Doc 0000173972

. ·. .... , . . • nr.HJ;,V!Oi~\L Pl;iJGRJ. .• ! Cur traininr. o~tlaocs ar~ b<lserl on r~o::ifiec Oi'C:'t"a::t co11dition~ng tcc~ni.<:;t.\as (~s propos!;!1 ~y r. S. Z!:incer) cott~lncd 1-:ritl• :.npu:n fr.or:• . anc et!".olo~:!c~l~ ecCilc(;';ic:.il otl·.cr biolo~i~1l di:::cipline::;. ~·;c. r,av!! dc\ti&ted fret• thE'~ c.l;.!SSicu.l suJ f:!'n~\:'1-:t:t cir:-:rl i3 !:ic S!.:in c.c-ria:l ar.d pcvloYhm ,r.i.e,.;:;; bccau:<>e of o•.t:: ruco~:!!:!.tior:. of th~ coc~-· pl~>= nature a·:1: ir.~~ortZ!~ce o.f the rel.n<:io-:•r-~1-!.p be.t:~"'ee::! inten1al l:.i:;:iogical n.nc:~anisl!:.S a..'"ld external cnyircnm.~ntal i;:c!.:ora •. Ue re COf;n:i:::c cver1 the si-;;;ple!';t conditicne.i b·:;La.v!.or it; c-.ct-:;!!lly a. tnor.: ox lt:~s cr.onplice.ted b-:hsv!.cr<ll chc:.i.n c-r se;ur:;r.r.c!!. ···1 Oc.r. a~?ro.n::h to situ:tticn~ . . .. ~~----·--- --- i~ cr.c of en~in~>!~in~ Cezi.zr. tnthcr tl",ar: ct~.tif;tic~l £:.:rJcr!::c'!":t.:.l r.e~~.:~rc!'l. L:t~'c:riri"'!nte tend to be of tht-~ go-no r;o t7.-C, l7it:l fs~1 subj·:cts ~;1d t:ith a oc-=.ject ac!::in;~ as i!:s cr,m control. HE.:fiuir:~:::£.U!:;; for ~. . atr:: arc l.c::pt CO ii :linir.;uu CO~A.!iSt.:.rat.e ~!ith a1'$HCrinr; ~l1et.t.:i0;'1.S V:i tal to th:~ s.:ccasc of the miss:!.c-.1. Cur cnginee:dng ct.~sizr~ is b~<:.c! on. pro gr~ GOals, our i:~.o·..rledc;~ of the c-.n:!:r::alc. in "i.ll~t:tic-n, tbc ar.!:.:.ci· patecl en. .. rircn.hler.ta.l n:ttuat.5~-:. d'!t;rc:r:- of bc-!lun. . :t~rc.:.1 co;:;.trcl r~­ quirad ~ c:;t:!.pmeut nvc.;i.l~ble an: Ci)S:t cf t:ine fa~::.~rc;. The traini::.g pl.au i!! t;:;ilorec! to fit th~ L"!!qt;lr.c-nanttr cf th~ en-· gine~ring dcs~:;u. Cri.tic!!l aspcctr. or. prob~.f-le problen areas of the pro;::;osr-d tehaviorr..l chci:: a:=e id!:!ntoifi.cd and a7enue~ of np rroach are :..'liti~teC j .. r1:E:dia·ttlj·. frcbl~::~·£ o: a critic::! lUi~ure t-7r; tr; to at!:c:c!~ on mo:r.e t!.ar~ cne :trent ~:!.t=,_llt;.:::t;;:cc:zl;r. Tte ~ata re::q:Jire!;lents are i=cluded 1-..! the t:raini-:~ pli3.T• • Our tra.ininz plan alr.o !.ncludcs niltt!F>tor!~E. but t~·w cilcstC/nas scldow. have :.latas att.:!che:1. It is ~i!fit:uit to pr~dict the or ::tuildinz, r<lte'' c.f bch~vi.or~:; cspr.c.ial1.:: t.nccr ti-:c conci;:jom: peer control ~f '=~t'i.i.rj,rorn::'-!~.tnl fact(',r:.; :::.uc-..£ 1 ~~ ITli!;ht OCC1!T O'J~s::iac the la!:,..~rctory. 'r-:si:Jin;G is a ~ro;.:::r. procee!> ~nc to pu.!:"!l ah~c:~ c~ a fixed r,c·i1ei..!~lt: l.::!.t:ilcut r;a.iT.:>:::d.~!ii.'\f: a fin~. !.eh.Ltvior~l ttts'~ iD Ci:-t un-::ise: pr~ctic~ ~n~ cot:.r::s lal.!t··tel.-r.l di~ast;r. .. . ·- • •. a; ~·· Daily trainir.g. p1:o:;rams are· conctructcd for e~ch anb1al bascc! on hi::; prcvioua record-particularly the prc·•rious dn)• 's record, but . ··also usinc; the earlier records of rnte of prop,ress, incidence of regression, hc:llth conditions, etc. Occasionally routine c.tcps of pror;rcss snch as incrc<Jc!.ng rang~ n certain nt=t:bcr of yards nre snc:t"ificed for increased a.ccurac:r cf d!scrir:.in.rt!:ion, polish ing certain skilled terr:-.i.nal bch~.v1ors, corrr;:::tin~ or Cl:tin~uish­ The page features a dark background with a stylized image of a bank vault door on the left, hinting at the clandestine nature of the content. Overlaid on the right, in a white, graffiti-like font, is the title "THE BLACK VAULT," beneath which text explains that the document originates from this online database of declassified government documents, specifically the MKULTRA/Mind Control Collection. The text further clarifies that the content consists of over 20,000 pages declassified by the CIA and provides a URL for free download. No photographs, handwritten annotations, stamps, forms, diagrams, tables, redactions, or visual evidence of experimental procedures are present. The document is a typed page with a date of "21 July 1968" at the top right. It contains several paragraphs of text discussing behavioral training methods. There is a handwritten number "262" in a circled box at the bottom right corner. No photographs, diagrams, forms, or stamps are visible. There are no apparent redactions or visual evidence of experimental procedures. dn)• 's record, but . ··also usinc; the earlier records of rnte of prop,ress, incidence of regression, hc:llth conditions, etc. Occasionally routine c.tcps of pror;rcss snch as incrc<Jc!.ng rang~ n certain nt=t:bcr of yards nre snc:t"ificed for increased a.ccurac:r cf d!scrir:.in.rt!:ion, polish ing certain skilled terr:-.i.nal bch~.v1ors, corrr;:::tin~ or Cl:tin~uish­ ing problem behavior~ a:1d the like. Vccy little quantitnt:ive or qualitc:.th·e e~eri::icntal c•ridenc::l e~::h~t:s on lone chains of behavior such as arc involtred in the present projact. Tnerc are little data av~il~l~ on exte~ibil­ ity of s:econdar; 'I'einforcen:'!nt o-..rcr a '.lone tine periods of high effort tasks. The evic.'!ence ~v.;:ilt!;;le noi7) ho~1cvcr sli&ht it r.:;.y be, r.uo::t form the ba.sis of our prcscr.t design ~d -we cust eather the necessary data for future engine~ring d~signs. In vicu of the pnucity of pertinent evide~cc n ccr}-ain ar.ount. ,of be art, sl~ill, eYcluaticn and eciuc<ited gues3-~:orl: must used in j~dgi'!lg how far ollin1als can be titretc!ied eC!ch day~ "rhe:t ne~~ sti::1ulus sit-...ations can. be introduced anc! ~1hen b~havloral .linkG can l;e drop?ed ~rithout cisrui'tinr. the 'tihole chain. Sl?:CCI'FICS :. I·rom Septe1ilher through Dece~er of 1967, we c.nnly::ed the progrm::L goals and r~quirements. The r;oals were to get the vehicle to ~ re~ote point ar..d back a gz.:tn. A sit::ple tcrninal behavior r.,-"!.y b~ re'::!uired. The gui4<mce syr; ten 'l!l"..lst utilize the capabil:I.ties of an F. F L:L'll~. I:c our anZ!lyois > t':·To areas seeted to be ttiOSl: criticnl nnd in ne~d of invas-::igation, develo:;,::raer.c anti sclC!ct:iorJ. o£ gu:ide:~.ce r::.ethods and es-:abli~l1in& a m£:..--d~um. ra:xge capabilit:y. ' We proposed several ap?roaches to the guic!~r.cc p=o~len, one of which was not: directly co~?ntihlc l>ith the R r Link. t;c p'I'oposed to assess t:he efficacy of contir-t:ou£i i.nfo~..::1tion input systeps a.id inter::d.t-:ant infor.:::1tion inputs c:y:;te!!!3 a'> well a.G co:rp~re po..:iti;;a i11for-....:1t:ion c:l~te~ \J~tli. negu-::!.·.;e inforr.mti~n zysteils • •• ----------------------------- ---------------- --··-··. ------------------------ ----------------- -------------- .. ' • . "'· •' . Pn~e Three Once the system(s) of choice h<ld b~cn selected, tJc proros~c to g.!!.th<lr data on ran~a e::tension. \·:e were ir.tcrc~tcd in:.hiologi cal fcr.tors tmch as attention. span, physical endurnnce~ totnl ranr:;e and effect of ci!ffer~nt reinforcement schcuulc!:i. Once tiC had a cufficicut a..'"lCunt of data to support that the sys·· ter.t could pomlil:ly nc:hieve the dc~ir~d ran.g~ we rropozcd to incorporate f hcha'liors 1.1nd at tcL'pt to a- cldcve maxirnl!:l rl:'!nge. Include.! at this tlnc also woulc.! be the :::ystcr.s :l.rit(~t;.ratlon nsr,ects. TI1e of ci!ffer~nt reinforcement schcuulc!:i. Once tiC had a cufficicut a..'"lCunt of data to support that the sys·· ter.t could pomlil:ly nc:hieve the dc~ir~d ran.g~ we rropozcd to incorporate f hcha'liors 1.1nd at tcL'pt to a- cldcve maxirnl!:l rl:'!nge. Include.! at this tlnc also woulc.! be the :::ystcr.s :l.rit(~t;.ratlon nsr,ects. TI1e training protocol involves systematically increasing the complexity .~:md skill level of the ~mim.U respo01ses uncicr tile conditions of an ezpa.nding and frequently changine. environn:cnt. l:e conditioned the anim:Jls to scnrc:i.1 for tarp,~ts S..~d respond to ·· · the t.:1rcets once they fo'L'Ud the!n. ~~·a supplied auditory cues to the ani:c-..als to aid thel:l in;their search for targets. Fe also to at:tem,tec train ~n ani~l vithcut the usc o!: targets but the res":Ilts in cotCparison to ·the ta.rt_t.:t situation t7ere poor •... 'Ihe auditory cues •.rere a conti:1uous si!Zllal ~1:tc::n the animal l;3S he:1ding towards the jJroper target~ o si3nnl I!'.ennir~s turn to t'he left (tarr,et on le!t) and a signal ~~ening t~rn rieht (t~rgct on ri:;h.t). These sisn~ls ~ere used in cliffert:nt cott.bill<ltion for different animuls depending on the p~rticular approach in train·· ing. The b~ic apprc~cl;es ·>-Jere: On course .... ,,. Lc .~ ~'·t .._ '- L'..olaQU. On course--Left/!:ight trnether the guidance aignals ~ere contin~ous or int€~i~tant vas another vari:::.ble in cur tr.n.inin~ sche~e. Tr.e initial tr<lining :Ls accoiT.plisheJ t"ith the relativ!:!ly sterile confines of a sr.~ll )pen--essenti£lly ~oversized skinner hox! O:lce the behavior "t-ras established in the SII2all pen we r.-oved to a. larger pen with a !!:ore complex envircm::ent a:nd "-lso introduced g~te: training and ~ore extensive handling proccclures. By this r.tethod of co11tinual euviro~1et-:.tal and bchaviorc:l e>.:pansicn \~e moved the a.'"lir:.:al!Z outsicle the c;or.?OU:lds • .. !e . " ..-• :~ ,, ., ':he: dat'~ t.er·t C.urin.~ no~~:: of thr;: trn!.ninr, tH!S!licm:; ~tere nu;:tl-,::rc:; c: trialD ~ positi(;JlC. <lr:.d ~~nzc. o£ tcrects ~ ~c..~r-:r of correct ci:c.lc~c, c:-.-.... i:conr.:~:-tt<:1.l f:1c tor:. . . ··--\:m-! '-1 occr..~:!.<,r1.tll:t ti;N:~ p~= tr.ial · · ·· - · J :u~::zo cf c~ul:'=~· cor-cct:.::.o:l!; :.t~•d ,::c:ct iil?ortG::ltly z1~c:! nt ::..11 t:f..lN!!l, n '!c:ta:lle~ rucor.! of tH!lH.r~l•J=~•l C~br.er-\~::.tion::. • •• The page contains typed text, with a header "Page Two" and a subheading "SPECIFICS". There are some small, scattered dark marks that could be ink blots or stray marks. The text itself describes training programs for animals, evidence evaluation, and guidance system development. There are no photographs, diagrams, stamps, handwritten annotations, or redacted content visible on this page. The page contains typed text with several scattered dots that may be ink blots or minor printing imperfections. There are no photographs, handwritten annotations, stamps, forms, diagrams, tables, redactions, or visual evidence of experimental procedures. The content primarily consists of written descriptions related to a training protocol for animals, detailing their conditioning, the use of auditory cues, and progression through different environments. The page is a scan of old, distressed paper, with numerous ink blots, smudges, and speckles obscuring some of the text. It contains a title, "Page Four", and a paragraph of text detailing data kept during training sessions. There are no photographs, diagrams, forms, tables, or stamps visible in the provided image. There are a few handwritten or printed markings that appear to be non-textual flourishes rather than annotations or marginalia. The text itself is the primary visual element on the page.