38 ideas
| 19504 | My modus ponens might be your modus tollens [Pritchard,D] |
| 19503 | An improbable lottery win can occur in a nearby possible world [Pritchard,D] |
| 19505 | Moore begs the question, or just offers another view, or uses 'know' wrongly [Pritchard,D, by PG] |
| 17979 | Research shows perceptual discrimination is sharper at category boundaries [Murphy] |
| 19499 | We can have evidence for seeing a zebra, but no evidence for what is entailed by that [Pritchard,D] |
| 19500 | Favouring: an entailment will give better support for the first belief than reason to deny the second [Pritchard,D] |
| 19502 | Maybe knowledge just needs relevant discriminations among contrasting cases [Pritchard,D] |
| 19498 | Epistemic internalism usually says justification must be accessible by reflection [Pritchard,D] |
| 19506 | Externalism is better than internalism in dealing with radical scepticism [Pritchard,D] |
| 19496 | Disjunctivism says perceptual justification must be both factual and known by the agent [Pritchard,D] |
| 19497 | Metaphysical disjunctivism says normal perceptions and hallucinations are different experiences [Pritchard,D] |
| 19495 | Epistemic externalism struggles to capture the idea of epistemic responsibility [Pritchard,D] |
| 19501 | We assess error against background knowledge, but that is just what radical scepticism challenges [Pritchard,D] |
| 19507 | Radical scepticism is merely raised, and is not a response to worrying evidence [Pritchard,D] |
| 18690 | Induction is said to just compare properties of categories, but the type of property also matters [Murphy] |
| 20653 | Six reduction levels: groups, lives, cells, molecules, atoms, particles [Putnam/Oppenheim, by Watson] |
| 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] |