SPECIAL ORIENTATION TECHNIQUES S-V, S-VI. (REDACTED VERSION)

• Document Type: CREST
• Collection: STARGATE
• Document Number (FOIA) /ESDN (CREST): CIA-RDP96-00788R001800320001-8
• Release Decision: RIPPUB
• Original Classification: U
• Document Page Count: 21
• Document Creation Date: November 4, 2016
• Document Release Date: April 11, 2000
• Sequence Number: 1
• Publication Date: December 1, 1984
• Content Type: REPORT

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SPECIAL ORIENTATION TECHNIQUES:
S-V, S-VI (U)
Final Report
Covering the Period 15 November 1983 to 15 December 1984
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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) . . . . . . . . . . . . . 4
3. Stage II (Sensory Contact) . . . . . . . . . . . 4
4. Stage III (Dimension, Motion and Mobility) . . . 5
5. Stage IV (General Analytical Aspects) . . . . . . 5
III STAGES V AND VI TRAINING . . . . . . . . . . . . . . . . . 7
A. Overview . . . . . . . . . . . . . . . . . . . . . . . 7
B. Stage VI . . . . . . . . . . . . . . . . . . . . . . . 8
C. Stage V . . . . . . . . . . . . . . . . . . . . . . . 15
IV TRAINING EVALUATION AND RECOMMENDATIONS . . . . . . . . . . 17
A. Training Rate . . . . . . . . . . . . . . . . . . . 17
B. Trainee Evaluation . . . . . . . . . . . . . . . . . . 17
C. Recommendations for Follow-On Actions . . . . . . . . 18
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ILLUSTRATIONS (U)
1 Bunker Hill National Monument . . . . . . . . . . . . . . . 10
2 Tulum Ruins, Mexico . . . . . . . . . . . . . . . . . . . . 11
3 Nuclear Power Plant, Russellville, Arkansas . . . . . . . . 12
4 Grand Coulee Dam, Washington . . . . . . . . . . . . . . . . 13
5 Oconee Nuclear Power Plant, South Carolina . . . . . . . . . 14
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TABLES (U)
1 Stages in Remote Viewing . . . . . . . . . . . . . . . . . . 3
2 Stage VI Sites . . . . . . . . . . . . . . . . . . . . . . . 9
3 Stage V Sites . . . . . . . . . . . . . . . . . . . . . . . 16
4 Distribution of Training Sites by Stage . . . . . . . . . . 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
application, and that can be transmitted to others
in a structured fashion (i.e., "training" procedures).
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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(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
aspects
organisms
V
Specific analytical aspects
Biological warfare (BW)
(by interrogating signal line)
preparation site
VI
Three-dimensional contact,
Layouts, details, further
modeling
analytical contact
(U)
visualize a remote site tends to stimulate memory and imagination--
usually in visual-image forms. As the RVer becomes aware of the first
few data bits, there appears to be a largely spontaneous and undisci-
plined 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 a city is immediately interpreted as
New York City.) This we call Analytical Overlay (AOL).
(U) Our investigation of these overlay patterns suggests a
model of RV functioning. 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
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(U)
the RVer learn to "grab" incoming data bits while simultaneously
attempting to identify the overlays as such. Observation of this
process in earlier development work suggests that the above behavior can
be learned.
(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.
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 six 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.
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 sensa-
tions may arise as a legitimate Stage II response). Of course, in both
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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
strengthened 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, and
emphasis is placed on generating configurational outlines and sketches
(e.g., the outline of a city). Examples generated by RVer #059, the
RVer of this study, can be found in the footnoted reference.*
5. (U) Stage IV (General Analytical Aspects)
Because of the apparent increased contact
with the site that occurs in Stage III (a "widening of the aperture" as
it were), data of an analytical nature begin to emerge. This follow-on
process constitutes Stage IV in our nomenclature. Contained in Stage IV
data are elements that go beyond the strictly observational, such as
ambience r cultural factors
and function or purpose
Thus, Stage IV viewing transcends simple
physical descriptions of what is visible to the eye, to take into
account human intention. Because, -point of view, it
is the latter that is typically a matter of concern,
Stage IV is considered to be the threshold for crossover into tCpp1~Cc~1'iDn
utility.
* (U) Puthoff. H. E., "Special Orientation Techniques: S-IV (U),"
, SRI International, Menlo Park, CA
(July 1984),' 'o'?
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(U) In Stage IV, the viewer is trained to accumulate data
bits in no less than eight separate categories, in parallel, in addition
to processing additional ideograms and sketches. These range from broad
categories of sensations and dimensional references, through specific
qualities (physical/technological detail, cultural ambience, and func-
tional significance), and include tracking of the analytical overlay
line. 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. 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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III STAGES V AND VI TRAINING (U)
A. (U) Overview
(U) Stages I through III are directed toward recognition of the
overall gestalt and physical configuration of a target site. In these
stages, information is collected in the form of ideograms, their motion
and feeling (S-I), sensations at the site (S-II), and sketches that
result from expanded contact with the site (S-III). Stage IV is designed
to provide information as to overall function, that is, as to the purpose
of the activities being carried out at the site. To attain this goal,
the RVer learns to track data bits in several separate categories.
(U) In the processes through Stage IV, data are extracted from
the signal line as they emerge in some natural sequence; any casual
attempt to force the process by "probing" or "questioning" the signal
line usually results in triggering AOLs. In Stage V, however, special
processes for interrogating the signal line without deleterious effects
are introduced, and certain drills are carried out to incorporate this
capability. In order to extract more refined data, various data bits,
which constitute attributes, topics, subjects and objects associated
with the site, are queried as to the emanations associated with them.
An adjunct to this process involves learning to recognize and handle
"AOL drives"--persistent AOLs that color a session.
(U) Training on Stage VI involves four general categories:
? Working toward creating a general three-dimensional model
of the major features of the site, using construction
materials of various types (e.g., modeling clay, poster
paper layouts) ,
? Extending and enhancing qualitative factors intuited to
be paramount at the site,
? Identifying emotional factors of people at the site,
? Working with training sites in a no-feedback mode in order
to strengthen independence of the training mode. In this
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7
1
1
T
T
(U)
mode, a circumscribed intrasession feedback is an option
typically used by the training monitor for pedagogical
purposes. Feedback phrases consist of five statements,
given at appropriate times: "correct, probably correct,
near, can't feedback, site!."
(U) with regard to the emphasis on modeling, it- should be noted
that the use of such an approach (which was derived empirically) is not
simply an attempt to render a more exact representation of the site
than can be done verbally, or by means of drawings. Rather, the kines-
thetic activity during modeling appears to (1) quench AOL formation
associated with purely cerebral processes, and (2) act as a trigger to
produce further analytical content on the site--even concerning aspects
not being specifically addressed by the modeling.
(U) In the delivery of the Stage V and Stage VI training package,
S-VI was delivered out of sequence, i.e., delivered first. When RVer
#059 completed S-IV training only S-VI training was ready for delivery;
S-V training was still in.R&D. Because the purpose of S-V is to correct
and elaborate, which is an addition to, rather than a foundation for, the
use of S-VI procedures, delivery of the two stages in reverse order was
an acceptable option. The two stages will therefore be discussed in the
order of delivery.
B. (U) Stage VI
(U) Altogether, 19 sites (listed in Table 2) were used in the
S-VI training sequence.
(U) As indicated in the footnote to Table 2, those sites noted
with a single asterisk (five) are ones for which clay models were con-
structed by the trainee during the training session, before access to
any feedback materials. All five are shown in Figures 1 through 5. As
can be see, the similarities of the models to the sites are striking.
Among the six test sessions used to complete the
S-VI series (in which no feedback was given during the session), the
trainee correctly (1) described the Padre Bay, Utah, site (a point on
8
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(U) STAGE VI SITES
Trial
Date/Time
Coordinates
Site
1
18
Apr
84--1100
42?22'52"N,
71?03'40"W
Bunker Hill National
Monument, MA
2
19
Apr
84--1008
20?10'N,
87?29'W
Tulum Ruins, Mexico
3
24
Apr
84--1035
35?18'36"N,
93?13'53"W
Nuclear Power Plant
Russellville, AR
4
25
Apr
84--1102
38?12'12"N,
85?46'10"W
Race track at
Churchill Downs, KY
5
26
Apr
84--1029
37?18'44"N5
78?19'15"W
High Bridge, Farm-
ville, VA
6
26
Apr
84--1035
28?24'41"N,
81?34'58"W
Disney World, FL
7
27
Apr
84--0952
37?10'N,
86?08'W
Mammoth Caves, KY
8
14
May
84--1555
30?42'33"N,
84?52'43"W
Apalachee Correction-
al Institution,
Apalachee, FL
9
15
May
84--1146
47?57'23"N,
118?58'50"W
Grand Coulee Dam, WA
10
16
May
84--1209
36?02'57"N,
95?57'03"W
Oral Roberts Univer-
sity, OK
11
17
May
84--0907
37?41'34"N,
88?16'02"W
Level Hill Cemetary,
Ford County, IL
12
18
May
84--0955
29?38'54"N,
82?20'03"W
Alachua General Hos-
pital, Alachua
County, FL
13
26
Jun
84--1036
34?47'38"N2
82?53'55"W
Oconee Nuclear Power
26
Jun
84--1415
Plant, SC
27
Jun
84--0915
14
28
Jun
84--1012
37?04'24"N,
111?18'20"W
Padre Bay, UT
15
29
Jun
84--0842
44?17'17"N9
110?53'21"W
Ragged Falls,
Yellowstone Park, WY
16
2
Jul
84--1015
58?25'30"N,
134?03'00"W
Taku Glacier, AK
17
3
Jul
84--0949
37?24'53"N
122?03'00"W
Moffett Field,
,
Mt. View, CA
18
4
Jul
84--0958
25?22'S2
54?34'W
Itaipu Dam,
Paraguay/Brazil
19
Special A
ccess Only (SAO)
Client-chosen site
Sites for which clay models were constructed
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CPYRGHT
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(b) RV RESPONSE
FIGURE 3 (U) NUCLEAR POWER PLANT, RUSSELLVILLE, ARKANSAS
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CPYRGHT u'v LLHH r' CC
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FIGURE 5 (U) OCONEE NUCLEAR POWER PLANT, SOUTH CAROLINA
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Lake Powell's eastern shore flanked by buttes), as rising land and
water; (2) identified Ragged Falls in Yellowstone Park as a waterfall;
(3) obtained an image of a dam in response to Itaipu dam (although
incorrectly labeling it as AOL); and (4) provided a high-quality result
Given the
apparent integration of aptitudes expected in S-VI training, and the
pattern of remaining problem areas designed to be handled by S-V
techniques, the RVer was then advanced to the remaining S-V training
portion of the overall training package as presently configured.
C. (U) Stage V
(U) Stage V is considered a corrective-action stage. Special
"query" process techniques have been developed for the refinement of
certain types of data as they emerge, and for the correction of AOLs by
the determination of what lies underneath.
i , Progress on incorporating S-V techniques into the
RV process was very rapid for Trainee #059, in part because of having
assimilated the S-VI structure first. Only eight sites were required to
declare Trainee #059 complete on S-V. The trainee's responses to the
sites are listed in Table 3.
In addition to the results generated in the SRI
7
1
training format (Table 3),1
Trainee #059 began a series of
verification tests under ,controlled conditions. It is reported
that in the two tests done to date (carried out under conditions in
which no feedback is provided to the RVer as the descriptions are being
generated), results of the quality reported in the above table were
obtained.
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(U) STAGE V SITES
7
101
Trial
Date
Site
Response
1
1
Oct
84
United Nations
United Nations
2
2
Oct
84
L'Opera, Paris
Opera
3
3
Oct
84
Weyerhauser lumber facility
Factory, floating logs,
Longview, WA
making lumber
4
4
Oct
84
Library of Congress
Library of Congress
5
11
Oct
84
Keeneland Race Course,
Racetrack
Lexington, KY
6
12
Oct
84
Bureau of Engraving,
Printing of money
7
30
Nov
84
Geyers steam field, Sonoma
Geothermal production
8
4
Dec
84
Church at Lourdes
Church at Lourdes
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IV TRAINING EVALUATION AND RECOMMENDATIONS (U)
A. (U). Training Rate
Trainee #059 is the first individual
to complete the six-stage training package described in this report.
The distribution of site viewings over the various stages is shown in
Table 4. The time frame involved in this effort was 2 1/2 years. An
accelerated work program with recent trainees indicates, however, that
this time might be shortened considerably.
(U) DISTRIBUTION OF TRAINING SITES BY STAGE
Stage
Number
of Sites
I
56
II
23
III
86
IV
31-
V
8
VI
19
Total 223
B. (U) Trainee Evaluation
As the first trainee to complete the S-I through
S-VI program, Trainee #059 fulfilled an important role in the development
of the overall training package. Although Stages I through III had been
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pretested with other trainees, the desire t to move ahead
expeditiously with the training of this particular candidate resulted
in his providing our first research data on technology transfer of Stages
IV through VI. The trainee's attitude in this position is to be highly
commended for (1) his readiness to accept coaching and tutoring in this
difficult discipline, (2) attentiveness to all aspects of the discipline
as it developed within him, and (3) his patience in working through the
subtle intellectual learning process required.
With regard to the quality of the remote viewing
being generated on a routine basis, it would appear that Trainee #059 has
an unexcelled potential for continuing to develop remote viewing as a
viable information-gathering tool.
C. (U) Recommendations for Follow-On Actions
Trainee #059 is now in the position of being able
to contribute valuable information for the carry-over of training into the
applications area. Detailed authentication of the skills transfer (e.g.,
by extensive double-blind testing) was beyond the time/funding scope of
this training effort. It is recommended 4 _j, the
Trainee's skills to pursue appropriate in-house tasks to determine the
overall efficacy of the training, __, ShouldI
interest exist in contributing additional archival research data (in-
valuable to the overall effort), it is also recommended that authentica-
tion of skills transfer be documented in appropriate scientific formats.
For example, videotaping of sessions carried out under double-blind
conditions (where access to complete verification materials is possible),
would constitute an excellent vehicle for documentation.
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