◆ SpookStack

Approved For Release 2001/03/07 : CIA-RDP96-00792R000300330001-8 LN734-85 The French school system prohibits teachers from planning ariy extracurricular activities such as ESP during class time. French elementary school teacher, C. Vasse, was able to use her off duty time to give these tests to students who wanted to play ESP games. In the spring and fall semesters of 1955 she conducted experiments with two of her classes, the results of which were almost the same of Miss ?Bond?. ESP experiments in the classroom are totally dependent on the student/teacher relationship. Later, Miss Lowrens conducted experiments with preschool age students (4 to 6 1/2). When she conducted experiments with strange (unfamiliar) students, not one class in ten achieved results better than the odds of chance. Another of Lowrens' conclusions is that un many of the classes (though not all) the girls! success rates were higher than the odds of chance, while the boys! success rates were less than the odds of chance. In order to determine the subtle differences between ESP scores between the two sexes, Dr, J. F. Freeman conducted a series of experiments on this over a number of years. Freeman reported that the results.of his experiments, which were conducted as research on retarded children under the guidance-of an instructor, surprised him. What surprised him was that the success rates for the boys was higher than the odds of chance and the success rates for the girls was lower than the odds of chance. The instructor did not like girls. This is clearly just the same as the experiments by Anderson and White. The attitude of the teacher influences the sucess rate of the students. ’ Because the effect of gender on ESP was unclear, Freeman gave a test to some seventh graders. The girls did clearly better than the boys on the word tests, and the boys did better than the girls on the space related tests. However, when he gave different aptitude tests to some about to finish the seventh grade, some girls (a minority) did better on the space related questions than they did on language questions, just as the boys did. On the other hand, some boys (a minority) did poorly on the aptitude test, but did the same as the girls in guessing pictures in a book. The difference is significant. However, it is - more apt to say that it is the result of different stages of psychological development than it is to say it is a difference between the sexes, There is another experiment which shows a basic difference in ESP between the sexes. This was reported by R. M. Brier. later, the parapsychology laboratories also reported it. The Junior High School magazine reading had an attached ESP chart, which the students were requested to fill out and return. The results were unexpected. More than 100,000 students replied. As would be expected, the overall results were the same as chance. Some were psychicly right, some were psychicly wrongs They averaged each other out. This may be one of the reasons that man has historically not been aware of ESP. However, in this large mass of data, inherent proof of ESP was discovered. This was connected to the different sexes. The girls' success rates were clearly. different from the odds of chance, and the boys! success rates were the same as - Chance. However, tests done in 22 of 32 classes show that the fluctuation of some of the boys! answers to math questions were clearly not the same ag chance, while the girls' were the same as chance. This diference is not very apparent, and is perhaps only noticeable in such a large case. -76~ Approved For Release 2001/03/07 : CIA-RDP96-00792R000300330001-8