Here are three useful, interrelated exercises for new (well, and even old) Viewers. Not CRV exercises so much as "personal" exercises to improve skills related to your CRV work. The first two were given me by Lyn Buchanan when I asked for something I coiuld do prior to formal training. I was astonished to discover that I had things sitting around me—a big mailing envelope on my desk, for instance—that I had no word to accurately describe. (Brown? no. Tan? no. Orange? no. Kraft? that's a brand, not a color. 'Like a mailing envelope?' that's analysis. Sheesh!) Makes you realize, if it's that difficult to do a great job of explaining things right in front of you, how much more difficult it is to explain fairly intangible or fleeting 'impressions.' That's why this kind of thing is important to CRV performance. Your session depends not just on your perception, but on your communication; on your "active" vocabulary.



One thing which has been found through scientific studies of the mind is that language affects a person's thought as much as, if not more than thought affects that person's language. The basic finding that we're concerned with is the one which says that if you don't have a word for something, you tend to not think it, or even recognize that it exists. That is, you may sense it on a subconscious level, but it never reaches the conscious level of thought, so you don't become aware of it. That's true whether it's a non-physical concept or even if it is something physical you are looking straight at. If it's not in your vocabulary, you tend to not even see it in front of your eyes.

The second finding that we're concerned about is that thoughts fit into groups. Therefore, the meanings of the words you use fit into groups, as well. For example, you are faced with something brand new to your experience. "What's that?" you ask. "That's a dwidget" someone answers. "What does it do?" you ask. "It takes wire and turns it into coat hangers." "Oh," you say, and think, "it's for manufacturing things." Once you have put it into its proper cubbyhole, you find it almost impossible to think of a dwidget without thinking of manufacturing, assembly lines, factories, noise, steam, clanging sounds, steam whistles blowing, etc. The mental grouping which goes with a word is called that word's "cognotron". It is the complexity of meanings which any word insinuates, simply by its very presence. Cognotrons are important to CRV work because often, when you don't have a word for something, your mind says, "Well, I don't know what it is, but it's round..." - and then the whole cognotron set for the word round takes over the real perception, and you are faced with everything which is round. Because the mind's NAG (Namer And Guesser) wants desparately to name this unknown, it will usually take the first noun it can find within the cognotron set and blurt that out. "APPLE! IT'S AN APPLE!" Having done that, it then shifts to the cognotron set for apple and you're off to the races.

In CRV work, this means that, if you get a perception of something you can't objectify, because you can't readily think of a word for it, then you will generally choose the "best fit" word to describe it. The problem is that not only will the rest of your descriptors tend to match that first word (come from ITS cognotron set), but so will the rest of your perceptions about the target. After all - if you have just identified the target as an apple, then you certainly don't want anything destroying that concept. Herein lies one of the greatest problems the CRVer will face in learning to perceive the site without pollution. The problem in this case, starts not with an incorrect perception, but with a lack of adequate vocabulary, and builds almost immediately into totally incorrect data which builds on its own incorrectness until the session is ruined. Once the process is started, it is extremely hard to stop. After all, it only takes a few milliseconds for the lack of a word to form into a full-blown STRAY CAT (AOL). It would have been so much better if you had simply had the correct word in the first place. That means that many of the problems of CRV can be prevented, not by "deeper psychic trance", or the "proper brain waves", but by simply increasing your vocabulary.

The average American has a vocaublary of almost 200,000 words - that is, an "inactive" or "passive" vocabulary. They know that many words, but don't ever use them. The average businessman has an "active" vocabulary of only about 2,000 words - that is, words he/she uses on a daily basis. Sad to say, the average housewife with small child has an active vocabulary of only about 200 words. When we refer to "active" vocabulary, we are not only talking about the number of words he/she uses every day, but we are also talking about the range of thought that person becomes capable of thinking, and the range of perceptions that person becomes capable of taking in, as well. If something happens outside their normal range, it is generally either not noticed, noticed but then ignored, or noticed and then quickly forgotten.

If you, because of the size of your "active" vocabulary, can't notice, describe or even perceive the things in the real world around you, how are you going to perceive and describe the things at a far distant site? The answer is that you aren't.

The vocabulary exercise is different from any of the vocabulary exercises you've ever done before. This is not a "learn a new word every day" type of exercise. This exercise takes for granted that you already have the vocabulary, sitting somewhere in your "passive" mind. If someone says a word, you'll recognize it at least well enough to get a meaning out of that person's sentence. The object of this exercise is to take those words out of your "passive" vocabulary and move them to your "active" vocabulary. That is, to get you to using those words you already know. You will be pleasantly surprised to find that you learn a lot of new words in the process.

The exercise is designed to first of all enhance those parts of your active vocabulary which will strengthen your range of perceptions in Phase 2 CRV work. That is, the detection and description of sensories and dimensionals. The exercise can continue beyond that, but for beginners, we start with the sensories and dimensionals.

Exercise #1

1. Get a group of 2 or more people together to do the exercise. Sit around a table, with a pen & paper in front of each person. It is important for each person to write each word down as someone says it, simply to get that person's body involved in the process of activating the vocabulary. The body's interaction with the mind is tantamount to all phases of CRV work.

2. Select ONE of the sensories at random (sounds, colors, smells, tastes, textures, temperatures, luminances, etc.) or one of the dimensional groups (sizes, shapes, directions, orientations, etc.). A fairly complete list of these is found in your CRV Viewer's Training Manual on page 14. Each person will write the selected sensory at the top of his/her sheet of paper.

3. In either columns down the paper, or lines across, each person writes down a vocabulary word as someone calls it out. People around the table call out the words as they think of them. This takes about 2 minutes, and then everyone has to start working for new words. As a person thinks of a new word, that word will trigger a thought in another person and bring another word out of their passive vocabulary. As each person writes it down, it brings it a little more into their active vocabularies. That's it. It is a very simple exercise on the surface, but in practice, it becomes very hard. Here is an example:

At the top of the page, write down one of the sensories:


Then, everyone starts calling out words. red, yellow, blue, brown, green, grey, ....

Pretty soon the group is groping for words: hazel, auburn, mauve, magenta, heliotrope, reddish grey, heliotropish auburn...

And pretty soon, you get desparate and move to colors such as brick red, fire engine red, ruby red, blood red, .....etc.

When someone in the group says a word which you don't know, ask them to describe it. In this way, you not only bring words from the "passive" vocabulary to the "active", but you also expand your vocabulary in the process. The end result of this exercise is that it gets people to think about things they haven't thought about in years, to increase their ability to describe things in more minute detail, and to thereby expand their ability to perceive things. Once you start perceiving things more clearly in the world around you, you'll be able to perceive things more clearly and accurately at a CRV target site.

This exercise should be practiced at least once a week If you have the chance to include school- aged children in the practice, the benefits for their education are enormous.

PJ's note: Use this exercise also for textures, and every other visual descriptive.

Exercise #2

"Everyone has basically two vocabularies: the passive vocabulary, which is made of words the person recognizes and knows the meanings of but never uses, and the active, which he/she uses all the time. Since the CRV process strives to bring out information about targets distant in space and time, there are two exercises which I have every beginning student practice ad infinitum: (vocabulary exercise)...

"A second exercise is, AFTER doing a lot of the first, take an object or photo from a magazine, etc., and describe it using all the now active sensory vocabulary which applies. When you have finished doing this alone, hand it to someone else and let them find all the things you overlooked. In this way, you become more attuned to seeing the less obvious aspects of a target.

"Both exercises are to "sensitize" you to the world around you. As you become more sensitive to it, you become more sensitive to the world of your subconscious, as well. Try it. It works." — L.B.

Exercise #3

I have another suggestion, as a nice test for your skills. Pick out an object in the house, something less than obvious, and write down your perception of that object, using only descriptives (not labels or analysis). When you're done, give the list to somebody who doesn't know what the object is (and preferably is not sitting right next to it). Can they figure out what it is, just from your descriptives? This will give you an idea of what a job analysts and applications-people have! — PJ


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