SPECIAL ORIENTATION TECHNIQUES S-I, S-II, S-III

• Document Type: CREST
• Collection: STARGATE
• Document Number (FOIA) /ESDN (CREST): CIA-RDP96-00788R001800310001-9
• Release Decision: RIPPUB
• Original Classification: U
• Document Page Count: 27
• Document Creation Date: November 4, 2016
• Document Release Date: June 22, 1998
• Sequence Number: 1
• Publication Date: December 1, 1984
• Content Type: REPORT

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i t
r
r
T
SRI Project 6600
December 1984
Final Report
d 15 November 1983 to 15 December 1984
covering the Perio
SPECIAL ORIENTATION TECHNIQUES:
S-I, S-II, S-III (U)
Copy No. ..............
This document consists of 27 pages.
941/CL-0024
333 Ravenswood Avenue ? Memo
3-373-2046
^,)r-1;200 ? (7,;1)" SRI IN.
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CONTENTS (U)
LIST OF ILLUSTRATIONS . . . . . . . . . . . . . . . . . . . . . iii
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . iv
I OBJECTIVE . . . . . . . . . . . . . . . . . . . . . . . . 1
II INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . 2
A. General . . . . . . . . . . . . . . . . . . . . . . . 2
B. Description of Procedure . . . . . . . . . . . . . . . 2
1. Overview . . . . . . . . . . . . . . . . . . . . 2
2. Stage I (Major Gestalt) . . . . . . . . . . . . 5
3. Stage II (Sensory Contact) . . . . . . . . . . . 6
4. Stage III (Dimension, Motion, and Mobility) . . . 6
5. Summary S-I Through S-III . . . . . . . . . . . . 6
III TRAINING ACTIVITY . . . . . . . . . . . . . . . . . . . . . 8
A. Method of Approach . . . . . . . . . . . . . . . . . . 8
1. General Design . . . . . . . . . . . . . . . . . 8
2. Target Site Preparation . . . . . . . . . . . 8
3. Session Protocol (Training) . . . . . . . . . . . 9
B. Trainee Progress . . . . . . . . . . . . . . . . . . . 9
1. Task Scheduling . . . . . . . . . . . . . . . . . 9
2. Baseline Data . . . . . . . . . . . . . . . . . . 10
3. Stage-by-Stage Training Rates . . . . . . . . . . 10
a. Stage I . . . . . . . . . . . . . . . . . . 10
b. Stage II . . . . . . . . . . . . . . . . . . 11
C. Stage III . . . . . . . . . . . . . . . . . 12
4. S-III Proficiency Level . . . . . . . . . . . . . 12
IV TRAINING EVALUATION AND RECOMMENDATIONS . . . . . . . . . . 19
A. Overview . . . . . . . . . . . . . . . . . . . . . . 19
B. Recommendations for Follow-On Actions . . . . . . . . 19
APPENDIX
DESCRIPTOR LIST FORMAT . . . . . . . . . . . . . . . . . . 21
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Y1 I ED
ILLUSTRATIONS (U)
1 Schematic Representation of Remote Viewer Response
to CRV Situation . . . . . . . . . . . . . . . . . . . . . .
4
2 Idealized Performance-Over-Time Curve . . . . . . . . . . .
5
3 Devils Tower, Wyoming . . . . . . . . . . . . . . . . . . .
14
4 Lamasery of Tikse, Tibet . . . . . . . . . . . . . . . . . .
15
5 Washington Monument . . . . . . . . . . . . . . . . . . . .
16
6 Temples of Pagan, Burma . . . . . . . . . . . . . . . . . .
17
7 Tower No. 2 Radar Station, Georges Bank . . . . . . . . . .
18
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TABLES (U)
1 Stages in Remote Viewing . . . . . . . . . . . . . . . . . . 3
2 Training Sites for Proficiency in
Stage I Procedures . . . . . . . . . . . . . . . . . . . . . 11
3 Training Sites for Proficiency in
Stage II Procedures . . . . . . . . . . . . . . . . . . . . 12
4 Training Sites for Proficiency in
Stage III Procedures . . . . . . . . . . . . . . . . . . . 13
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I OBJECTIVE (U)
viewing (RV)* enhancement techniques `
SRI International is tasked with developing remote
Of par-
ticular interest is the development of procedures that have potential
application, and that can be transmitted to others
in a structured fashion (i.e., "training" procedures).
I ` 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) 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)
A. (U) General
At the beginning of FY 1981, SRI International
made a decision to develop and codify a promising RV enhancement proc-
edure that had emerged from earlier work--a multistage coordinate
remote-viewing training procedure developed in conjunction with an SRI
consultant, . In this procedure, coordinates (latitude and
longitude in degrees, minutes, and seconds) are utilized as the targeting
method. The method is structured to proceed through a series of well-
defined stages in a particular order--hypothesized to correspond to
stages of increased contact with the target site (see Table 1). The
basic hypotheses of the procedure have been investigated under strict
double-blind testing conditions to document whether, and to what degree,
the training approach can provide a viable vehicle for RV technology
transfer,
For this effort, selected four individuals
to be trained in the techniques of the first three stages (S-I through
S-III) of the procedure as it stands to date (six in all have been
developed).
B. (U) Description of Procedure
1. (U) Overview
(U) We begin with the basic premise of the training procedure
under study: 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 RVer becomes aware of
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(U) STAGES IN REMOTE VIEWING
Example
I Major gestalt
II Sensory contact
III Dimension, motion, mobility
IV General qualitative analytical
aspects
V Specific analytical aspects
(by interrogating signal line)
VI Three-dimensional contact,
modeling
Land surrounded by water,
an island
Cold sensation, wind-swept
feeling
Rising up, panoramic view,
island outline
Scientific research, live
organisms
Biological warfare (BW),
preparation site
Layouts, details, further
analytical contact
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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 RVer.
(For example, an impression of an island is immediately interpreted as
Hawaii.) This we call analytical overlay (AOL).
(U) Our investigation of these overlay patterns suggests 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 at most, 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 the RVer learn to "grab" incoming
data bits while simultaneously attempting to identify the overlays as
such.
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SIGNAL,
NOISE
t It
STIMULUS
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THRESHOLD
OF
AWARENESS
FIGURE 1 (U) SCHEMATIC REPRESENTATION OF REMOTE VIEWER RESPONSE TO
CRV SITUATION
(U) Observation of this process in earlier development work
suggests that the above behavior can be learned. Specifically, it
appears that the RVer being trained in accordance with procedures devel-
oped in that program can be expected to exhibit a performance curve of
the type shown in Figure 2. In brief, after being exposed to the basic
concepts of the training procedure, the RVer typically exhibits a short
period of spontaneous "first-time effect" of very-high quality response
(usually three or four sessions at most). This response cannot, however,
be maintained, and is followed by a drop to a low level of performance--
at which point substantive learning can begin. If learning is to take
place, it then proceeds forward from that point until saturation at some
skill plateau is reached.
(U) As indicated earlier, the RV training procedure is
structured to proceed through a series of stages hypothesized to corre-
spond to stages of increased contact with the target site. These stages
(described in more detail below) are tutored in order, with presentation
of theory followed by a series of practice sessions taking a few weeks
per stage. The RVer thus moves up through the stages, concentrating on
the elements to be mastered in each stage before proceeding to the next.
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(U)
SPONTANEOUS "FIRST-TIME" EFFECTS
In the development work that preceded this study, it was found that an
experienced remote viewer applying the techniques that are learned in
this procedure tends to recapitulate the stages in order. The contents
of the stages (as evolved in the development work) are as shown in
Table 1, and the techniques employed in the stages are described in the
following paragraphs.
2. (U) Stage I (Major Gestalt)
(U) In Stage I, the RVer is trained to provide a quick-reaction
response to the reading of site coordinates by a 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
the site (e.g., wavy/fluid for water). Note that this response is
essentially kinesthetic, rather than visual.
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3. (U) Stage II (Sensory Contact)
(U) In Stage II, the RVers are trained to become sensitive to
physical sensations associated with the site, i.e., sensations they might
experience if they 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 Stage I and
Stage II, visual images may emerge spontaneously. In that case, they are
not suppressed, but simply noted and labeled as AOLs.
4. (U) Stage III (Dimension, Motion, and Mobility)
(U) Whereas in Stage I and Stage 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 strength-
ened that the viewer begins to have an overall appreciation of the site
as a whole (which we label "aesthetic impact"). Thus, there is an
apparent increased contact with the site that constitutes a "widening of
the aperture," as it were. Dimensional aspects such as size, distance,
and motion begin to come into play, and emphasis is placed on generating
configurational outlines and sketches (e.g., the outline of an island).
Examples of Stage III-level viewing are provided in the footnoted
reference* and later in this report. The final product of S-I through
S-III training is directed toward recognition of the overall gestalt and
physical configuration of the target site.
5. (U) Summary S-I Through S-III
(U) In Stages I through III, information is collected in the
form of ideograms, and their motion and feeling (S-I), sensations at the
site (S-II), and sketches that result from expanded contact with the site
* (U) Puthoff, H. E., "Special Orientation Techniques: S-IV (U),"
Final Report 941/CL-0020, SRI International, Menlo Park, CA (July 1984),
SECRET/NOFORN.
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(S-III). These various "carrier" signals are individual in nature, and
special techniques have been developed to handle each in turn, more or
less in a serial fashion. To keep these separate signal lines on track
requires exceptional control of session structure--an ability trained
for in the lengthy S-I through S-III training period. Once stabilized,
Stage III forms the platform upon which can be built the more refined
techniques of succeeding stages.
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A. (U) Method of Approach
1. (U) General Design
(U) The purpose of this effort is to apply the RV procedures
described in the previous section as a technology transfer/training
methodology. Training consists of a series of lectures by a training
instructor/monitor (Mr. I. Swann), interspersed with RV sessions. In the
lectures, the principles of a particular stage under consideration are
thoroughly discussed. In addition, a number of practical exercises are
carried out, such as drills in sketching, exercises in listing possible
sensations one could experience at a site, and so forth. In the overall
design of the training effort, emphasis is placed on extended practice
under close supervision of the training monitor.
2. (U) Target Site Preparation
(U) Because the RV training procedure involved targeting on
sites around the world, given only the geographical coordinates of those
sites, an important preparation step is the generation of target materials.
An SRI analyst charged with this responsibility prepares these materials
(folders with site information). The primary use of these materials is
to provide feedback at session end; for the purposes of training and
evaluation, sites are chosen for which feedback information in some form
is available. Sites/feedback materials consist of > 5000 map sites
(U.S.G.S. Series E maps, G.N.I.S.; Army Map Agency maps; World Aero-
nautical Charts; atlases), specially-obtained materials on various
technological sites, and over 1500 National Geographic magazine sites.
These materials are continually updated.
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III TRAINING ACTIVITY (U)
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3. (U) Session Protocol (Training)
(U) At the beginning of the session, the monitor and the RVer
enter the RV session chamber. The monitor has in his possession target-
ing information in the form of a folder of feedback materials; coordi-
nates are notated on the outside. The monitor reads the coordinates as
a prompter (stimulus) for the RVer, takes notes for later discussion,
and so forth. Unlike the protocols used in the documentation studies
(see, for example, reference referred to in Introduction Section), the
monitor here is not blind as to the target. Thus, the training sessions
are not carried out in a double-blind protocol. As part of the beginning
gradient of o lerrc'i