CO-ORDINATE REMOTE VIEWING (CRV) TECHNOLOGY 1981-1983 THREE-YEAR PROJECT - DRAFT REPORT

• Document Type: CREST
• Collection: STARGATE
• Document Number (FOIA) /ESDN (CREST): CIA-RDP96-00787R000300140001-5
• Release Decision: RIPPUB
• Original Classification: U
• Document Page Count: 31
• Document Creation Date: November 4, 2016
• Document Release Date: March 23, 2000
• Sequence Number: 1
• Publication Date: August 30, 1983
• Content Type: HW

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CO-ORDINATE REMOTE VIEWING (CRV) TECHNOLOGY
1981-1983
THREE-YEAR PROJECT
30 August 1983
This document contains
31 pages.
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GENERAL DESCRIPTION
1
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WHAT WAS THE GOAL? .
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III
TYPES OF TRAINEES ENGAGED
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IV
STAGES OF TRAINING.
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V
WHAT HAS BEEN ACHIEVED.
6
A. Training Has Been Achieved
6
B. The Phenomena Trained are not Unique to "Gifted"
Psychics
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C. A_New Understanding Has Been Achieved.
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VI
WHERE ARE WE GOING.
8
A. Enlargement of the Training Pool
8
B. Delivery of Stage 4.
8
C. An R&D Potential for "SEARCH" Has Come Into View
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D. The Electromagnetic Connection
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VII
DISCUSSION. , _
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A. Background . ,
12
B. The Definition of Training
13
C. Epochs of CRV R&D and Training _
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D. The Precision of CRV
15
E
. The CRV Training Course is Carefully Designed.
16
F
. How is Progress Judged?.
17
G
. CRV Training Course Methods and Protocols.
18
H
. Summary of Increase in Yields.
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Ar?NE1:
Examples of Stage 1 progress in graph form .
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LIST OF ILLUSTRATIONS
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The Stages . .
Three-Year Program CRV Trainees/Accomplishments .
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Pre- and Post-Stage 4 Achievements Averaged - ,
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Epochs of Coordinate Remote Viewing (CRF), R&D. .
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The CRV Training Task -
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Consolidation/Plateau Pattern
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Instructional Procedures. .
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General Design. .
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Special Features. .
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Five-Year Increase in Yields.
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Trainees J & K progress graphs, stage 1, pl
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Trainees B & C progress graphs, stage 1, pl
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Example of complex site description, stage 2, trainee K,
C
opper Mine: Silver City, New Mexico
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Example of complex site description, stage 2, trainee K,
Horicon National Wildlife Refuge, Wisconsin ,
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Example of complex site description, stage 2, trainee K,
Monument Valley; Arizona/Utah, ,
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Example '7 complex site description, stage 2, trainee K,
I r"~ -,
Florida
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In 1981, a three-year training program concerning potentials. in CRV
was established. I was mandated, through consulting contracts, to organize
the work and tutor the selected personnel and technical elements of this
program. The specific sponsors and work designs for this program may be
found in other documents.
The three-year program is now at an end. What follows constitutes
a summary report of the work undertaken, the results obtained, and certain
projections for future work if a renewed effort is mandated.
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The overall goal of the CRV training program was to create, out of
the features of CRV previously discovered, a training program through
which the elements of successful coordinate remote viewing would be
transferred to client preselected trainees. Any success in achieving
this, implied answers to two items which were of paramount interest at the
beginning of the three-year program:
(1) That the specific elements of the CRV methodology
were not unique to their inventor.
(2) That these elements, given instructional body,
could be transferred'
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During the three-year program, Viewer A acted as the general R&D
source person, applied to himself as a test what was discovered, and what
was organized as a nucleus training course.
Subsequent to this, the first group of viewer trainees (Viewers B,
C, and D) embarked on training. This first group had the distinction
of being, prior to entering upon the training course, composed of
persons who had had psi experience and had acted as experimental subjects
in several other kinds of parapsychological experiments.
Subsequent to the first group, a second group (Viewers E, F, G, H, I)
was enrolled .as a further test of the methodologies evolved by Viewer A.
This second group was composed of professional people,-each of whom had
achieved success in their various fields of interest, but none of which
had acted before as an overt psychic-type of person in parapsychological
experiments.
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The training procedures have been broken down into several stages
representing various elements of CRV phenomena. These stages both
facilitate training, and actually fallow the predictable course of in-
creasing perception which builds itself by specific increments and
importances. Stages 1 through 3 have been confirmed and delivered to
trainees. Stage 4 and Stage 6 have been confirmed and are ready to be
delivered to trainees upon their completion of Stage 3. Stage 5 is
understood, but has not yet been solidified into a training package.
Stages 1 through 3 appertain to large site features, which become
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increasingly. refined as a result of command over the Stage 3 techniques.
Stage 4 involves perception of specific and often invisible site
elements, a good portion of which may not be available to any other
technique, ~---"~^
Stage 5 will allow the viewer to "turn around" and begin to interro-
gate the signal line for specific subtle features of several kinds. See
Figure 1 below.
Stage 6 allows for the construction of 3-dimensional models of the
major site characteristics with increasing refinements in~particulars.
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THE STAGES
STAGE 1. IDEOGRAMS ANO IDEOGRAM
PRODUCTION
STAGE 2. SENSATIONS EXPERIENCED
iROM DISTANT SITE
(LIMITED! AT DISTANT SITE
RESULTING IN PRIMARY
AR715TIC RENDERINGS
STAGE 1. QUANTITATIVE ANO OUALI
TATIVE ASSESSMENTS OF
VARIOUS DISTANT SITE
CHARACTERISTICS
STAGE 6. METHODS OF INTERROGATING
THE SIGNAL LINE
STAGE 6. CREATING 3-DIMENSIONAL
MODELS
STAGE i. HUMAN TO HUMAN INTER'-
iACES IRf~O, 1QB1l19651
SIGNAL BROUGHT UNDER CONTROL
SIGNALS THAT INDUCE/PRODUCE
IDEOGRAMIC RESPONSES (GESTALTS!
SIGNALS PRODUCING TACTILE, SENSORY,
DIMENSIONAL ESTIMATES, DIRECTIONAL
FEELINGS, AND SO FORTH
SIGNALS PRODUCING AE57HETIC
RESPONSES IN VIEWER, SIMPLE
SKETCHES ANO "TRACKERS"
SIGNALS (MANIFOLD) THAT INDUCE
ANALYTICAL COMPREHENSIONS
SIGNALS ICONSOLIDATEDI THAT YIELD
SIMPLE REPLICAS Of DISTANT SITE
fEATURES
SIGNALS THAT IMPLY HUMAN ISYCHIC
EMPATHY AND INDUCE//RGDUCE '
IDEOGRAMIC AESPONSES (GESTALTS(
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A. Training Has Been Achieved
Relevant to Stages 1 through 3, all trainees who embarked on the
training course responded exceedingly well to the training procedures.
The second group worked quite slowly due to other personal committments
and scheduling.
Among the first > - ',trainees, Trainee K is nearing
completion of Stage 3; Trainee J has temporarily left the course due to
serious health problems. The second ,candidate only
entered the program in 1983, but is progressing satisfactorily.
DATES
TRAINEES
STAGES
1 2
3
4
5
8
7
1978
TRAINING A
~~~~
MONITOR
B
~
1960 TO
9
FIRST
1
82
GROUP
~
D
E
-
F
1981 TO 1983
SECOND
G
GROUP
H
1
1982 TO 1983
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l.CANDIOATES
~
K
1983
1fi_~... _..,_ ,
CANDIDATE ~
~~L
F9
FO
iZ, CEO iti ~
9 '1~ 9
\~~ dQ /q~~0 c
FIGURE 2 THREE-YEAR PROGRAM CRV TRAINEES/ACCOMPLISHMENTS
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B. The Phenomena Trained are not Unique to "Gifted" Psychics
The overall context of the training course and the success of the
given trainees has established that the basic psi-perceptual phenomena
are not unique to "gifted " psychics and that given adequate understanding
of them and carefully constructed training and practical exercises,
selected candidates can take command of the phenomena encountered.
C. A New Understanding Has Been Achieved
With the comprehensions we now have in hand, it is clear that the
psychical perceptual task is of a delicacy and complexity that goes far
beyond any given understanding of it entertained in parapsychology in
general. This places us in a status that obliges us to bear two things
constantly in mind:
(1) So-called standard approaches normally utilized
in parapsychology are predictably limited.
(2) The most fruitful future work probably will be
built upon the knowledge and understanding of
the phenomena taken control of during the three
year project.
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A. Enlargement of the Training Pool
In terms of future work, it is feasible and desirable to further
enlarge the training pool.
B. Delivery of Stage 4
It is important that Stage 4, confirmed, packaged and ready to be
delivered, be tutored to those who have completed Stage 3. Locating and
stabilizing the elements of Stage 4 was quite difficult and it was in R&D
for nearly two years. It involves a significant "j~unp" from configurational
data decodefi:out of Stages 1 through 3, into subtle data that bear sig-
nifican~~ _ Once Stage 4 was stabilized and self-
trained by Viewer A, a significant incremental difference immediately
manifested in ~ -~~site viewings as is shown in Figure 2 below.
Stage 4 was applied by Viewer A to certain sites after Stage 4 had been
isolated and confirmed. On a rating of.~ ~~value of 0 to 3,
the pre-Stage 4 sites averaged 1.21 while those that incorporated Stage 4
techniques averaged 2.75. See figure 3 below.
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PRE- AND POST-STAGE 4 ACHIEVEMENTS AVERAGED
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In terms of future work, the problem of "SEARCH" should achieve a
platform of understanding that has not hitherto been available under
standard parapsychological approaches. These breakthroughs are expected
to arrive through the context of Stage 5 (interrogation of the signal line).
Although Stage 5 is still in R&D as concerns the packaging and delivery of
it, there are sufficient indicators already present to indicate that the
problem of search will be addressed, at-least in some important under-
standings, through continued mapping of it.
It must be noted carefully, and based upon our ten year's of
experience now, that any resolution to the "SEARCH" problem probably
will only be achieved if we arrive at some understanding of how it is
that the signal line might be profitably interrogated. The danger will
be to proceed with ad hoc experiments which, even if marginally successful,
might not yield any basic understandings leading ultimately to controlled
interrogation procedures.
The achievement of finding a significant apperture through which
the signal Line can be interrogated without also arousing volumes of
"noise" is therefore an important prerequisite for the "SEARCH" problem.
D. The Electromagnetic Connection
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During the overall course of the R&D and training, sufficient phenomena
have surfaced that indicate a direct connection of viewer performance with
certain geomagnetic conditions. The daily parameters of basic earth
electromagnetic conditions therefore achieved some interest on our part.
An "eye-ball" scan of these interrelationships clearly indicates an
important, but hitherto unsuspected, interaction between viewing and
success in correctly interpreting the signal line and electromagnetic
conditions. We expect that this unsuspected relationship will bear itself
ovt, and if so, establish in some form the first verifiable psi-
electromagnetic relationships.
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In the estimation of this consultant, bearing in mind the
significances of the several steps forward that have come into view
during the last work epoch, the biomagnetic/psi perceptual problem
should probably be given highest and first priority, The fact that
earth's geomagnetic field and human physiology and psychology are both
influenced by and interact. with EMF has been established quite some
time ago (See Presman, A.S,, Electromagnetic Fields and Life, Plenum
Press, New York (Prof. Pressman, Department of Biophysics, Moscow
University, Moscow),) Based upon experience, if the work should
proceed under the "spontaneous result" philosophy or attitude, there
will be a tendency to replicate more familiar approaches.
The EMF/consciousness/psi area is unfamiliar to most of us; yet,
based upon ;our observations, there is an astonishing degree of
correlation, It is strongly recommended that an organized interest
in this special phenomena be given priority,
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A. Background
In considering this report on Coordinate Remote Viewing (CRV) work,
several important distinguishing features may be borne in mind.
An in-depth review of the history of formal psychical or paranormal
research--covering some 100 years--clearly reveals that no successful
training methodologies have been located or evolved prior to the work
undertaken at SRI, specifically in CRV. While certain epochs of psychical
work in the?past have extraordinary merit, these for the most part have
had as their goal the establishing of credibility that the several
psychical manifestations do exist.
These manifestations have been contacted in a spontaneous form, and
displays of their arrays always have been dependent upon the innate
"giftedness" of subjects if they emerged or could be located. The spon-
taneous forms have not in a continuing form lent themselves very well to
the scientific parameters designed to "capture" them. Because of this,
the "field" or "state-of-the-art," as a whole, was forced to view the
spontaneous arrays through, usually, statistical methods of evaluation
and averaging.
The statistical approaches have sufficed to establish credibility
for the existence of spontaneous paranormal aptitudes in given individuals
or groups; by itself, however, it has not been sufficient or capable of
extrapolating on the exact nature of aptitude-characteristics in any given
and continuable psychical manifestation.
Furthermore, seeking to utilize statistical approaches to the problems
before them, psychical researchers ultimately came to seek experiments
that might better increase the statistical averages they sought. This
overall approach led to a drastic proliferation of random experimentations
that had as their goals more experimental design but often affiliated them
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less with actual psychical aptitudes. Throughout this history, the actual
problem of psychical manifestations has been addressed only tangentally, if
at all, prior to the present CRV work.
This problem consists of two equally important factors:
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(1) What makes superior data, when it emerges,
superior?
(2) What makes inferior data, when it emerges,
inferior?
This dual problem is a problem far research (rather than random
experimentation) into the different factors that govern the perceptual modes
that underlay this extraordinary duality. In approaching this duality,
the statistical averaging or evaluation of experiments of the superior
into the inferior data is and has been of little avail in that it does not
lead into intimate contact with the perceptual attributes involved.
The hallmark of the CRV R&D work--leading to training capabilities--has
been to concentrate upon the exact nature of both superior and inferior
arrays of data and to plumb into the exact nature of the perceptual
attributes involved in each of them. It was assumed, at the outset, and
correctly so, that superior data contained less or least false data among
its overall contents, and that inferior data were data sets in which most
of the content was false. Superior data, therefore, were data relatively
free of false data, and it became easy to think of the overall problem as
one of signal versus noise. The characteristics both of signal and noise
had to be discovered and isolated, and it is the cumulative breakthroughs
in this history that have led to constant progress in CRV R&D and, ultimately,
to a training program based upon those breakthroughs so far discovered.
B. The Definition of Training
Prior to a training program being established, no specific set of
methods or practices had been brought into existence that elevated psychical
aptitudes or attributes above just merely attempting to encourage the
emergence of spontaneous displays. It had been in the recent past possible
to give general orientation to individuals about the nature of psychical
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abilities, and thereafter leave it to themselves to attempt to evoke
spontaneous psychical displays.
It is the definition of "training" that gives the CRV project a con-
siderable difference from orientation and spontaneous displays of psychical
aptitudes. "Training" implies a prefigured regime that will, if correctly
applied, lead to predictable performance which, in turn, will yield
superior results. Such a training program should be considered viable if,
together with increasing discoveries, it continues to develop along lines
of increasingly refined results and precision.
The R&D training project has well established that predictable per-
formance can be trained; and its results correctly extrapolated into use-
oriented functions. Furthermore, the overall approach utilized in R&D
continues to reveal increasingly refined capabilities which in turn, as
of the close of the three-year project, imply pending entrance into some
truly interesting areas of tactical concern.
C. Epochs of CRV R&D and Training
Exploration and development of Coordinate Remote Viewing (CRV) has
gone through many phases: from random experimenting in 1974, ultimately
to its substantive contents now isolated into a primary, but standardized,
training course.
Based strictly upon the increasing success of trainees, it is antici-
pated that the CRV procedures will continue to increase in value as a
practical applications tool. See Figure 4 below.
It is nearly impossible to talk in detail of the complexity of the
tasks of precision and perceptual-control which which the viewer-trainee
is faced as he or she begins to try to achieve command over the signal
line. The reality of the multiple tasks involved only become apparent to
the trainees during the course of their training through each subsequent
stage.
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EXPLORATORY
1971 TO 1975
2.
INTERVENING AREA
197 TO 1976
3.
PROBLEM OF SIGNAL v~ NOISE
1976 TO 1978
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FUNDAMENTAL PERCEPTUAL STUDIES
1977 TO 1979 ANO CONTINUING
6.
ISOLATION OF THE IDEOGRAM
1979
6.
TRAININWLEARNING
1980 -PRESENT ANO CONTINUING
7.
INTENSIVE ENHANCEMENT
198? AND CONTINUING
8.
PROJECTION OF REAOINE55
1983 ANO CONTINUING
FIGURE 4 EPOCHS OF COORDINATE REMOTE VIEWING (CRF), R&D
D. The Precision of CRV
R&D, aligned with training, have shown that "psychic" signals offer
themselves up to interpretative consciousness through a predictable
series of "signal impulses." This series starts with "greatest" meaning,
and evolves into "specific" components.
This predictable process has easily yielding "stages" each of which,
in training, can be specifically tutored.
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It is important to establish, in the context of this first overall
report on CRV training, that these tasks are of extraordinary delicacy
and require precision control, as will be exhibited by the trainees upon
completion of each stage of training. The psychological perspective that
necessarily is required to surround this operation, should be seen as a
new contribution to overall perceptual psi requirements. This psychologi-
cal perspective should not be assumed to resemble any other forgoing idea
of requirements in the area of general spontaneous psi displays.
E. The CRV Training Course is Carefully Designed
The most important task in creating the CRV training course was to
come to grips with the subtle factors involved in accepting the fact that
the self-generating creative faculties of the trainee would achieve prime
importance.
The second task was to design an approach that might incorporate
psychic functions on a strict and repetitive basis, and yet not drive
these emerging functions into extinction.
The result has been the devising of a course of training that has
produced satisfactory results in these very important areas. Ai`~alysis of
learning patterns, display patterns that are recognizable in other disciplines
of training in which a new performance-skill is gained through precision
tutoring or coaching. See Figure 5 below.
WHAT ARE WE ASKING THE TAAINEE TO DO1
? TO CONTACT A DISTANT SITE BY MEANS OTHER THAN NORMAL
SENSORY EXPERIENCE
? TO ACHIEVE A COMPREHENSION THAT INFORMATION IS AVAILABLE
THROUGH NONSENSORY CHANNELS
? TO ACTIVATE PARTICIPATION IN THESE INFORMATION CHANNELS
? TO PUT THESE NEW SKILLS ON A CONTROLLABLE AND PREDICTABLE
BAST S
FIGURE 5 THE CRV TRAINING TASK
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F. How is Progress Judged?
It has transpired that the learning patterns of the CRV training
do exhibit great similarities to other learning-patterned tasks in which
a new skill involving consciousness interpretation vis a vis neuro-motor
functioning is gained: (i.e., sports, musical performance, machinery
driving, flying, navagating, etc.).
We therefore interpret that the psychical component of CRV is not
solely one of intellectual mentation, but one in which mental-physical
performance is achieved.
As with a number of fields, the elements of the performance of which
respond to careful tutoring, we find, during the course of CRV training
first a "spontaneous" performance closely related to the "first time"
phenomenology. After that, as the trainee attempts to take over both on
a cegnitive? level and on an unconscious habit-forming control of both
physical arYd..mental responses, we see a high elevation of "noise." Shortly
thereafter, as the varied elements of the tasks become organized within
the intellectual-mental attributes of the trainee, we see a quick "con-
solidation" of the task aptitudes involved. At the end of this consoli-
dating experience, the new skill or "plateau" emerges. See fig. 6 below.
TRIALS -ti.l ~ I ~ I 1 ~ I i i I ~ 1 ~ ~ ~ ~ I t I i ~ I ~ ~ ~ ~
S-ONTANEOUS INCREASE OF CONSOLIDATION
S11CtFic un~cc ..... __.._. _ _
CONSOLIDATION/PLATEAU PATTERN
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During the course of training on each element, within the "stages,"
the viewer-trainee will predictably progress through this progress pattern.
Therefore, the results of each trainee both can be monitored while the
training progresses, and his overall pattern of response can be displayed
through the graph plan found in Figure 6 above.
Actual graphs of selected viewers will be found in Annex A. The
selected graphs are few to achieve optimum understanding; it should be
borne in mind that all the viewers trained have responded with near
similarity to each other.
G. CRV Training Course Methods and Protocols
The general elements of the CRV training course are presented below
in Figures 7 through 9.
(a) ;The design and establishment of the CRV training course neces-
sitated a great deal of research into methodologies of other fields. The
most effective instructional procedures ultimately utilized are found in
Figure 8 below.
(b) The CRV training course is comprised of a general design, whose
elements are followed in each stage of the training. While each element
is of importance in its place, the element pertaining to "reactive
inhibition" achieves predominant placement. This has to do with under-
standing the phenomena associated with "overtraining" the result of which
causes the trainee to exhibit negative effects of disinterest, etc., the
ultimate result of which is a type of inhibition in producing the desired
elements of the training. In other psi research experiments, this
inhibition achieved notoriety under the terminology of "psi-missing."
It is a simple psychological effect that can be guarded against. See
Figure 9 below.
(c) The training course also includes several special features
which are applicable to the psi task at hand in each stage. The feed-
back protocol was designed to reinforce the trainee's contact with the
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signal line but not to assist him with random cuing. The use of essays
will exhibit the trainee's current understanding of each phenomena, and
can be used to uncover areas of misunderstanding that the training monitor
can not spot in advance. See Figure 9 below.
ACTIVF PARTIC/PATlON: THE LEARNER IS ACTIVELY INTERACTING
WITH THE CURRICULUM MATERIALS 0Y RESPONDING, PRACTICING,
AND TESTING EACH STEP OF THE MATERIAL TO ~E MASTERED.
/NfORMATION fEEDiACK: THE LEARNER FINOS OUT WITH
MINIMAL OELAY WHETHER THE RESPONSE. IS CORRECT. IMMEDIATE
FEEDBACK HAS oEEN SHOWN TO BE IMPORTANT IN A RANGE OF
TASKS.
lND/VIDUALIIAT/ON Of INSTRUCTION: THE LEARNER MOVES
AHEAD AT HIS OR HER OWN RATE.
FIGURE 7 INSTRUCTIONAL PROCEDURES
r
THEORY
PRACTICAL EXERCISES AND DRILLS
INFORMATION FEEDBACK
? SIGNAL LINE
? COACHING ON CONTROL OF STRUCTURE
INDIVIDUALIZATION OF INSTRUCTION
REACTIVE INHIBITION
ENDING OF PRACTICAL SESSIONS
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? SILENCE, IF SOME STATEMENT IS WRONG
? PROBABLY CORRECT (PC)
? NEAR INI
? CAN'T FEEDBACK (CFB1
? CORRECT (C)
? SITE lS)
d
r
USE OF ESSAYS
CONSTANT OBSERVATION OF TRAINEES' ATTITUDE5
CONSTANT SUPERVISION FOR POSSIBLE MISCOMPREHENSIONS
OR MISUNDERSTANDINGS
FIGURE 9 SPECIAL FEATURES
20
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H, Summary of Increase in Yields
While there is, of course, yet a significant amount of work to be
done, especially relative to training in the upper complex stages, the
following generalized graph illustrates general increase of yields
(1980-1983) in several categories of importance. See figure 10 below.
CRV pEMOTEDV1EiNO POTENTIAL
r
`
i ~
~ NI/ fTAT!
glMTNIGTIOM
ADYAMCE
IMCMwMq
T11lOllr 011
IIVLAK11TgM MfNLTS
~ ~'u
OMlMTATgM MO/M KATq
ACC1I1111Cr
TKAIM1p0 ~'1'~
MEOIVTgM
Nl1011E
M1pEAMlITY
~~
0/
IEEOIUCKI
gEi011E
OEMMp
IElO~wtKl
DATA
r
RAT! M A11
1Ei1
lTAT! AKT
1~
qAT~ O/ T
NIA
_
FIGURE 10 FIVE-YEAR INCREASE IN YIELDS (1978-1983)
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$xamples of Stage 1 progress in graph form
With reference to the consolidationlplateau pattern as shown
in figure 6, each trainee proceeds to learn through four recognizable
patterns of learning: spontaneous success, increase of noise as
separate elements are dealt with separately, consolidation of the
elements, and, finally, a new plateau of skill. In the following
figure 11 and 12, the elements of two ~ ~~` selected trainees J & K
are shown, and these are compared with first group trainees B & C.
It can be seen that the learning patterns are approximately
r
t
r
r
the same, 'the end product being conscious control of the signal and
a generating of an accurate and noiseles signal line.
Following figure 12 are four consecutive examples of ~ ~ ~
selected trainee K at the culmination of the new plateau achieved
as a result of stage 2. Stage 2 involves signal-line perception
of delicate site features that must be handled and achieved in a
manner totally different from Stage 1 techniques. Stage 2 techniques,
however, often can generate a total site-comprehension, as the four
samples indicate.
As of the writing of this report, two trainees (I & K) are
nearing completion of stage 3. An additional report will be tendered
concerning stage 3 upon their completion.
Stage 4 has been confirmed, packaged, and is awaiting delivery
to training candidates who have successfully completed stage 3.
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 4
TRAINING PERFORMANCE
(VIEWER J)
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to Is
TIIIAI NUM~E ~ nl. -N 11
(VIEWER K)
FIGURE 11 TRAINEES J & $ PROGRESS GRAPHS, STAGE l,pl,
23
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TRAINING PERFORMANCE
to la
TRIAL NUM~f R ISI. -M.11
(VIEWER 8)
s lu
TRIAL NIMtSER ISI. 1'-LU
(VIEWER C)
FIGURE 12 TRAINEES B & C PROGRESS GRAPHS/ STAGE 1,p
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