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Miller was a founding father in the field of biofeedback. Miller while reading a book on classical conditioning came to know that autonomic responses in various internal organs could be classically conditioned. Miller attempted to show that autonomic response could also be instrumentally conditioned. Miller conducted research on rats in which he stimulated ratsí brains using electricity or chemicals to produce sensations such as hunger and anxiety. After the successful experiment on rats, he investigated other autonomic behaviors through instrumental conditioning. Biofeedback is now being used to treat a variety of diseases and conditions such as stress, alcohol and other addictions, sleep disorders, respiratory problems, hypertension, etc.

Miller did several experiments in his effort to put together psychoanalytic principles with learning theory that led to the findings of specific brain sites such as the reward-escape site. His effort led him to a path that ended him as the founding father of The Society for Neuroscience (SFN). Neal Elgar Miller was one of the most accomplished behavioral neuroscientists of the 20th century who was a founding member of the society in 1971-72, died in March 23, 2002.

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Miller undertook several experiments to test the strong form of the drive-reduction hypothesis. He did experiments using rats as a model organism and justified that the reduction in drive results from the attainment of a goal that constitutes that goalís ability to reinforce the behaviors attaining it.

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Millerís contribution in the field of neuroscience is exemplary. Today, neuroscience is one of the most powerful areas of research and treatment of brain related diseases. Such studies include structure, function, evolutionary history, development, genetics, physiology and biochemistry of the nervous system.

Millerís Students.†Neal Millerís students always saw him as a master in the field of research design and communicator of the conceptual basis of scientific inquiry. He always used to look for† the parsimonious explanations of cause and effect but required that the hypotheses associated be thoroughly defined in empirically testable ways that allow them to be complete or disconfirmed, ideally by a variety of measure. He advised students that while doing experiments keep an eye out for unexpected findings because sometimes these are more significant than the finding sought for.

When asked why he took graduate students into his lab who had not undergraduate education in psychology, he said, ďIf I only took graduate students who knew a lot of psychology, Iíd know the same things they did but by taking graduate students from different disciplines, Iíd be taking in people who knew things I didnít know which at times could come in very useful.Ē

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