45 ideas
| 10859 | A set is 'well-ordered' if every subset has a first element [Clegg] |
| 10857 | Set theory made a closer study of infinity possible [Clegg] |
| 10864 | Any set can always generate a larger set - its powerset, of subsets [Clegg] |
| 10872 | Extensionality: Two sets are equal if and only if they have the same elements [Clegg] |
| 10875 | Pairing: For any two sets there exists a set to which they both belong [Clegg] |
| 10876 | Unions: There is a set of all the elements which belong to at least one set in a collection [Clegg] |
| 10878 | Infinity: There exists a set of the empty set and the successor of each element [Clegg] |
| 10877 | Powers: All the subsets of a given set form their own new powerset [Clegg] |
| 10879 | Choice: For every set a mechanism will choose one member of any non-empty subset [Clegg] |
| 10871 | Axiom of Existence: there exists at least one set [Clegg] |
| 10874 | Specification: a condition applied to a set will always produce a new set [Clegg] |
| 10880 | Mathematics can be 'pure' (unapplied), 'real' (physically grounded); or 'applied' (just applicable) [Clegg] |
| 10861 | Beyond infinity cardinals and ordinals can come apart [Clegg] |
| 10860 | An ordinal number is defined by the set that comes before it [Clegg] |
| 10854 | Transcendental numbers can't be fitted to finite equations [Clegg] |
| 10858 | By adding an axis of imaginary numbers, we get the useful 'number plane' instead of number line [Clegg] |
| 10853 | Either lack of zero made early mathematics geometrical, or the geometrical approach made zero meaningless [Clegg] |
| 10866 | Cantor's account of infinities has the shaky foundation of irrational numbers [Clegg] |
| 10869 | The Continuum Hypothesis is independent of the axioms of set theory [Clegg] |
| 10862 | The 'continuum hypothesis' says aleph-one is the cardinality of the reals [Clegg] |
| 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] |
| 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] |
| 6005 | Animals are dangerous and nourishing, and can't form contracts of justice [Hermarchus, by Sedley] |