SPECIAL ORIENTATION TECHNIQUES: S-IV

• Document Type: CREST
• Collection: STARGATE
• Document Number (FOIA) /ESDN (CREST): CIA-RDP96-00788R001800200001-1
• Release Decision: RIPPUB
• Original Classification: U
• Document Page Count: 24
• Document Creation Date: November 4, 2016
• Document Release Date: June 24, 1998
• Sequence Number: 1
• Publication Date: July 1, 1984
• Content Type: REPORT

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Final Report
Covering the Period 1 February 1983 to 30 April 1984
SPECIAL ORIENTATION TECHNIQUES: S-IV (U)
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LIST OF ILLUSTRATIONS . . . . . . . . . . . . . . . . . . . . . . v
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . v
I OBJECTIVE . . . . . . . . . . . . . . . . . . . . . . . . . . 1
I I INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . 3
A. General . . . . . . . . . . . . . . . . . . . . . . . . 3
B. Training by Stages--An Overview . . . . . . . . . . . . 4
1. Rationale . . . . . . . . . . . . . . . . . . . . 4
2. Stage I . . . . . . . . . . . . . . . . . . . . . . 5
3. Stage II . . . . . . . . . . . . . . . . . . . . . 6
4. Stage III . . . . . . . . . . . . . . . . . . . . . 6
5. Stage IV . . . . . . . . . . . . . . . . . . . . . 7
III STAGE IV TECHNOLOGY . . . . . . . . . . . . . . . . . . . . . 11
A. Overview . . . . . . . . . . . . . . . . . . . . . . . . 11
B. Trainee #059 Response to Stage IV Training. . . . . . . 12
IV EVALUATION AND RECOMMENDATIONS . . . . . . . . . . . . . . . 17
A. Completion Indicators . .. . . . . . . . . . . . . . . . 17
B. Trainee Evaluation . . . . . . . . . . . . . . . . . . . 21
C. Recommendations for Follow-On Actions . . . . . . . . . 21
Appendix--STAGE IV SITES . . . . . . . . . . . . . . . . . . . . 23
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ILLUSTRATIONS (U)
I Schematic Representation of Remote Viewer Response to
CRV Situation . . . . . . . . . . . . . . . . . . . . . . . . 5
2 Idealized Performance-Over-Time Curve. . . . . . . . . . . . 7
3 Gateway Arch, St. Louis . . . . . . . . . . . . . . . . . . . 8
4 Iwo Jima Island . . . . . . . . . . . . . . . . . . . . . . . 9
5 Stanford Radiotelescope . . . . . . . . . . . . . . . . . . . 10
6 Training Performance (RVer #059) . . . . . . . . . . . . . . 13
7 St. Patrick's Cathedral, NYC (Trial 22). . . . . . . . . . . 18
8 FMC Chemical Plant, Newark, CA (Trial 24). . . . . . . . . . 19
9 Stanford Linear Accelerator, Stanford, CA (Trial 26) . . . . 20
1 Stages in Remote Viewing . . . . . . . . . . . . . . . . . . 4
2 Data-Bit Distribution, S-IV Training Series,
Trainee #059 . . . . . . . . . . . . . . . . . . . . . . . . 14
3 Stage IV Completion Trials 22 through 26 . . . . . . . . . . 17
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I OBJECTIVE (U)
SRI International is tasked with developing remote
viewing (RV)" enhancement techniques) Of par-
ticular interest is the development of procedures that. have potential
1application4 and that can be transmitted.to others
in a structured fashion (i.e., "training" procedures).
I 1 Under particular study in this effort is whether a
Coordinate Remote Viewing (CRV) technology, a technique that utilizes
coordinates to facilitate acquisition of a remote-viewing target, can be
successfully transferred
*(u) (U) RV is the acquisition and description, by mental means, of infor-
mation blocked from ordinary perception by distance or shielding.
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II INTRODUCTION (U)
4 , At the beginning of FY 1981, SRI International made
a decision to develop and codify a promising RV enhancement procedure that
had emerged from earlier work--a multistage coordinate remote-viewing
training procedure developed in conjunction with an SRI consultant. The
procedure focuses on developing the reliability of remote viewing by con-
trolling those factors that tend to introduce noise into the RV product.
A broad overview of the procedure, which has been derived empirically on
the basis of a decade of investigation into the RV process, is presented
in Chapter III. The basic components of this procedure consist of
? Repeated target-address (coordinate) presentation,
with quick-reaction response by the remote viewer
(to minimize imaginative overlays).
? The use of a specially-designed, acoustic-tiled,
featureless, homogeneously-colored viewing chamber
(to minimize environmental overlays).
? The adoption of a strictly-prescribed, limited
interviewer patter (to minimize interviewer overlay).
(U) At this stage of the development (Stage V is still in R&D; addi-
tional stages are projected), the RV training procedure is structured to
proceed through a series of stages of proficiency, hypothesized to cor-
respond to stages of increased contact with the target site. The stages
are outlined in Table 1. In a given remote viewing session, an experienced
remote viewer tends to recapitulate the stages in order.
"(U) Use of Stage V in the sequence is optional, depending on the level
of analytical detail required.
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(U) STAGES IN REMOTE VIEWING
Stage
Example
I
Major gestalt
Land surrounded by water,
an island
II
Sensory contact
Cold sensation, wind-swept
feeling
III
Dimension, motion, mobility
Rising up, panoramic view,
island
outline
IV
General qualitative analytical
Scientific research, live
organisms
aspects
V
Specific analytical aspects
(by interrogating signal line)
VI
Three-dimensional contact,
Layouts, details, further
analytical
modeling
contact
B. (U) Training by Stages--An Overview
4 The particular effort covered in this report
concerns training of a(- viewer to completion on Stage IV (S-IV).
To place the S-IV training effort in perspective, we summarize briefly
how it develops out of the earlier stages.
(U) The key to the earlier stages is the recognition that the
major problem with naive attempts to remote view is that the attempt to
visualize a remote site tends to stimulate memory and imagination--usually
in visual-image forms. As the viewer becomes aware of the first few data
bits, there appears to be a largely spontaneous and undisciplined rational
effort to extrapolate and "fill in the blanks." This is presumably driven
by a need to resolve the ambiguity associated with the fragmentary nature
of the emerging perception. The result is a premature internal analysis
and interpretation on the part of the remote viewer. (For example, an
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This we call
(U) Our investigation of these overlay patterns leads to a model
of RV functioning, shown schematically in Figure 1. With the application
(U)
impression of an island is immediately interpreted as Hawaii.)
analytical overlay (AOL).
of a "stimulus" (e.g., the reading
of a coordinate), there appears to be
a momentary burst of "signal" that enters into awareness for a few seconds,
and then fades away. The overlays appear to be triggered at this point to
fill in the void. Success in handling this complex process requires that
a remote viewer learn to "grab" incoming data bits while simultaneously
attempting to control the overlays. Stage I and Stage II training is
designed specifically to deal with this requirement.
SIGNAL,
NOISE
STIMULUS
UNCLASSIFIED
FIGURE 1 (U) SCHEMATIC REPRESENTATION OF REMOTE VIEWER RESPONSE TO
CRV SITUATION
2. (U) Stage I
(U) In Stage I, the viewer is trained to provide a quick-reaction
response to the reading of the site coordinates by the monitor. The response
takes the form of an immediate, primitive "squiggle" on the paper (called
an ideogram), which captures an overall motion/feeling of the gestalt of
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UNCLASSIFIED
(U)
impression of an island is immediately interpreted as Hawaii.) This we call
analytical overlay (AOL).
(U) Our investigation of these overlay patterns leads to a model
of RV functioning, shown schematically in Figure 1. With the application
of a "stimulus" (e.g., the reading of a coordinate), there appears to be
a momentary burst of "signal" that enters into awareness for a few seconds,
and then fades away. The overlays appear to be triggered at this point to
fill in the void. Success in handling this complex process requires that
a remote viewer learn to "grab" incoming data bits while simultaneously
attempting to control the overlays. Stage I and Stage II training is
designed specifically to deal with this requirement.
SIGNAL,
NOISE
THRESHOLD
OF
AWARENESS
STIMULUS
UNCLASSIFIED
FIGURE 1 (U) SCHEMATIC REPRESENTATION OF REMOTE VIEWER RESPONSE TO
CRV SITUATION
2. (U) Stage I
(U) In Stage I, the viewer is trained to provide a quick-reaction
response to the reading of the site coordinates by the monitor. The response
takes the form of an immediate, primitive "squiggle" on the paper (called
an ideogram), which captures an overall motion/feeling of the gestalt of
5
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the site (e.g., wavy/fluid for water). Note that this response is essen-
tially kinesthetic, rather than visual.
3. (U) Stage II
(U) In Stage II, the viewer is trained to become sensitive to
physical sensations associated with the site, i.e., sensations he might
experience if he were physically located at the site (heat, cold, wind,
sounds, smells, tactile sensations, and the like). Again, this response
is essentially nonvisual in nature (although color sensations may arise as
a legitimate Stage II response). Of course, in both training stages,
visual images may emerge spontaneously. In that case they are not
suppressed, but simply noted and labeled as AOLs.
(U) Provided Stages I and II have been brought under control by
the viewer, Stage III training is initiated. The phrase "under control"
means that the viewer has been observed to pass through a performance curve
of the type shown in Figure 2, which typically applies to skills learning.
Certain objective performance measures, such as number of session elements
or number of coordinate. iterations required to reach closure on site
description, are tracked to determine progress along the performance curve.
4. (U) Stage III.
Whereas in Stage I and II viewing, data appear
to emerge (typically) as fragmented data bits, in Stage III, we observe the
emergence of a broader concept of the site. With Stage I and II data
forming a foundation, contact with the site appears sufficiently strengthenec
that the viewer begins to have an overall appreciation of the site as a
whole (which we label "aesthetic impact"). Dimensional aspects such as
size, distance, and motion begin to come into play, resulting in configu-
rational outlines and sketches. For training practice, sites are chosen
especially to require the Stage III aptitudes of dimensional perception,
e.g., sketching of an outline-tracking nature. Examples generated by
viewer #059, the viewer of this study, include the Gateway Arch in St. Louis.
Iwo Jima Island, and the Stanford radiotelescope, shown in Figures 3 through
6
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L_
S
w Z
U -
z O
Q U
O
i- SKILL PLATEAU ESTABLISHED
FIGURE 2 (U) IDEALIZED PERFORMANCE-OVER-TIME CURVE
5. (U) Stage IV
Because of the apparent increased contact with
the site that occurs on Stage III (a "widening of the aperture" as it were),
data of an analytical nature begin to emerge. This follow-on process con-
stitutes Stage IV in our nomenclature. Contained in Stage IV data are
elements that go beyond the strictly observational, such as ambience
V cultural factors
Stage IV viewing is therefore considered to be the crossover
J
I value.
point into functioning with potential'
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III STAGE IV TECHNOLOGY (U)
Whereas Stages I through III are directed toward
recognition of the overall gestalt and physical configuration of a target
site, Stage IV is designed to provide information as to function, i.e.,
as to the purpose of the activities being carried out at the site. Thus,
Stage IV viewing transcends simple physical descriptions of at is visible
Orr
to the eye, to take into account human intention. Because,,
point of view,)
Stage IV is considered to be the threshold for crossover
into utility.
(U) In Stages I through III, information is collected in the form o
ideograms, and their motion and feeling (S-I), sensations at the site
(S-II), and sketches that result from expanded contact with the site
(S-III). These various "carrier" signals are individual in nature, and
special techniques have been developed to handle each in turn, more or le!
in a serial fashion. Once stabilized, Stage III forms the platform upon
which can be built the more refined techniques of Stage IV.
(U) In Stage IV, the viewer is trained to accumulate data bits in
no less than eight separate categories, in parallel, in addition to pro-
cessing additional ideograms and sketches. These range from broad
categories of sensations and dimensional references, through specific
qualities (physical/technological detail, cultural ambience, and functional
significance), and includes tracking of the analytical overlay line. To
keep these separate signal lines on track requires exceptional control of
sesssion structure--an ability trained for in the lengthy Si through SIII
training period. With these elements under control, the Stage IV data-bit-
acquisition procedures can then be used to build up an interpretation as
to the site's activities and functions.
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B. (U) Trainee #059 Response to Stage IV Training
Trainee #059 began S-IV training during the second
week of December 1983, and completed the requirements for S-IV on
22 March 1984. Thirty-one (31) S-IV training sessions were conducted with
this trainee. With four sessions aborted for various reasons, and with
one site requiring two sessions to complete, the 31 sessions provided a
total of twenty-six (26) completed trials. The session particulars,
including date/time, site, and coordinates, are listed in the Appendix.
The types of sites that must be identified include churches, hospitals,
dams, ruins, power plants, art galleries, libraries,(
schools, airports,
caverns, observatories,' and accelerators.
j A record of the total number of data bits generated
for each site (number of ideograms, sketches, sensations, dimensional
references, feeling tones, physical or functional details, and analytical
overlays) is given, trial by trial, in Figure 6. A given session had as
many as 249 separate elements (Trial 8), or as few as 28 (Trial 17). In
general, the end point of a session was recognition of the site's primary
function. Although site complexity was increased as the series progressed,
the number of data bits actually required (before site recognition)
decreased on the average (.p < 0.025) as proficiency with the S-IV tech-
niques was acquired--an expected outcome.
(U) The data-bit distribution among the various categories tracked
in S-IV training is shown, trial by trial, in Table 2. The first column
tallies the number of ideograms, sketches, and the like, generated in
the initial S-I through S-III process, the second column tallies additional
elements of this type generated after the S-IV process has begun. The
remaining eight columns tally the number of data bits generated for each
of the S-IV channels of interest. (More specific channel labels have been
passed to the client under separate cover; the specificity is protected
to prevent premature disclosure to prospective trainees.) It is con-
sidered that the data bits accumulated in Channels 5 and 6 constitute
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W
0 2 4 6 8 10 12 14 16 18 20 22 24 26
- TRIAL NUMBER
FIGURE 6 (U) STAGE IV TRAINING PERFORMANCE (RVer # 059)
fl13
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(U) DATA-BIT DISTRIBUTION,
S-IV TRAINING SERIES, TRAINEE 0059
S-I thru S-IV
Basic Elements Sensations and Physical[- Analytical
(Ideograms, Dimensional Feeling Functional Overlay
Session/ Sketches, etc.) References Tones Details Lines
Total
Number of
Trial
Data Bits
1/1 35 11 22 17 2 18 14
2/2 34 17 5 2 9 9
3/2 29 16 5 1 3 3
4/3 36 3 22 11 5 9 5
5/4 14 2 22 15 2 10 11
6 Abort (error in coordinate reading)
7 Abort (trainee medical problem)
8 Abort (error in coordinate reading)
9/5 32 3
28 11 3 2 14
5 5
103
10/6 18 2
12 6 2 3 16
12 5
76
11/7 71 2
10 9 3 6 14
6 8 129
12/8 40 15
32 20 14 20 43
34 29 249
13/9 26 16
16 8 10 9 21
24 7 138
14/10 16 4
24 8 7 7 27
13 6 112
15/11 30 5
10 8 1 10 2
2 1 69
16/12 25 9
13 7 2 11 18
22 5 113
17/13 38 9
13 16 2
11 101
18 Abort (error in coordinate reading)
19/14 36 20
35
13 3
138
20/15 44 13
9
14
101
21/16 53 3
1
1
68
22/17 28
28
23/18 27 19
13
11 16
111
24/19 38 21
21
20 20
142
25/20 18 13
9
5 7
64
26/21 16 10
15
18 2 5
81
27/22 33
7
10 4
73
28/23 16
7
7 1 7
48
29/24 12 13
25
9 4 15
91
30/25 17 4
15
3 2 9
56
31/26 27 14
14
10 5 10
104
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(U) appears to
the primary source
of "hard" information that in most instances result in the decoding of site function.
0 To give some indication of progress through the series,
the the site was a hospital;
For Trial 2,
examine here some specific cases-
the trainee accumulated a total of 161 data bits in two sessions before
identifying the site as a hospital. By Session 12 (Trial 8, Cape Kennedy),
the difficulty in maintaining functional reliability while acquiring the
of Figure 2)
new skills (corresponding to the expected performance-curve dip
surfaced in the form that 249 elements were required before site identifi-
cation occurred (site named by name).
By Session 25 (Trial 20), the power-generating func-
tion of Kariba Dam was identified after only 57 data bits, with another
seven data bits furnishing the phonetic "kirib" for a total of 64 data
that the viewer spontaneousl)
bits. It was also noted during this viewing
experienced not only an expressed desire to three-dimensionally "model"
but the emergence of phonetics, both attributes of the higher
the site,
stages (S-VI and S-VII, respectively). This we took as indicators of
readiness for advancement to the following stages.
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A. (U) Completion Indicators
(U) Completion of a stage is signalled by (1) essentially flawless
control of session structure while generating the required elements for
that stage, and (2) production of a sequence of at least five site
descriptions whose. content/quality meets the requirements for that stage.
1 ___j As indicated earlier, in Stage IV training, the
viewer is required to provide information culminating in not only a
description of the site, but correct identification of the function as
well. These requirements were met by Viewer #059 in his final series,
Trials 22 through 26. The results are summarized in Table 3 below, as
well as in representative Figures 7 through 9.
(U) STAGE IV COMPLETION TRIALS 22 THROUGH 26
Session Trial
Site
Response
27/22
St. Patrick's Cathedral, .
Called a "church," with
New York, NY
phonetic of "saint"
28/23
West Virginia University,
Called "school feeling"
Morgantown, WV
29/24
FMC chemical plant,
Called "chemical factory"
Newark, CA
30/25.
Romic hazardous waste
Called "waste treatment
storage plant,
plant"
Palo Alto, CA
31/26
Stanford Linear Accelerator
Called "linear accelerator,"
Stanford, CA
named "Stanford Linear
Accelerator"
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The Stage IV proficiency demonstrated in the com-
pletion series has been maintained by the trainee as work has begun on
Stage VI; this provides additional evidence that a stable performance level
on S-IV characteristics has been achieved.
B. (U) Trainee Evaluation
Other than the training monitor (#002), Viewer #059
is the first to complete S-IV training. Although previous training stages
(S-I through S-III) had been pretested with other trainees, the desire
to move ahead expeditiously with training of this particular
candidate dictated a reversal of the usual development procedure. This
candidate thus provided our first research data on S-IV technology transfer,
which turned out to be of exceptionally high quality. Until subsequent
individuals have completed S-IV training, there is not a substantial body
of work for comparison. Nonetheless, it should be stated for the record
that this trainee exhibited the least of difficulties in assimilating the
materials, as compared with the progress of trainees in general, and as
compared with the training monitor's own progress through S-IV in particular.
In addition, Trainee #059 exhibited a high professional demeanor throughout
the training, and applied himself at all times with the utmost stamina and
acumen. Taking these factors together, Trainee #059 was a model trainee,
and thus his profile constitutes an important data point with regard to
trainee selection.
C. (U) Recommendations for Follow-On Actions
(U) Given the quality of response to S-IV training of Trainee #059,
two recommendations for follow-on actions are offered:
(1) The trainee should continue in the training in
order to incorporate additional skills available
in the remaining stages.
(2) Given that detailed authentication of the S-IV
skills transfer (e.g., by extensive double-blind
testing), was beyond the time/funding scope of
the present effort, it is recommended that, in
parallel with training, the client enlist the
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(U)
trainee's present skill level to pursue appropriate
in-house tasks to determine the overall efficacy of
the training as applied to client needs.
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(U) STAGE IV SITES
Session/
Trial
Date/Time
1/1
6 Dec
83/1256
30?46'54"N,
35?13'51"E
Dome of the Rock,
Jerusalem
2/2
7 Dec
83/1015
37?44'22"N,
88?32'49"W
Lighter Hospital, IL
3/2
7 Dec
83/1525
37?44'22"N,
88?32'49"W
Lighter Hospital (cont'd)
4/3
8 Dec
83/1016
53?50'18"N,
77?37'50"N
La Grande Complex (dam)
Quebec. Canada
5/4
9 Dec
83/0936
38?37'26"N,
90?11'13"W
St. Louis Cathedral, MO
6/*
3 Jan
84/1517
38?00'00"N,
23?44'00"E
Athens, Greece*
7/**
3 Jan 84/1522
29?57'00"N,
52?59'00"E
Persepolis Ruins, Iran**
8/*
4 Jan
84/1007
16?31'00"S,
28?05'00"E
Kariba Dam, Zimbabwe*
9/5
4 Jan
84/1010
38?44'14"N885?24'54"W
Clifty Creek Power Plant,
10/6
5 Jan
84/1009
38?53'28"N,
77?01'13"W
National Art Gallery,
Washington, D.C.
11/7
6 Jan
84/0948
38?53'18"N,
77?00'17"W
Library of Congress,
Washington, D.C.
12/8
9 Jan
84/1417
28?28'11"N,
80?33'46"W
Cape Kennedy, FL
13/9
10 Jan
84/1308
38?53'23"N,
77?00'33"W
Capitol Building,
Washington, D.C.
14/10
11 Jan
84/0958
20?28'00"N,
97?28'00"W
El Tajun Ruins, Mexico
15/11
12 Jan 84/0932
40?46'58"N,
73?57'34"W
Guggenheim Museum, NYC
16/ 12
13 Jan
84/0943
38?59'25"N,
104?51'28"W
USAF Academy, CO
17/13
6 Feb
84/1349
35?17'00"N,
114?35'00"W
Davis Dam, NV
18/*
7 Feb
84/0948
38?55'45"N,
77?27'15"W
Dulles International
Airport, VA
19/14
7 Feb
84/0950
39?07'36"N,
75?27'52"W
Davis AFB, DE
20/15
7 Feb
84/1350
35?03'00"N,
24?48'00"E
Phaistos, Crete Ruins
21/16
7 Feb
84/1315
32?08'25"N,
104?31'32"W
Carlsbad Caverns, NM
22/17
8 Feb
84/1102
51?29'52.5"N, 0006157.511W
House of Parliament,
London
23
Approved For Release 20UNMA 1 1p00788ROO1800200001-1