65438-0937 entered the University of Washington and transferred to the University of Alabama the following year, majoring in linguistics. He received a Bachelor of Arts degree from 65438 to 0940 and a Master of Science degree the following year. He is interested in psychology, because he attended a psychology seminar at school. So after graduation, I was hired as a lecturer in general psychology by my alma mater, teaching 16 hours a week and teaching the same subject 16 times repeatedly. In this way, Miller, who didn't specialize in psychology, entered the field of psychology under the condition of "teaching and learning". From 65438 to 0942, he accepted the advice of a senior psychology professor and went to Harvard University for further study. After entering Harvard University, he entered the psychoacoustics laboratory of the school and engaged in the research of military radar telephone system. 1946, taking psychoacoustic research as the subject, obtained a doctorate in psychology.

1948 was hired as an assistant professor by Harvard University to teach courses in language communication. 1950 made a special trip to the Institute of Advanced Behavioral Science of Princeton University as a visiting scholar for one year, and then went to Lincoln Laboratory of Massachusetts Institute of Technology for research the following year. From 65438 to 0955, he was promoted to associate professor of Harvard University and full professor three years later. 1958, researcher, School Advanced Behavioral Science Research Center. 1960, he co-founded the Harvard University Cognitive Research Center with another famous cognitive psychologist J. Bruner, and worked there until 1967, in which 1963 he was a research professor at Oxford University. 1968- 1978, professor of experimental psychology at Rockefeller University in new york; 1979, professor of psychology at Princeton University; 1990, emeritus professor after retirement. 1986, Miller and Gilbert Harman) * * * established the cognitive science laboratory of Princeton University. 1986- 1994, former head of cognitive neuroscience project sponsored by McDonnell Douglas Foundation. In addition, he also developed his own research project-WordNet &; amp#9 1; 1。 amp#93; .

In the 1940s and 1950s, when Miller started his academic career, it was the peak of behaviorism. All academic institutions, professional groups, research resources and publishing opportunities of psychology are monopolized by behaviorism. He is interested in psychology researchers who are really engaged in science from the perspective of human nature, and can hardly find a foothold. If someone doesn't take the behaviorist route to study psychology, they may not find a job at all. Miller originally agreed with the scientific orientation of behaviorism, but after he published Language and Behavior Based on Research Data, he felt that behaviorism only focused on the research orientation of explicit behavior, which was not enough to understand the complexity of human language. In particular, the academic overbearing style of behaviorism made him very disgusted. 1960, he and another cognitive psychologist Bruner jointly established the Harvard University Cognitive Research Center, the name of which was intended to challenge behaviorism. However, when Miller explained the purpose of establishing the center, he did not agree with ordinary people to interpret their psychological thought as a cognitive revolution. He believes that the rise of cognitive psychology is not a complete innovation, but the revival of old ideas, which makes psychology restore its true colors of studying internal psychological activities. Only in this way, since the rise of cognitive psychology, the definition of psychology has changed from "psychology is the science of studying behavior" in the behaviorism era to "psychology is the science of studying behavior and psychological process". Next, it introduces Miller's two contributions to psychology: when cognitive psychology based on information office theory sprouted in the early 1960s, the information processing function of the computer was one of the influencing factors. Miller's research achievements in information memory provide a theoretical basis for the emerging cognitive psychology. Psychologists at that time had roughly divided the process of information processing into sensory memory (less than 2 seconds), short-term memory (less than 1.5 seconds) and long-term memory, but the nature and importance of short-term memory was published by Miller in 1.956. The limit of our information processing ability was determined after that. One of his main viewpoints is the concept of information coding. He believes that the simplest coding method is to classify the input information, then name it, and finally store the name instead of the input information itself. Coding is an active conversion process, which does not strictly match the experience, so coding and subsequent decoding often lead to errors. Miller's research has two points:

Without repeating exercises (such as watching TV subtitles), most people can only write down seven items in short-term memory (such as seven digits and seven place names), so when they look up the phone number from the phone book, they often lose their memory when they want to dial.

Although the amount of short-term memory cannot be increased, the properties of these seven items can be expanded through psychological operation. For example, 2471530121987 is a long string of numbers, which far exceeds the limit of 7, but if it is meaningful through psychological operation, it will become 24 (hours) -7 (a week)-15 (half a month) -30 (. Miller called this unit of meaning chunk. When learning English, from letters to words, from words to short sentences, from short sentences to long sentences, bit by bit information is written down in chunks through psychological operation.

After Miller's research, short-term memory has become a particularly important topic in modern cognitive psychology. He pioneered the study of memory with information processing theory, and since then, a series of quantitative studies on memory illusion have appeared. In order to explain how people process information (i.e. stimulation) and turn it into his knowledge, Miller and his colleagues published the book "The Structure of Planning and Behavior" at 1960. In the book, he uses the four letters "TOTE" to indicate that people's behavior is structured and carried out as planned when processing information. The whole meaning of these four letters is test-operation-test-exit. Try to show its meaning by taking a bath in the bath. After putting the water in the bath, first test whether the water temperature is appropriate by hand; If it is too cold (or too hot), operate the faucet and add exothermic (or cold) water; Test again after operation. If the water temperature is suitable, the problem of water temperature treatment will stop. Of course, the handbag that Miller refers to is only a unit in the behavior structure. Complex continuous behavior requires continuous use of multiple units to be processed. At this time, TOTE becomes: test-operation-test-operation-test-operation ... test stops. In Miller's The Structure of Planning and Behavior, Toth's concept was later interpreted as: stimulus (information) → sensory memory → selective attention → psychological operation in short-term memory → review → classification and organization in long-term memory and permanent storage. Although Miller's concept of Toth is only a hypothesis that human beings absorb knowledge, his hypothesis is proved to be correct by experimental research in cognitive psychology.