SOLO 11 003 1! 18 2 1 2 1 011 11 46, 0 0 0 2 018 11 10 1 1 1 1 021 4 3 1 1 0 079 11 55 29 3 1 2 095 H 71 0 0 0 0 L I I 0 2 0 1 0 204 37 6 6 6 TOTAL 24 48 14 9 90 71 3 ............ . 259 (a) Coordinate Remote Viewing (b) Extended Remote Viewing (c) Object Remote Viewing (d) Abstract Referents Discrimination of Binary Alternatives *See the Training Presis, attached as TAB E, for a complete explanation of each technique. Approved For Release 2000/08/08 : CIA-RDP96-00789ROO2100350002-9 Approved For Release 2000/08/08 : Ct~,40,4,~Qq P9,R99P.100350002-9 f ur EXTENDED IM-10TE- VIEWING The Extended Remote Viewing (HIM training procedure draws on the expertise of over two docades of rf.?!-;(--arch by independent inventigatDr.s and recognizcd academic institutions including the University of Virginia 1412(3iC.11 Center, the Maimonides Medical C(-,nter, the Mind Science. Foundation, the University of California at Davis, Texas Southern University of Huuston, Hundelein College, Syracuse University and others. The ERV approach Haas as its goal the !-~ul)jective temporal extension of subliminally brief psychic impressions. The trained ENV percipient, is able to control, observe, and report perceptions which would otherwi-,~e I-)(-- iLnored or neglected flecting images. This extension of the perceptual window is accompli.-,hed through the achievement of a discrete state of consciousness defined by identified state dependent behaviors. These behaviors are regarded as skills which the trainee must master. The Y)Rsic components of the FRV training procedure involve +-lie trainee in leRrning the following skills: Skill I - 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" Skill 4 - Ability to increas e awareness of internal feelings and images. Training in dream recall, guided visual iM2gery exercises, subliminal recognition drills, Hemispheric Synchronization etc. Skill 5~- Skill 6 Ability to en~aje "receptive mode/right, 9 hemispheric functionin 91." Hemispheric Synchronization training, biofeedback, mode recognition, drawing classes, etc. - Ability to achieve an altered view of reality. Reading assignments, intellectual study, meditation and contemplation exercises, etc. Appendix 1 Approved For Release 2000/08/08 CIA-RDP96-00789ROO2100350002-9 Approved For Release,, F,9010(Otl .9031PP3~~OO~- PTNFI~ _> C,I 4 , 1 7 - ~c~ nc. I c) 1] ()n r(-iriut e viewing (HV) ta!--k. Traif)ing in cf,ull!"'lilig, personal roinforci-mUnt, motivation, etc. 'skill 3 -- Ability to communicate NV perceptions. Training in right, hemi!-.phv,ric vt,!rbalization tochniques, sketching techniques, practice in nnn- analytic rr_,porting, c2tc. Each one of these skills is trained over a period of several w e, e ks .When the trainee demonst-raten independent mastery of e;~if_h skilly he then learns to combine the Skills. Iii!3 goal is to simultaneously exhibit, all of the learn(-d !-kill-s thereby achieving a specified discrete state of con!3ciou!3ness in which the trainee is able to RV. The behavioral psychologist, would Call this state dependent repertoire of hohaviors a 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 ERVor 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. Once the trainee is able to "become a remote viewer" by engaging learned skills, he/she is challe-,,ged to perform under controll,~_-d 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 tr2ining session the "beacon" takes the ERV team to the site to assess the accuracy of the training session. 2 Approved For Release 2000/08/08: CIA-RDP R002100350002-9 .M-b Approved For Release 2000/08/08 CIA~ J_?~~2100359002 I n a A 3 1 T i - Uq - n i iniI )r ifi;,nner with t J i G C1--) c, n 1:., t t lie tarj~(-,t i 5 T-1 o t Ii in i i, '(I i (:) t h e I o ca I a r o a a n d i s us ua 1 y (I c, I,-, iri;i t h y g e o g r a p h i c c o o r d i na +- (-- , I-) I i o t (-) ~, r;, h ,() r other identifying data. The train(-,(-?, (--)f c(Dur!-,e, is not provided any information about the site and must by the vory nature of the problem remote view it. Application T, a r g e Us - At- thi.,~ point tl-)e trainee is introduc-,.-d to HV problems which mimic actual operat i ona 1 pci-(-,n t i a I . Training is conducted the as with Global Tarsets. but, p,(jn(-ral descriptive data provided L)y the trainree is insuffici(int to satisfy training objectives. Specific, significant qualitative data which would he of exploitable value T-,,u.-.+- 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. Approved For Release 2000/08/08 CIA-R 2100350002-9 ~11191 0 Approved For Release 2000/08/08 : Cl"'*D6'6'L 9ROO2100350002-9 J J k'A ) 14 ING P) C I S f or COORDINATE- IxIEMOTE VIEWING The Coordinate 1?emote Viewing (C)M training procedure was developed by an SHI-International (SHI-I) !~~uhcontractor in the early 1.980s to satisfy R&D demancfs on SHI-I to enhance the re I i2bi I ity (scientific replicability) of rumote viewing (RV). The subcontractor's Rpproach to improving the reliability of RV was to focus on the control of those fgctors that in his view tend to introduce "noise" into the HV prnduct, (imaginative, environmental, and interviewer overlays). The basic components of this training procedure consist of: (1) Pkepeated 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 ure of a -spocially-designed, acoustic-tiled, relatively featureless, homogeneously-colored "viewing chamber" (to minimize environmental overlays). (3) The adoption of a strictly-prescribed, limited inter.,!iewer patter (to minimize interviewer overlays) X; The applied CRV training procedure requires that the trainee learn a progressive multi--stage acquisition process postul&7ted 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 One Stage Two Stage Three islands, mountains, deserts, etc. sites of quality sensory value; sites which are uniquely describable through touch, taste, sound, color, or odor such as glacier-G, volcanoes, industrial plants, etc. sites possessing significant dimensional characteristics such as buildings, bridges, airfields, etc. Appendix 2 Approved For Release 2000/08/08 : CIA-RDP96-00789ROO2100350002-9 Approved For Release 2000/OE 1/08 0$. -j789ROO2100350002-9 Li r i Ls iftj;u 3 r Ji i giI ;I ;I t i v eInr,- lit. a 11,( 1 1-1 Ca St ec-131) i (- ; , ra Pm;-i r y f c-- n g r(2!.-.(--arch , etc. Stage Five sites requiring the interrogation of qualitative mental percepts- to produce refined inforynatic,)n --.uch as aircraft tracking radar, hiomedical re!3earch facility, tank production plant, 'A-c. Stage Six sites requiring direct, three-dimensional assessment of site elemc-nt!; to one another such as airplanes in!-,ide one of three camouflaged hangars or a military compound with a command building, 1),grracks, 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 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 discdssed below but differ somewhat from the definition applied and published by SRI-I for Class A, 13, and C CRV training. ;e~ X; 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 +-c)preven+- inadvertent cuing (interviewer overlay), is in the form of very specific statements made by the interviewer. These statements and their defihitions are as follows: Correct (C) - This indicates that the informLtion is correct in context with the site location, bbt is not sufficient to end the session. 2 Approved For Release 2000/08/08 CIA-RDP96-00789ROO2100350002-9 Approved For Relp ROOZ1003500 ,~je,200~,08/08 : IA~-~P'~WO8 r (i )~y 1) 1 Y1 C, C th.,it the r v i u we r ,)-J;1 V jV I g1 i IN it (2 d i n f U r In a0 n ;-] I -) 0 U t t 11 (2 !, i t C' thouL11 he cannot be ;11-,!-~Olutely --ure, belfcve.,3 th~jt the inforination provicfcd is correct. Near (14) - This indirates. that the information provided is not an element of the r~pecific site, but is correct for the immediate ~,urrounding area. Can't Feedback (CFB) - This statement, indicates that, due to limited information about the sitey 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 3 training sessions the interviewer knows what site he desires the trainee ko describe but does not provide the trainee with any direct feedback during the course of the session. This process develops th e trainee's ability to internalize his awareness of relevan"t (correct) versus extraneous (incorrect) cognitive structures (mental perceptions). During Class B sessions the interviewer '-(rnoni+-or) 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 specifi)c elements of data which the interviewer knows to pertain to-the area of interest. With practic'e in Class B, the trainee soon learns to control his own perceptual faculties and develops confidence in his ab i 1 i ty. 3 Approved For Release 2000/08/08 : CIA-RDP96-00789ROO2100350002-9 i-n I , 12 I- r, [Z: ~j'-A iRD -.0 89RQO,21 00 Approv?d ~V F~nleas~?~00/08XOT: d]A- 5 00 A (0 ~ 1 .1. 1 - 7 13 1 ) ) ri s2 mi 1 Jr5 the N&D I- , f er! 'A s "Jouble blind" expr,rim c- j) t The , "ll'unity I" - -; t 0 , a c Wirpo!.ies for Cla.~~s A traiiiing ;-ind for WD (Iouble h1ind c,xperlmen-L5 differ howf-,ver. The I1-1'?.D community u!,es (Jouble h1ind experimental protocols to test- a variable under controllod conditions. Cla~-s A training is not a te!;t. for the trainee? but a process whereby the trainee learns to function with the interviewer in a toam t,ff(:)r+- to acquire and describe information concerning a site on interest. In Cla!~;!-~ A the interviewer is provided very little or no illforination concerning the site and the trainee is provided no feedback during the session. The trainee is rriotivat(,d 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 ;3cquire and describe site dependent information as opposed to interviewer dependent (telepathic?) information. Working as a team in a Class A session, the interviewer (monitor) and trainee combine their aptitudes (the interviewer with his directivef analytic skill and the trainee with his exploratory, perceptual ability) to report information of intorest 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 hooklet, 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 r~ropriety and as such may not be reproduced or disseminated without permission. 4 Approved For Release 2000/08/08 CIA-RDP96-00789ROO2100350002-9 Approved For Release 2000/08/08 : C1APRDPW-00789R8D2.100350002-9 fur ABSTRACT REFFHE'NTS D11--71CJ?l11JNAT1ON OF 13114AHY ALTHIMAT1VES Remote Viewers have demon-,-A-rated little ability to discriminate -4 1 phanume r i c i nf or in at ion. Remote perception and description of geographic locations, buildings, ind ohic-ects appears- to be differv-nt than the remote perception of irt.3n generated -symbolic data (letters and numbers). Abstract Ref,-2rents Discrimination of Binary Alternatives (AIRDBA) training has two objectivess. The first is to identify trainees who an innate ability to PSYCI-IiCa-lly 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 exerci!Les to the eventual use of abstract referents (i.e. geographic coordinates) to direct the traincesla:ttention 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. iFollowing i's an overview of these AF~DBA Training Phases: PHASE 1 During Phase I the trainee is directed to Ipsychic 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 oral feedback when visual field. 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 If a trainee is able to complete'Phase 1 (successfully discriminate between binary alter'natives 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 Approved For Release 2000/08/08 CIA-RDP96-00789ROO2100350002-9 Approved For. Release 2000/q8- &:) 9~-~i;,-~P96-00789ROO2100350002-9 o v u r. i 11 1--) u r p (--)!; e h (-, r P is t o d c v (-- I o pri i i i t,; i - n,-i I i d feeling of confidence within the trainc-e- of psychic impre5sions through the use of f(2(---db.,jck withdrawal A da t a 13 a s e o f t ra i n e e p (-- r f o r in. i n ca 1 s o e x Pa n d e d C1 ~,i r i n P this period. PHASE 3 During this. phase of training the emphasis sheers away !:3omcwhat from discrimination of binary alternatives and hegin!-3 to focus on the trainees- ability to respond to ab!-itract referents. In ARDBA Pha!se 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 hef-,~~;een binary alternatives at a given coordinate (abstract, referent cue) provided by the trainer. The trainer records the results but does not provide feedLack to the trainee. This phase serves to extinguish the trainee's dependence on the previous target pool as well as extern.21 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 ~Dnly 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 Approved For Release 2000/08/08 : CIA-RDP96-00789ROO2100350002-9 S.r- fF 1-11 A pp r-pvf- Of 0Rqj f-. qh;P4'9 3-99APPRO9,20 0050PUrP c: c,!-!, ;,- 1-1 t pr c) j r - c- c (-) 1) d k I c t e dT] ii s i nv() I vt.,s t.he u! I- e of a !; i x (I i ~" i i, 1,j n al-y cudo vj I ii ch i !i sra I ed in a crive I ope. The trai ned !-ource 1hen attempts, to identify thi!3 code given nppropriate r C-2 f 0 r C? 11 t S .To he effective, a !-;ource i-itust he able to ar-curately discriminate between binary altc:rnatives in a ~.;rjquential chni n given a complex abstract referent cuing system. The ultimate goal of this program might, he to detect, and dei-~crihe cryptographic code at remote locations. This newly trained source ability will h;--ive to be integrated into conventional remote viewing techniques. A !;ource will have to locate cryptographic r-ystems through remoto viewing .9nd then apply his/her ability to discriminate binary alternatives in specific codes at the location. 3 Approved For Release 2000/08/08 : r-LL'789ROO2100350002-9 1b Approved For Release 2000/08/08 ~~IAIAID' LI0789ROO2100350002-9 f or OBJFCT VIE'WING The purpose of Object Remote Viewing (ORV) is to give the remot-ra viewer perceptual experience in an area unaddressed by other training. Basic training in remote viewing MV) usually USCIS geographic locations as targets for the remote viewer. For the purposes of basic RV training j,~uch targets !-nerve well to develop c2leme~ntary viewer skills and level of viewer self confi(fence as well as a degree of reliability. Basic RV training Cioes not, however, place any (-mpha.sis on the accurate acquisition and description of fundamental -structural elements or individual objects. Since such information i S i Mportant in the practical cxploitation of RV, training exercises in ORV are conducted. ORV exercises differ only in the context, that. the desi8nated target to be described by the remote viewe r is a concealed object as opposed to a geographic site. The procedures of basic RV training programs remain the same. Appendix 4 Approved For Release 2000/08/08 : CIA-RDP96-00789ROO2100350002-9 11 ~.- I -