43 ideas
| 13437 | A CAR and its major PART can become identical, yet seem to have different properties [Gallois] |
| 16233 | Gallois hoped to clarify identity through time, but seems to make talk of it impossible [Hawley on Gallois] |
| 16025 | If things change they become different - but then no one thing undergoes the change! [Gallois] |
| 16026 | 4D: time is space-like; a thing is its history; past and future are real; or things extend in time [Gallois] |
| 14755 | Gallois is committed to identity with respect to times, and denial of simple identity [Gallois, by Sider] |
| 16231 | Occasional Identity: two objects can be identical at one time, and different at others [Gallois, by Hawley] |
| 16027 | If two things are equal, each side involves a necessity, so the equality is necessary [Gallois] |
| 17979 | Research shows perceptual discrimination is sharper at category boundaries [Murphy] |
| 18690 | Induction is said to just compare properties of categories, but the type of property also matters [Murphy] |
| 23805 | Some explanations offer to explain a mystery by a greater mystery [Schulte] |
| 23792 | Phenomenal and representational character may have links, or even be united [Schulte] |
| 23795 | Naturalistic accounts of content cannot rely on primitive mental or normative notions [Schulte] |
| 23804 | Maybe we can explain mental content in terms of phenomenal properties [Schulte] |
| 23806 | Naturalist accounts of representation must match the views of cognitive science [Schulte] |
| 23793 | On the whole, referential content is seen as broad, and sense content as narrow [Schulte] |
| 23796 | Naturalists must explain both representation, and what is represented [Schulte] |
| 23802 | Conceptual role semantics says content is determined by cognitive role [Schulte] |
| 23797 | Cause won't explain content, because one cause can produce several contents [Schulte] |
| 23799 | Teleosemantics explains content in terms of successful and unsuccessful functioning [Schulte] |
| 23800 | Teleosemantic explanations say content is the causal result of naturally selected functions [Schulte] |
| 23798 | Information theories say content is information, such as smoke making fire probable [Schulte] |
| 17980 | The main theories of concepts are exemplar, prototype and knowledge [Murphy] |
| 17973 | The theoretical and practical definitions for the classical view are very hard to find [Murphy] |
| 17969 | The classical definitional approach cannot distinguish typical and atypical category members [Murphy] |
| 17970 | Classical concepts follow classical logic, but concepts in real life don't work that way [Murphy] |
| 17971 | Classical concepts are transitive hierarchies, but actual categories may be intransitive [Murphy] |
| 17972 | The classical core is meant to be the real concept, but actually seems unimportant [Murphy] |
| 17975 | There is no 'ideal' bird or dog, and prototypes give no information about variability [Murphy] |
| 17976 | Prototypes are unified representations of the entire category (rather than of members) [Murphy] |
| 18691 | The prototype theory uses observed features, but can't include their construction [Murphy] |
| 17983 | The prototype theory handles hierarchical categories and combinations of concepts well [Murphy] |
| 17985 | Prototypes theory of concepts is best, as a full description with weighted typical features [Murphy] |
| 17986 | Learning concepts is forming prototypes with a knowledge structure [Murphy] |
| 17974 | The most popular theories of concepts are based on prototypes or exemplars [Murphy] |
| 17977 | The exemplar view of concepts says 'dogs' is the set of dogs I remember [Murphy] |
| 17982 | Exemplar theory struggles with hierarchical classification and with induction [Murphy] |
| 17981 | Children using knowing and essentialist categories doesn't fit the exemplar view [Murphy] |
| 17984 | Conceptual combination must be compositional, and can't be built up from exemplars [Murphy] |
| 17987 | The concept of birds from exemplars must also be used in inductions about birds [Murphy] |
| 17978 | We do not learn concepts in isolation, but as an integrated part of broader knowledge [Murphy] |
| 18687 | Concepts with familiar contents are easier to learn [Murphy] |
| 18688 | Some knowledge is involved in instant use of categories, other knowledge in explanations [Murphy] |
| 18689 | People categorise things consistent with their knowledge, even rejecting some good evidence [Murphy] |