TRAINING REPORT - FIRST QUARTER 1985

• Document Type: CREST
• Collection: STARGATE
• Document Number (FOIA) /ESDN (CREST): CIA-RDP96-00788R001000370001-1
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 8
• Document Creation Date: November 4, 2016
• Document Release Date: June 18, 1998
• Sequence Number: 1
• Content Type: REPORT

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First Quarter 1985
.
a. (S/NF/WNINTEL) In December 1984 training of three
source personnel. by an SRI - International (SRI-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:
(1) 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 specially-designed, acoustic-tiled,
relatively featureless, honiogeneou.sly-colored "viewing
chamber" (to minimize environmental overlays).
(3) The adoption of a strictly-prescribed, limited
interviewer patter (to minimize interviewer overlays).
This training procedure requires that the trainee learn a
progressive multi-stage acquisition process postulated to
correspond to increased contact with the target site. Prior to
WARNING NOTICE: SENSITIVE INTELLIGENCE
SOURCES AND METHODS INVOLVED
NOT RELEASABLE TO FOREIGN NATIONALS
CLASSIFIED BY: DTA/DT
DECLASSIFY ON: OADR
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1. (S/NF/WNINTEL) BACKGROUND: (U)
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December 1984 three source trainees were schooled in the 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 which are uniquely describable through touch,
taste, sound, color, or odor--such as glaciers, volcanoes,
industrial. plants, etc.), and "stage three" sites (targets
possessing significant dimensional characteristics such as
buildings, bridges, airfields, etc.).
b. (S/NF/WN:[NTEL) In spring 1984 an individual was
assigned to this office 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 ready for the external subcontracted training
program by the fall. However, attempts to carry this effort
forward were thwarted by an overall program reorganization and
congressional fu.ndi.ng restrictions. For this reason, an
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: (U)
a. (S/NF/WNINTEL) The training program, modeled after
the SRI-I subcontracted training, consisted of appropriate
lectures, drills, and practical exercises commensurate with the
trainees demonstrated levels of expertise. The following chart
depicts 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 MB Class C Totals
#03
#18*
#21
#101
3
09
14
26
0
01
26
27
2
11
11.
24
2
23
02
27
*New source trainee.
b. (S/NF/WNINTEL) As stated previously, this training
procedure requires that the trainee learn a progressive
multi-stage acquisition process postulated to correspond to
increased contact with the target site. It is this procedure
which, as a result of technology transfer (SRI-1 to this
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office), was modeled and administered during the first quarter
of 1985. The three personnel schooled by the SRI - I
subcontractor in stages one, two, and three, continued this
multistage acquisition process into "stage four" and "stage
five." In "stage four" the source trainee begins to form
qualitative mental percepts (technical area, military feeling,
research, etc.) of the target. In "stage five" the source
trainee learns to "interrogate" these qualitative mental
percepts in an attempt to produce analytical target descriptions
(aircraft tracking radar, biomedical research facility, tank
production plant, etc.). Stage four training for these three
personnel. began on 14 January 1.985 and was completed on 1 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 he 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 allow 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
itself to verbal or written objectification, drawing skills
become important in allowing the individual viewer to more
readily and accurately debrief data and :impressions. In the
first quarter of 1.985, an in-house training program in
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
_
Side of the Brain as a good text for rapid elementary skills
acquisition, the training program has progressed well. All
trainee personnel involved have demonstrated improved drawing
capability, which has been manifested in improved sketching
quality during RV session work. The intent of the drawing
classes is to increase viewer ability and flexibility to more
accurately and intelligibly depict form, structure, and
relationships of site-relevant dimensionals and details. A
secondary benefit of drawing skills is that they facilitate
development of a link between the spatially-cognitive, g lobal
processing functions of the brain's right hemisphere and the
more linear functions of the brain's left hemisphere. This
kinesthetic interaction with the target (describing the site
with drawings) seems to facilitate accurate analysis and to
"clear the slate" for acquisition and description of further
site relevant informational elements. The training of drawing
skills continues to date.
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3. (S/NF/WNINTEL) SUMMARY: (IJ)
a. (S/NF/WNINTFL)
training by the overall
have
that
If one
quality
for measuring BY
some optimum
Training progress herein is, therefore, measured on the basis of
achieving a level of expertise within the parameters set forth
by the aforementioned modeled SRI - I subcontracted training
procedure. For example, if a trainee is involved in "stage two"
training his progress is measured by observing his
report appropriate sensory (stage two) information
target.
ability to
about the
b. (S/NF/WNINTFL) The following table depicts the
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 1.985.
These percentages reflect: subjective expectations of the
training officer and are not based on any linear analysis of a
prescribed set of criteria.
Viewer Training_St_a es Sessions Qualit Sessions
Y103 Four and Five 26 54%
#18One, Two and Three 27 81 %
#21 Four and Five 24 50%
#101 Four and Five 27 70%
*New source trainee.
c. (S/NF/WNINTFL) Measurement
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ideal quality standard for. RV is
progress by the above method does not
for intelligence collection operations.
one must first
turn assumes
training procedure, as stated previously, was
subcontractor to enhance the reliability
resolution to
replicability) of RV, not to refine or develop RV
a point of operational useability within the
community. Operational. development has been an
in-house training
described above, or a
insuffIclent
measures the progress of the
of the RV product
quality. This in
The SRI-I
Even
the best of RV
training method falls short
i n t e .1. 1. i g e n c e
integral part of
subcontracted training
thereafter, is
known .
operational intelligence
SRI-I subcontracted
developed by the
(scientific
of many
expectations/requirements. The benefits
subcontracted training format are that it
instills confidence, it provides experience,
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community has not yet determined such a standard.
produced by ,the
operational
of the SRI-I
is learnable,
and it may serve
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a foundation for later development of operational capabilities.
Tr aining during the second quarter of 1985 will include
processes designed to develop RV source abilities commensurate
with operational goals.
The association with the undersigned and the intelligence
community is classified CONFIDENTIAL.
SGFOIA3
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APPENDIX A
TRAINING REPORT
First Quarter 1985
SUBJECT: Classes of Training
1. (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 SRI-I subcontractor program. These
classes deal. with feedback requirements during the 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 the training
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
the trainee in this learning, immediate 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 Class C sessions the
interviewer provides the trainee with immediate feedback for
each element of data he provides, with the exception that
negative feedback is not given. Should the trainee state an
element of information that appears incorrect, the interviewer
remains silent. Feedback, in order to prevent inadvertent cuing
(interviewer overlay), is in the form of very specific
statements made by the interviewer. These statements and their
definitions are as follows:
Corr.ect (C) This indicates that the information is
correct in context with the site location, but is not
sufficient to end the session.
ProbablyCorrect (PC) This statement means that the
interviewer, having limited information about the
target, though he cannot be absolutely sure, believes
that the information provided is correct.
Near (N) 't'his indicates that the information provided
is not an element of the specific site, but is correct
for the immediate surrounding area.
*NOTE: The use herein of the terms Class A, B, or C differs
from the definition applied and published by SRI-I for Class A,
B, or C Coordinate Remote Viewing (CRV).
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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 the
data. It means neither correct nor incorrect.
Site(S) This indicates the site has been correctly
named for the specific stage being trained (manmade
structure for Stage I, bridge for Stage III, etc.).
"Site" indicates that the session is completed.
During the session the trainee writes the abbreviation (see
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: Once a trainee begins to
demonstrate his 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 he desires the trainee to describe but does not
provide the trainee with any direct feedback during the course
of the session. This process develops the trainee's ability to
internalize his awareness of relevant (correct) versus
extraneous (incorrect) cognitive structures (mental
perceptions). During Class B sessions the 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 site. Class 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 area
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 learns to function
with the interviewer in a team effort to acquire and describe
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information concerning a target of interest. In Class 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 is motivated to work with the
interviewer in producing valid information about the site of
interest. This motivational difference is critical in forcing
the trainee to use his RV ability to acquire and describe site
dependent information as opposed to interviewer dependent
telepathic 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, analytic
skill. and the trainee with his exploratory, perceptual, ability)
to report information of interest about the designated target.
5. (S/NF/WNIN'.rEL) 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. Operational application of RV requires its own
unique, specifically designed 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.
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