35 ideas
| 14239 | The empty set is usually derived from Separation, but it also seems to need Infinity [Oliver/Smiley] |
| 14240 | The empty set is something, not nothing! [Oliver/Smiley] |
| 14241 | We don't need the empty set to express non-existence, as there are other ways to do that [Oliver/Smiley] |
| 14242 | Maybe we can treat the empty set symbol as just meaning an empty term [Oliver/Smiley] |
| 14243 | The unit set may be needed to express intersections that leave a single member [Oliver/Smiley] |
| 14234 | If you only refer to objects one at a time, you need sets in order to refer to a plurality [Oliver/Smiley] |
| 14237 | We can use plural language to refer to the set theory domain, to avoid calling it a 'set' [Oliver/Smiley] |
| 14245 | Logical truths are true no matter what exists - but predicate calculus insists that something exists [Oliver/Smiley] |
| 17914 | He made a molten sea, which was ten cubits across, and thirty cubits round the edge [Anon (Kings)] |
| 14246 | If mathematics purely concerned mathematical objects, there would be no applied mathematics [Oliver/Smiley] |
| 14247 | Sets might either represent the numbers, or be the numbers, or replace the numbers [Oliver/Smiley] |
| 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] |