James G. Miller

Effects of magnesium pemoline and dextroamphetamine on human learning.

Two central nervous system stimulants, magnesium pemoline and dextroamphetamine, were tested to see if they facilitate learning in human subjects. Subjects under placebo learned faster than the subjects under any of the several doses of magnesium pemoline; however, none of these differences reached statistical significance. Subjects who received dextroamphetamine learned significantly more slowly than those who received placebo.

Experimental studies of behavioral effects of meprobamate on normal subjects.

With the increasing use of meprobamate, it is important to know its effects on the behavior of relatively normal subjects, on persons who take the drug without discontinuing their usual activities. We need detailed information about the effects of the drug on those common but complex acts in which most people engage as part of their daily lives. One of these activities-potentially dangerous if not properly carried out-is driving an automobile. How does meprobamate affect the motor skills, the sensory processes, and the judgment necessary for safe driving? Does meprobamate in usual doses, alone or in combination with a martini or a drink of whiskey, make it likely that a driver will endanger his own life or the lives of others? The answers to these and related questions have become increasingly important in view of the rapid changes occurring in our modern world. Although some information on these issues can be obtained from general observation and from subjective reports, our knowledge about the drug’s effects will be much sounder if the data are obtained under standardized and controlled conditions. Our research, including studies of reaction time, driving skills, steadiness, and visual performance, was designed to accomplish this.

Applications of Living Systems Theory

Living systems theory identifies basic principles that underlie the structure and processes of living things and relates them to the nonliving physical world, integrating and bringing order to the ever-growing mass of empirical data about them. In addition, living systems models and methodology are useful in empirical research on the great variety of systems of interest to psychology and related fields and in study of individual systems at any of the eight levels of living systems.

Entropy, Social Entropy and Money: A Living Systems Theory Perspective

Entropy is a measure of system disorganization. This article discusses how entropy occurs and is measured in physical, biological and social systems, with particular emphasis on social systems. The role of money-information markers in the recurring organization and disorganization of social entities is identified as an important aspect of social entropy. The discussion integrates living systems theory, social entropy theory, and macro accounting theory.

General Living Systems Theory

An increasing number of psychiatrists recognize the need of psychiatry for an integrative theory to provide a basis for their diagnostic and therapeutic actions. General living systems theory is a conceptual framework within which the biological and social approaches to the study of living things are logically integrated with the physical sciences. This theoretical integration and the empirical testing of hypotheses which it requires, can provide to psychiatry the theoretical and empirical support that other medical specialties find in cellular biology, physiology, and biochemistry.

Behavioral effects of chronic administration of psychoactive drugs to anxious patients.

SummaryThe effects of chronic administration of (a) 1600 mg. meprobamate, (b) five Tranquil tablets (the maximum recommended daily dose), and (c) placebos were examined, in a counterbalanced partially blinded design. Thirty-two subjects, including 23 anxious patients, employed as their own controls, were given behavioral tests, psychiatric interviews, and ratings at the end of each 21 day treatment period.On the behavioral tests, meprobamate led to a slowing of reaction time in simulated driving at high speed, accompanied by a slight lowering of accuracy, and an improvement in accuracy of time estimations under a distracting influence. Tranquil led to a similar slowing of reaction time at high speed, along with a nonsignificant tendency toward decreased accuracy, and significantly poorer visual acuity and hyperventilation scores.On psychiatric evaluations, meprobamate led to marked psychological reactions, daytime sleepiness, longer nighttime sleep, greater restfulness, better retention, need for more physical effort, less tension, decreased appetite, and a feeling that the drug was active. Tranquil led to similar effects as to psychological reactions, daytime sleepiness, nighttime sleep, need for more physical effort, decreased appetite, and judgment of drug activity but no increase in restfulness, improved retention, or lessened tension.Self-ratings did not differentiate between the three treatments. Ratings by observers indicated decreased anxiety under meprobamate and decreased symptoms under both treatments.

EDUCOM: Interuniversity Communications Council

The Interuniversity Communications Council has been formed to provide collaboration among institutions of higher learning in their efforts to utilize the emerging communication sciences. Given a W. K. Kellogg Foundation grant for administration, eight charter members announced the nonprofit organization in June 1965. There now are 50 institutional members, representing 167 separate campuses. Interuniversity task forces have been assigned to the study of computerized regional and national educational information processing networks, educational systems and technology, computer-based systems for clinical activities, the copyright problems inherent in the new media, the use of the new information technologies in continuing education, and the use of computers in academic management. Other task forces will also be established. All information-processing activities in higher education are of concern to EDUCOM, including computational use of computers, computerized programmed instruction, library automation, educational radio and television, computerized cognitive aids, and the use of computers in clinical operations and university administration. Its primary purposes are to organize interuniversity cooperation in these fields, to disseminate reports on the state of educational information technologies, to investigate areas of critical development, and to facilitate useful applications.

THE PREVENTION AND TREATMENT OF ANAPLASMOSIS

There have been a t least 80 drugs proposed for the treatment of anaplasmosis. The suggested efficacy of these agents has often been based on a small number of clinical cases, with an almost complete lack of prior information as to their specific activity, or lack of such activity, against Anaplasma marginale. The host specificity of the parasite has defeated many efforts to evolve a screening method that would adapt itself to the examination of a large number of compounds. The previous lack of a preliminary screen has been a major stumbling block in the rational chemotherapeutic approach to the problem.

Time and Dosage Effects of Meprobamate on Visual Detection

SummarySixteen male subjects, 21 years and older, were run in a doubleblind own-control design under three dosages of meprobamate (400, 800 and 1600 mg) and matching placebo, to determine response curves on a visual detection task over a four and one-half hour period, from 5:00 to 9:30 p.m. To control for possible daily cycle effects two additional runs under placebo and 1600 mg meprobamate were conducted from 8:00 a.m. to 12:30 p.m.The evening tests showed statistically significant dosage effects, time effects, and a significant drug by subject interaction. The morning tests showed no difference between performance under placebo as compared to 1600 mg of meprobamate, although there was a significant drug by subject interaction. This differential drug effect was discussed in terms of its possible dependency on the momentary physiological and psychological state of the individual and his diurnal metabolic rhythm.

A PILOT EXPERIMENT ON THE EFFECTS OF MEPROBAMATE AND OF PROCHLORPERAZINE ON TESTS OFCOGNITION AND PERCEPTION

This paper reports preliminary results as to the behavioral toxic effects of double-blind administration of tranquilizers on cognition and perception. Ss were all normal males, 2 1 years old or older. Ss were group-tested 1 hr. after random assignment to one of three treatments: ( a ) 800 mg. meprobamate ( 15 Ss), ( b ) 20 mg. prochlorperazine (17 Ss), or (c ) matching placebo, lactose ( 18 Ss) . Two tests were given immediately after Ss took pills (and therefore before the minimum of 15 min. in which the pill might begin to take effect), and again 1 hr. after ingestion. For these tests, change scores were used to analyze results. These tests were: ( 1 ) simple addition of two two-digit numbers, and ( 2 ) simple multiplication of a two-digit number by a onedigit number. For the rest of the battery, absolute scores were used to compare groups. Test 3 required S to alternate between multiplying and subtracting a one-digit number from a two-digit number. The remaining tests were taken from Guilfords battery measuring orthogonal factors of higher mental processes (Guilford, Kittner, & Christensen, 1956) : ( 4 ) Sentence Order (highest loading on Guilfords Verbal Fluency and Reasoning Ability Factors ) , ( 5 ) Picture Group Naming (Concept Formation), ( 6 ) Four Word Combinations (Verbal Fluency), ( 7 ) Essential Parts (Abstraction, Reasoning Ability), and ( 8 ) Absurdities (Reasoning Ability). Of the 16 t tests made (eight comparing each dtug with placebo), only two were statistically significant. Prochlorperazine, as compared with placebo, gave an 18% decrement on the Sentence Order test ( t < .01) and a 6% decrement on the Absurdities test ( t < .05). The relatively small magnitude of effects, even in the two statistically significant comparisons, indicates that this study must be confirmed and extended before any firm conclusions as to possible drug effects can be drawn. REFERENCE GUILFORD, J. P., KITTNER, N. W., & CHRISTENSEN, P. R. A factor analytic study across the domains of reasoning, creativity, and evaluation: 11. Administration of tests and analysis of results. Rep. Psychol. Lab., No. 16. Los Angeles: Univer. of Southern California, 1956.