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Approved For Release 2001/03/07 : CIA-RDP96-00792R000300330001-8 LN734-85 A GENERAL DISCUSSION OF PARAPSYCHOLOGY _ Sp i anal. pane mem By: (American) L. E. Lyons ™, Chapter Three: Advances in Parapsychology Research 1. ESP Experiments in Schools Much of the experiments carried out so far have shown: the classroom is an extremely good place for ESP experiments. After results of experiments had first been rported from ESP labs, Florida elementary school teacher, E. Bood, noticed the report, and conducted an experiment in her own class of 22 students. The night before the experiment, she made up a stack of cards numbered 1 through 10 to be drawn at random. The next day, she stood at the fron of the classroom (sometimes at the back of the classroom) and every four or five seconds she would concentrate on the number on a card. The students would wite down their guesses. The results were startling. There were 371 correct answers in 2,870 guesses. This is 86% better that the odds of chance. This ratio is second highest of all experiments conducted in classrooms. In 1953, a Holland school disciplinarian, J. G. Busschback, carried out an ESP experiment in more than 100 classroons under his jurisdictiosn. After results of his experiments were published, Busschback was invited to Duke University to repeat the experiments ha had conducted in Holland. In the laboratory, M. Anderson and R. White assisted him. He conducted experiments with 23 classes of fifth and sixth graders, and 17 classes of seventh and elghth graders. The results were similar to those in Holland. ‘The results with the fifth and sixth graders were somewhat better, and the results with the seventh and eighth graders were closer to those of chance. During the course of these experiments, the younger students showed more interest in the experiments than the older students. Later, Anderson and White made some changes in the experiments for seventh and eighth graders, attempting to create more interest in the experiment. The results of the experiment show that success rate for ESP is related to the student/teacher relationship. There are four types of student/teacher relationships to be considered. (1) Where the student likes the teacher, and the teacher likes the student; (2) Where the student does not like the teacher, and the teacher does not like the student; (3) and (4) Where one likes and one does not like the other. The ESP success rate for type 1 where both parties like each other is highest. Type 2, where both parties dislike the other, the success rate is lowest. The success rate for 3 and 4 is much lower than the odds of chance. This means, that the deviation of psychic error was higher than the deviation of chance. In the next ten years, many other repeat experiments were carried out. However, there were no major results. Although some experiments ahieved the ' predicted results, they were of no great significance. This discrepancy can ohly be explained by the enthusiasm which Andeson and White had for their work, and the way it infected those who worked around them. This is clearly just as important as the "Lamb" records. -75- \ Approved For Release 2001/03/07 : CIA-RDP96-00792R000300330001-8